Journal articles on the topic 'Degree Name: Doctor of Education'
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Cooper, Katelyn M., Logan E. Gin, and Sara E. Brownell. "Diagnosing differences in what Introductory Biology students in a fully online and an in-person biology degree program know and do regarding medical school admission." Advances in Physiology Education 43, no. 2 (June 1, 2019): 221–32. http://dx.doi.org/10.1152/advan.00028.2019.
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Increasingly, institutions of higher education are adopting fully online degree programs to provide students with cost-effective, accessible postsecondary education. A concern these degrees raise is: Will students be prepared for the next step of their career paths after completing their Bachelor’s degree online? Biology undergraduates often begin their degrees wanting to become medical doctors, but no studies have explored whether students in a fully online biology degree program are being prepared to be admitted to medical school. In this study, we surveyed Introductory Biology students at one institution who were pursuing Bachelor of Science degrees in Biological Sciences, either in an online or an in-person program. The most prevalent career goal for both in-person students (65.2%) and online students (39.7%) was a medical doctor. Online students were more confident in their intentions to become doctors than their in-person peers. However, online students knew fewer criteria that medical schools consider when admitting students than in-person students [in-person: mean = 3.7 (SD 1.6); online: mean =2.7 (SD 1.7)] and were less likely to plan to become involved in premedical activities, such as undergraduate research. Finally, compared with in-person students, fewer online students were able to name at least one science student (in-person: 76.7%; online: 9.7%), academic advisor (in-person: 21.3%; online: 6.5%), and faculty member (in-person: 33.7%; online: 6.5%) with whom they could talk about pursuing a career in medicine. This work highlights knowledge gaps between students enrolled in a fully online biology degree and an in-person biology degree that are important for developers of online biology degree programs to understand and rectify to better prepare online biology students for admission to medical school.
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Dudina, Oksana. "PECULIARITIES OF TRAINING MASTERS IN MEDICINE IN CHINISE UNIVERSITIES." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 63–66. http://dx.doi.org/10.36550/2415-7988-2021-1-192-63-66.
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The article investigates and theoretically summarizes the peculiarities of training doctors at the master's level at the universities of ROC. Higher education in China is characterized by numerous changes due to the accumulation and adaptation of advanced successful experience in training specialists in different countries of the world. In this context, the property of scientists and educators of ROC concerning the organization of professional training of masters in medicine is of particular interest for Ukraine. Scientists are constantly searching for solutions and improving higher medical education in ROC. In the universities of the Republic of China, according to the field of study, the degree of master in medicine can be obtained as a professional degree and scientific degree. As a result, after completing the master's program in professional field, the master may work in positions such as senior physician, senior physician in health care, senior dentist, senior pharmaceutical, and the master in research field may work as the doctor-scientist, who carries out medical research as the main professional activity. The name of medical degrees is also different, for the professional field – clinical medicine, for the research field – preclinical medicine. Clinical medicine includes such areas of master's programs in medicine as health care, dentistry, pharmacological science; preclinical medicine includes clinical medicine, preventive medicine, dentistry, the science of human progress, the history of science and technology, biomedical engineering, social medicine and health management. The article examines the experience of implementing master's programs in medicine at higher educational institutions in China. The competence-based approach, forms and specialization of training in the organization of training and practicing students due to master's programs in medicine in ROC were determined.
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Nizhnik, Nadezhda. "Police law theory – a subject of research of modern scientists." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2019, no. 4 (December 25, 2019): 231–40. http://dx.doi.org/10.35750/2071-8284-2019-4-231-240.
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At a meeting of Council D 203.019.01 on the defense of dissertations for the degree of candidate of sciences, for the degree of doctor of sciences created on the basis of the Federal State Budgetary Educational Institution of Higher Education “Moscow University of the Ministry of the Interior of the Russian Federation named after V. Ya. Kikot” on October 10 in 2019, the dissertation was defended for the degree of candidate of legal sciences Nikiforova Slavyana Alekseevna on the topic: “State-legal views of E.N. Berendts”, specialty 12.00.01 – Theory and History of Law and State; the history of the teachings of law and the state. The Dissertation Council, chaired by the Deputy Chairman of the Dissertation Council D 203.019.01, Doctor of Law, Professor V.P. Malakhov, unanimously decided that the dissertation of S.A. Nikiforova is a scientific and qualification work, which is essential for the science of theory and the history of law and the state and meets the requirements established by the Regulation on awarding scien-tific degrees, as well as on awarding S.A. Nikiforova the degree of candidate of legal sciences in special 12.00.01.
The article is a review of the dissertation of the official opponent, in which the structure and content of the dissertation of N. S. Nikiforova are analyzed.
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Сhyrva, Hanna. "THEORETICAL AND METHODOLOGICAL PRINCIPLES OF TRAINING OF SCIENTIFIC AND TEACHING STAFF IN MANAGEMENT FOR RESEARCH AND INNOVATION ACTIVITIES." Social work and social education, no. 2(9) (November 21, 2022): 328–35. http://dx.doi.org/10.31499/2618-0715.2(9).2022.267381.
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The article describes the theoretical and methodological principles of training PhDs in management for research and innovation activities.Doctor of philosophy is an educational and at the same time the first scientific degree, which is obtained at the third (educational and scientific) level of higher education; corresponds to the eighth qualification level of the National Framework of Qualifications, focused on the person's acquisition of integral, general and professional competencies.The author analyzed Ukrainian and foreign (international) documents that confirm the importance of research and innovation training of scientific and pedagogical personnel, doctors of philosophy:− Salzburg principles (Salzburg I, 2005, Salzburg II 2010): the goal of doctoral education is to cultivate a research mindset, cultivate flexibility of thought, creativity and intellectual autonomy with the help of an original, specific research project; − National qualifications framework: correspondence of the third (educational and scientific) and scientific levels of higher education to the 8th level, which provides for mastery of conceptual and methodological knowledge in the field, formation of skills in conducting thorough scientific research with due academic integrity, striving for continuous self-development and self-improvement;− The procedure for the training of higher education applicants for the degree of Doctor of Philosophy and Doctor of Science in higher education institutions (scientific institutions) (2016, with changes): the need for the formation of such research competencies as oral and written presentation of the results of one's own scientific research, management of scientific projects and / or making proposals for financing scientific research, registration of intellectual property rights.An analysis of the Higher Education Standard (third (educational and scientific) level, field of knowledge 07 Management and Administration, specialty 073 Management) and the educational and scientific program «Management», which has been implemented at Uman State Pedagogical University named after Pavlo Tychyna since 2016, was analyzed.It has been established that the system of training doctors of philosophy for research and innovation activity requires constant improvement of theoretical and methodological principles in the context of national standardization of the specified process while preserving the autonomous right of higher education institutions and scientific institutions to the uniqueness of educational and scientific programs.Prospects for further research in this direction consist in a combination of theoretical, quantitative and qualitative analysis of the dynamics of the development of the components of the system of training doctors of philosophy in general and research and innovation activities in particular.
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G. Ionescu, Lavinel. "COSTIN D. NENITZESCU (1902 -1970) 100th ANNIVERSARY OF HIS BIRTH." SOUTHERN BRAZILIAN JOURNAL OF CHEMISTRY 10, no. 11 (December 20, 2002): 1–10. http://dx.doi.org/10.48141/sbjchem.v10.n11.2002.4_2002.pdf.
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Costin D. Nenitzescu was born in Bucharest in 1902 and passed away in Busteni, Romania in 1970. He obtained primary and secondary education in Romania and began university studies at the Swiss Federal Polytechnic Institute in Zurich. Later, he moved to the Technische Hochschule in Munchen (Munich) where he worked with Hans Fischer and obtained the Doctor of Engineering Degree in 1925. During the same year, he returned to Romania where he spent the rest of his life working, first at the University of Bucharest (1925-1935) and then at the Polytechnic Institute (1935-1970). Costin D. Nenitzescu is considered the founder of the School of Modern Organic Chemistry in Romania. He has published approximately 300 (three hundred) scientific articles, twenty books and treatises dealing mainly with organic chemistry, and authored about forty patents. Several organic reactions bear his name. Costin D. Nenitzescu s work includes the chemistry of indole and pyrrole, Romanian petroleum, nitro derivatives, reactions catalyzed by aluminum chloride, pyrytium salts, aromatic alkylation, cyclobutadiene, cyclooctatetraene, annulenes, carbonium ion reactions, eliminations, oxidations, and additions.
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Шинкарук, В. Д. "IN MEMORY OF THE EXCELLENT SCIENTIST-BIOLOGIST, PROFESSOR STEPAN STEPANOVYCH KOSTYSHYN." Bulletin of Uman National University of Horticulture 1 (August 2022): 140–42. http://dx.doi.org/10.31395/2310-0478-2022-1-140-142.
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On April 12, 2022, at the age of 91, the heart of the world-famous biologist, doctor of biological sciences, professor, honored worker of science and technology of Ukraine, academician of the Academy of Sciences of Ukraine, full member of the Academy of Engineering and Environmental Sciences of Ukraine, honorary doctor Saskatchewan University of Canada. Honorary Doctor of the University of Suceava "Stefan cel Mare" (Romania), Honorary Citizen of Chernivtsi and Lock Haven (USA), ex-rector of Chernivtsi Yuriy Fedkovych National University Stepan Stepanovych Kostyshyn. Stepan Stepanovych was born on February 7, 1932 in the village of Zvynyach, Chortkiv district, Ternopil region. The development of ecology and physiology of plants both in Ukraine and abroad is closely connected with his name. The main part of Stepan Stepanovych Kostyshyn's biography is connected with Chernivtsi National University. In 1955 he graduated from the Faculty of Biology of Chernivtsi State University (CSU). From 1961 to 1964 he studied in graduate school at the Department of Plant Physiology, in 1965 he defended his dissertation and worked as a lecturer at the Faculty of Biology. From 1972 to 1987 Stepan Stepanovych Kostyshyn worked as Vice-Rector for Research. In 1985 S.S. Kostyshyn defended his doctoral dissertation, and a year later received the academic title of professor. From 1987 to 2001, Stepan Stepanovych Kostyshyn was the rector of the CSU, and then of the Chernivtsi Yuriy Fedkovych National University. For more than 30 years he headed the departments - first biochemistry, and since 2002 - ecology and biomonitoring. Under his leadership, 19 PhD and 3 doctoral dissertations were defended, more than 300 scientific articles, 3 monographs, a number of textbooks stamped by the Ministry of Education and Science were published, 6 patents and certificates for inventions were obtained. S.S. Kostyshyn was one of the founders of the All-Union “Plant Genome” School. Stepan Kostyshyn was awarded the Order of the Badge of Honor, the Order of Merit of the III (1997) and II (2000) degrees for his significant personal contribution to the training of highly qualified specialists, long-term fruitful research, pedagogical and organizational activities.
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Zakharchuk, T., and A. Gruzova. "Dissertation defense board of St. Petersburg State Institute of Culture: 1938−2018." Scientific and Technical Libraries, no. 6 (June 3, 2019): 106–14. http://dx.doi.org/10.33186/1027-3689-2019-6-106-114.
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The history of the first in the country dissertation defense board, established at the N. K. Krupskaya Communist Institute of Political Education (today – St.Petersburg State Institute of Culture) is examined. The Board was established to review the theses in librarianship and bibliography. The analysis is based on the bibliography of dissertations defended during 80 years: the bibliography comprises 592 works. The main historical stages of the board are characterized; data on the number of doctor and candidate defenses during various periods is given. Several doctorate theses that made serious impact in the library and information sector are characterized; the geography of degree applicants (USSR republics, Asian, African, Latin American states) is analyzed; the subject scope of their investigations is discussed. The main research vectors and the most efficient supervisors are named. The author reveals the links between the defended dissertations and the Institute’s area of studies and scholar schools in the library and information sciences. The reasons for decreasing number of theses and changing subject scope are discussed.
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McGrath, Leslie Anne. "Osborne Collection of Early Children’s Books: Toronto Public Library’s Research Collection of Juvenile Material." Papers: Explorations into Children's Literature 22, no. 1 (January 1, 2012): 1–19. http://dx.doi.org/10.21153/pecl2012vol22no1art1134.
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'Viewing in my mind your vast and enterprising country, it is a great pleasure to feel that Toronto possesses a storehouse of rare and valuable children’s books which should enable students from all quarters of the globe to study in comfort the development and also the effects on young people of the books that have been written for them over the ages.' Edgar Osborne, letter to Harry Campbell, Chief Librarian of Toronto Public Library. April 22, 1964. At the time he wrote this letter, Edgar Osborne (1890-1978) had just received a doctor of laws degree, honoris causa, from the University of Toronto, in recognition of his contribution to Canadian literary history and education through the gift of the collection subsequently named in his honour. The conferral had been the highlight of a colloquium, joined by guests from around the world, held to celebrate the donation, made fifteen years earlier. Osborne had cause to be satisfied, for already the original 2,000 items had increased by some thousands, through gifts and purchases; the Collection was properly housed and a subject expert, Judith St. John, had prepared a scholarly catalogue of its holdings.
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Milasheva, Natalia V., Dmitrii V. Ovchinnikov, and Vladimir O. Samoilov. "Apothecary order, Robert Erskine and the Letter of Peter I." Bulletin of the Russian Military Medical Academy 24, no. 2 (July 13, 2022): 391–400. http://dx.doi.org/10.17816/brmma104531.
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Despite several publications on the history of Russian medicine of the 17th and 18th centuries, this period remains insufficiently studied. The works of the first Russian historians of medicine ― V. Richter, Ya.A. Chistovich, and L.F. Zmeev ― are well known. Unfortunately, their works do not always contain an accurate description of historical facts and correct dates of events. This refers to the era of Emperor Peter the Great ― the reformer of Russia, founder of the regular Russian army and navy, and reformer of Russian medicine and military medical education in the country ― as well as to the history of the Apothecary order. The focus is on the date of the appointment of the closest associate of Peter the Great, a professional doctor Robert Erskine, to the position of head of the Apothecary order and to the position of Archiater, the chief of all military and civil medical institutions in Russia. We have already written briefly about this in our earlier publications. This important issue continues to cause controversy and disagreement among historians. Professor Ya.A. Chistovich argued that Robert Erskine was appointed to the position of Archiater only in 1716, according to the date of issuance of the Letter of Peter I to Robert Erskine: April 30, 1716. Earlier, in the historians opinion, the boyar, Prince Ya.N. Odoevsky, was the head of the Apothecary order and the chief of all medical institutions in Russia. He had no medical education but had successfully carried out the reforms during the Great Northern War (17001721). In 1907, an outstanding Russian and Soviet scientist, jurist (lawyer), historian of Law and Medicine, Master of Police Law (1907), Doctor of Police Law (1919), Doctor of Historical Sciences (1943), Professor Nikolai Yakovlevich Novombergsky (18711949), after many years of studying and analyzing archival documents of the 17th and 18th centuries, convincingly proved the incorrectness of statements by L.F. Zmeev (related to 1714) and Ya.A. Chistovich (related to 1716) on the date of appointment of doctor Robert Erskine to the position of Archiater. The great work by N.Ya. Novombergsky Development of Russian medicine in the pre-Petrine era (1907) was presented by him as the dissertation for a masters degree in Police Law, and he was awarded the Grand Prize named after Count A.S. Uvarov of the Imperial Academy of Sciences of Russia (1908). The author paid special attention to the history of the Apothecary order and documented that in 1706 Doctor Robert Erskine was already an Archiater. The appointment of Robert Erskine as Archiater in 1706 significantly influenced the further development and establishment of Russian medicine, and this year was the most important for the Russian medical service. Our study of archival documents of the beginning of the 18th century, published documentary sources, and scientific works on the history of medicine, has confirmed the evidence and conclusions of N.Ya. Novombergsky. On April 30, 1716, Robert Erskine was granted the rank of the actual state councillor. An analysis of the text of the Letter of Peter I to Robert Erskine has also confirmed that event.
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Bontsevich, Roman A., Yana R. Vovk, Anna A. Gavrilova, Andrey A. Kirichenko, Elizaveta Yu Ebzeeva, Elena D. Kosmacheva, Olga G. Kompaniets, et al. "Etiopathogenesis, diagnosis, and approaches to the treatment of arterial hypertension: an assessment of the physicians’ basic knowledge. Final results of the PHYSTARH project." Systemic Hypertension 18, no. 1 (March 15, 2021): 25–30. http://dx.doi.org/10.26442/2075082x.2021.1.200346.
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Introduction. Arterial hypertension (AH) is a syndrome accompanied by an increase in systolic blood pressure (BP)140 mmHg and/or diastolic BP90 mmHg. It is a progressive pathology that affects the adult employable population and leads to the development of deadly complications.
Aim. To compare the level of physicians knowledge in AHs definition, diagnosis and treatment in different centers of Russia.
Materials and methods. In the framework of the multicenter study PHYSTARH (the full name of the project Physicians and undergraduates knowledge in arterial hypertension treatment), which was launched in 2017, an anonymous survey was conducted among 425 doctors from 9 cities/regions of Russia (Belgorod Region, Moscow, Krasnodar Territory, the Republic of Adygea, Voronezh, Primorye Territory, Tatarstan, Lipetsk, Chelyabinsk).
Results. The study revealed an insufficient level of doctors knowledge in diagnosis and treatment of AH. Less than half of the respondents correctly answered the following questions: determining hypertension by the level of home monitoring of BP (36% of physicians), determining the degree of hypertension for the proposed numerical values (37% of physicians), definition and prevalence of the refractory hypertension (33% of physicians), definition of the masked hypertension (45% of physicians), the need for drug correction of high normal BP (9% of physicians), selection of the main classes of antihypertensive drugs without clinical situations (26% of physicians).
Conclusion. The physicians knowledge on AH is unsatisfactory, despite the prevalence of pathology and the availability of clinical guidelines, which, in our view, justifies the need for additional public education programs for doctors in different regions.
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Rickels, David A. "A Doctor by Any Other Name." Journal of Music Teacher Education 30, no. 2 (February 2021): 3–5. http://dx.doi.org/10.1177/1057083721993351.
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Andreev, Alexander Alekceevich, and Anton Petrovich Ostroushko. "Vladimir Dmitrievich FEDOROV, doctor of medical Sciences, Professor, academician, Director of the Institute of surgery them. A.V. Vishnevsky (to 85-th anniversary from birthday)." Vestnik of Experimental and Clinical Surgery 11, no. 1 (April 8, 2018): 81. http://dx.doi.org/10.18499/2070-478x-2018-11-1-81.
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Vladimir Dmitrievich Fedorov was born on 21 March 1933 in Moscow. After finishing school he entered in the 2nd Moscow medical Institute named after N. And. Pirogov (1950-1956), where he performed the duties of Secretary of the Bureau of the Komsomol of the course and the member of the Komsomol Committee of the Institute; engaged in experimental work on the defibrillation of the heart. Studied in residency (1956-1958), graduate school (1958-1960), worked as a teaching assistant (1960-1966) and then associate Professor (1966-1971) chair of hospital surgery of the 2nd Moscow state medical Institute. In 1963 he defended his Ph. D. in 1971 doctoral dissertation. In 1972, Vladimir Dmitrievich Fedorov was appointed Director of research laboratory surgery clinic of the Ministry of health of the RSFSR. In 1976, on the initiative of V. D. Fedorov was the first in the USSR Department of Coloproctology of the Central doctors improvement Institute, which he headed for 13 years. In 1982 he was elected a corresponding member, and in 1986, academician of the Academy of medical Sciences (AMS) of the USSR. Since 1988, Vladimir Fyodorov, Director of the Institute of surgery named after AV Vishnevsky Academy of medical Sciences of the USSR. In 1990, V. D. Fedorov elected to the chair of surgery, faculty of postgraduate professional education of Moscow medical Academy named after I. M. Sechenov. Since 1974 he worked as a Deputy chief surgeon of the Medical center of President's Affairs Administration of the Russian Federation.
D. Fedorov is the author of over 500 scientific works, including 13 copyright certificates and patents, and 20 monographs. Under his leadership, and counseling are protected by 32 doctoral and 47 master's theses.
V. D. Fedorov was an honorary member of the Russian Association of endoscopic surgery and the Association hepatobiliary surgery, Moscow surgical society, surgical scientific societies of Uzbekistan, Kazakhstan and the Saratov region, Chairman of the surgical section and member of the Presidium of scientific medical Council of Ministry of health of the Russian Federation, a member of the Interdepartmental health Council, Deputy chief editor of the journal "Surgery", member of the editorial Board of the journal "Surgical Laparoscopy and Endoscopy" and one of the oldest journals "British Journal of Surgery". For two years he headed the Association of surgeons named after N. And. Pirogov (1992-1994). More than 10 years he was a member of the Presidium of the Russian Academy of medical Sciences and performed the duties of Chairman of the Board of Directors of the institutes of the Russian Academy of medical Sciences. Vladimir Dmitrievich, a foreign member of the Belarusian Academy of medical Sciences (2000) and the Academy of Sciences of Moldova (2003), honorary Professor of the Petrovsky national research center of the Russian Academy of medical Sciences and the Bashkir medical College. Academician V. D. Fedorov is the main national representative in the International society of surgeons (1990) national representative in the International society of University surgeons Coloproctology. Mr Kuznetsov – laureate of the State prize of the USSR (1985) and the RSFSR (1991), RF Government prize (2002), Honored scientist of Russia (1997), awarded the order of red banner of Labor (1976, 1978), Lenin (1983), "For merits before Fatherland" III degree, Friendship of peoples (1993).
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Andreev, Alexander Alexeevich, and Anton Petrovich Ostroushko. "Nikolai Alexandrovich VELYAMINOV – leib-medic, academician of medicine, Professor of the Imperial Military medical Academy (to the 165th of birthday)." Journal of Experimental and Clinical Surgery 13, no. 1 (February 25, 2020): 72. http://dx.doi.org/10.18499/2070-478x-2020-13-1-72.
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Nikolai Alexandrovich Velyaminov was born in 1855 in St. Petersburg. He studied at the gymnasiums of Wiesbaden and Warsaw. In 1872 he entered the Moscow University in physics and mathematics, and in 1873 transferred to the faculty of medicine. In 1877 he was sent to the army in the Caucasus. In 1878-1879, Nikolai Alexandrovich became ill with typhus, developing a chronic process in the lungs, which requires long-term treatment abroad. After recovery in the years 1880-1881 N. And. Velyaminov works in Central Asia as a surgeon of the Akhal-Teke expedition, develops a system of medical sorting and evacuation of the wounded, writes "Memories of the surgeon from the Akhal-Teke expedition." In 1883 he received the degree of doctor of medicine and worked as an assistant to Professor K. K. Reyer, lectured on operative surgery in Women's medical courses. In 1884 N. Ah. Velyaminov becomes an assistant to the chief physician and surgeon of the Holy cross community of sisters of mercy. In 1885 he founded the first in Russia authoritative scientific surgical journal "Surgical Bulletin". Since 1887 N. Ah. Velyaminov as a Junior doctor of the life guards of the Preobrazhensky regiment heads the surgical Department in Krasnoselsky hospital, since 1893 works as the Director of the Maximilian hospital in St. Petersburg, since 1894 the senior doctor of the Semenovsky regiment, is appointed the life-physician and honorary surgeon of the Highest Court, and then the senior doctor of the Imperial headquarters. In 1889 he defended his doctoral thesis. In 1894 N. Ah. Velyaminov is elected Professor of the Military medical Academy. In 1896 he designs the device for the first time in St. Petersburg service of "Ambulance", organizing children's sanatoriums. In 1900, Velyaminov was elected an honorary member of the Royal medical College in London, the Chief Commissioner of the Russian red cross society for assistance to the sick and wounded in the far East. In 1905 N. Ah. Velyaminov was awarded the rank of privy Councilor, and in 1907 was awarded the order of St. Anne of the 1st degree. In the same years N. Ah. Velyaminov was the first in Russia to study occupational injuries, insurance of workers and organized the "Bureau of medical examination for workers" (1907). In 1910 1912 N. Ah. Velyaminova works as the head of the Imperial Military medical Academy in St. Petersburg. In 1913, the conference of the Military medical Academy elected him academician of medicine. At the beginning of World war I. Ah. Velyaminov took part in the work of the Main Directorate of the red cross, and from the end of August he was a surgeon-consultant at the Headquarters of the commander-in-Chief to inspect the surgical case in the army. By the beginning of 1917 N. Ah. Velyaminov held many positions: Director of the Mariinsky hospital for the poor, Alexandrinsky women's hospital and Maximilian hospital; Chairman of the Medical Commission for reception in the sanatorium "khalila", the Russian Society for the protection of public health, the Interdepartmental Commission for the revision of medical legislation; Vice-Chairman of the Committee of the Community of the Seaside sanatorium for chronically ill children; editor of the magazines "Surgical archive" and "Hygiene and sanitary Affairs"; inspector of the court medical unit; honorary consultant of the Alexander-Mariinsky hospital and hospital for incoming patients; consultant of the Royal office for the institutions of the Empress Maria Feodorovna, member of the Board of the Community. Kaufman red cross and the Medical Council of the interior Ministry. In 1919-1920 he headed the Department of surgical pathology with desmurgy at the Women's medical Institute. In March 1920, he was offered the post of Chairman of the Commission for the reform of medical education, from which N. Ah. Velyaminov refused. By this time the new government took away the Professor's apartment, and he found refuge in the utility room of the Petrograd hospital named after Peter the Great. N. And. Velyaminov author of over 100 scientific medical works, including 8 monographs. He described thyrotoxic polyarthritis, gave the classification of diseases of the joints and thyroid gland, one of the first pointed to the importance of the endocrine glands in the development of surgical diseases, used phototherapy; opened the first Russian light therapy room. A lot of new N. And. Velyaminov contributed to the doctrine of surgical treatment of bone tuberculosis and abdominal surgery. April 9, 1920 N. Ah. Velyaminov died and was buried at the Volkov cemetery.
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Grace, Marcellus. "The Entry-Level Doctor of Pharmacy Degree." Journal of Pharmacy Teaching 3, no. 2 (1992): 9–15. http://dx.doi.org/10.1300/j060v03n02_02.
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Goldstein, David P. "The Doctor of Audiology Degree (AuD) and Professional Education." NSSLHA Journal 19 (November 1991): 94–108. http://dx.doi.org/10.1044/nsshla_19_94.
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Cognet, Gérard. "Education for research in France through engineering Doctor degree." European Journal of Engineering Education 9, no. 3-4 (March 1985): 237–46. http://dx.doi.org/10.1080/03043798508903626.
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Bezghin, Oleksii. "Florentian Principles for Preparing a Doctor of Arts (PhD)." Culturology Ideas, no. 18 (2'2020) (2020): 147–55. http://dx.doi.org/10.37627/2311-9489-18-2020-2.147-155.
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The article discusses the new provision about the degree of doctor of arts in the legislation pertaining on the third level of higher education in Ukraine. It emphasizes the importance of the new degree for training of teaching staff for art universities as well as for educating and advancing careers of practicing artists. The article also discusses history of programs leading to the attainment of the doctor of arts degree and the role of international professional organizations in setting standards for such programs. One of accepted standards is The Florence Principles recommended for arts universities that implement doctoral programs in the arts. Furthermore, the article clarifies the commonalities and differences between the degrees of doctor of philosophy and doctor of arts in the context of goals of the third level of higher education. Both degrees are terminal degrees granted on the basis of a master’s degree. Unlike a research-focused degree of doctor of philosophy, the degree of doctor of arts underscores the importance of creation of an original art product. Thus, doctor of arts programs may present an acceptable alternative for arts universities that are concerned with improving the educational process and aligning the criteria for advanced degrees for practicing artists with international standards.
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Koehnke, Janet, Joan Besing, Kelly Shea-Miller, and Brett Martin. "Seton Hall University Doctor of Science Degree Program." American Journal of Audiology 13, no. 1 (June 2004): 9–15. http://dx.doi.org/10.1044/1059-0889(2004/003).
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This article provides an overview of the clinical doctoral program in audiology at Seton Hall University. It is a full-time, 4-year program that includes academic course work, clinical practica, and research experience. In concert with the university mission, the program is designed to enable students to develop the skills they need to be leaders in the field of audiology, providing assessment and intervention to individuals with hearing problems and enhancing the knowledge base of the profession. As part of the School of Graduate Medical Education, students in the program have access to a wealth of resources in related health professions. The close proximity to New York City provides many opportunities for outstanding clinical education with a diverse population.
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Kozubtsov, I. "MECHANISM OF ADAPTIVE QUALITY MANAGEMENT OF TRAINING APPLICANTS FOR HIGHER EDUCATION WITH THE DEGREE OF DOCTOR OF PHILOSOPHY FOR THE NEEDS OF THE ARMED FORCES OF UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 4 (48) (2021): 10–15. http://dx.doi.org/10.17721/1728-2217.2021.48.10-15.
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The Armed Forces of Ukraine are interested in highly professional subjects of scientific and scientific-technical activities, namely in highly qualified scientific and scientific-pedagogical workers, whose training is carried out through an adjunct course for obtaining the scientific degree of Doctor of philosophy. The problem of ensuring the quality of higher education for applicants for the degree of Doctor of philosophy for the needs of the Armed Forces of Ukraine is not solved at present and is relevant. The aim of the study is to substantiate the mechanism of Adaptive Quality Management of training applicants for higher education with a doctor of Philosophy degree for the needs of the Armed Forces of Ukraine. The article analyzes the key experience of recent publications, which showed the interest of a wide scientific circle in the problems of applying adaptive management in the field of education and science. Along with this, researchers have different opinions about the vision of what adaptive management should be. As a result, there is no mechanism of adaptive management in the field of education and science, and even more so in the system of training applicants for higher education with the degree of Doctor of philosophy through adjunct and postgraduate studies. Based on the analysis, it is proposed to choose the basic mechanism of Adaptive Quality Management of training of applicants for higher education of the degree of Doctor of philosophy, which is implemented by a complex methodology for building an individual adaptive learning trajectory and developing the methodological culture of applicants for higher education of the degree of Doctor of philosophy, which includes a set of design methods: 1) a variable component of educational and scientific characteristics of applicants for a Scientific School; 2) a variable component of an optional educational and scientific program of a Scientific School; 3) monitoring and diagnostics of the methodological culture of applicants in the context of the general certification procedure. The listed methods of complex methodology are implemented in a scientific school, provided that the supervisor applies an improved model of scientific and methodological support for applicants for higher education with the degree of Doctor of philosophy. Thus, a scientific novelty is obtained, which consists in the fact that for the first time a mechanism for managing the quality of training applicants for higher education for the degree of Doctor of philosophy is proposed on the basis of adaptive management according to the PDCA scheme. The practical significance of the obtained scientific result made it possible to find out the mechanism of Adaptive Quality Management of methodological training of adjuncts and postgraduates. The presented study does not exhaust all aspects of this problem. The theoretical and practical results obtained in the course of scientific research form the basis for its further study in various aspects.
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O'Neill, G. Patrick. "THE DOCTOR OF EDUCATION DEGREE: A HARVEST OF RAPESEED AND RAGWEED." Higher Education in Europe 13, no. 1-2 (January 1988): 152–58. http://dx.doi.org/10.1080/0379772880130121.
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Jawaid, Wajid. "THE NATIONAL LICENSING EXAMINATION: A COMPARISON WITH OTHER MAJOR MEDICAL LICENSING EXAMINATIONS AND PRACTICAL SUGGESTIONS FOR WIDER ACCEPTANCE." KHYBER MEDICAL UNIVERSITY JOURNAL 14, no. 4 (December 31, 2021): 185–6. http://dx.doi.org/10.35845/kmuj.2021.22251.
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Heads: A medical student completes their Bachelor of Medicine and Bachelor of Surgery (MBBS) degree after five years of mentally exhausting and back-breaking toil. They then go on to complete one demanding year of internship in a hospital. Now they want to start their clinical practice. The regulatory body of physicians has some other ideas though. It wants them to give yet another exam, covering the same subjects they have cleared during MBBS. When they think they have the right to be practicing independently, they have to study hard and undertake an exam again.
Tails: A regulatory body of physicians in the country knows the quality of medical teaching in the country is not uniform. The standard of training during internship also varies greatly. Yet, after attaining MBBS degree and completing internship, every medical doctor is deemed qualified enough to manage the patients without any supervision. The regulatory body, therefore, introduces a uniform licensing exam that every doctor needs to pass before starting independent clinical practice. It believes that only those who had attained a minimum acceptable level of competence will eventually be capable enough to pass the exam and thus be qualified to treat people.
Medical licensing examinations are considered a tool to gauge a doctor’s competence for unsupervised clinical practice. The National Licensing Examination (NLE) was announced on 24th September 2020 in Section 20 of the Pakistan Medical Commission (PMC) Act 2020.1 The idea was inspired by similar exams in many other countries.2 Fast forward more than one year, this exam still faces stiff resistance from many medical students and Pakistan Medical Association (PMA).3,4 Broadly, there are two main objections: The nature of the exam itself, and its applicability. The medical students deem it unfair to be asked to appear in another exam after obtaining their MBBS degree. Another point of contention is in including all current medical students. It is argued that only those students should be asked to undertake the exam that began their MBBS education after the PMC Act 2020. A petition filed in Lahore High Court to this effect was dismissed by the adjudicating judge, making it mandatory for all current and future medical students to pass the NLE.5
Is this exam really so flawed that it should be abandoned altogether? Is PMC justified in taking this exam? Are the concerns of the protesting students valid? Is there a middle ground in this conflict? Let us analyze the current format of the NLE and compare it with the two most coveted medical licensing exams in the world.
The NLE is designed as a two-step examination. The first step is the multiple-choice questions (MCQ) based theory component containing 70% MCQs from clinical sciences and 30% MCQs from basic sciences. A student has to pass this first step in order to qualify for the second Clinical Skills Examination (CSE). The CSE aims to evaluate essential clinical skills required by a general medical practitioner through a structured clinical examination. The students can appear in the first theory component only after acquiring their MBBS qualification. Both steps need to be passed in order to attain permanent medical license from PMC.6
The United States Medical Licensing Exam (USMLE) is the most well-known medical licensing exam in the world. It is a three-step exam comprising of Step 1, Step 2 Clinical Knowledge (CK), and Step 3. Step 1, an MCQ exam, is attempted by the local students at the end of 2nd year of medical education. It is designed to test the examinee’s aptitude to apply basic and integral science concepts to clinical scenarios. Step 2 CK is an MCQ exam that assesses the examinee’s grasp on the medical knowledge and understanding of clinical sciences that are considered essential for patient care under supervision. Local students appear in this exam in the 4th year of their medical education; passing this exam is essential to receive medical graduation. Step 3 is again an MCQ exam that assesses the candidate’s caliber to apply medical knowledge for unsupervised practice of medicine. This exam is attempted after obtaining medical graduation and passing the exam is necessary to practice independently in the US. After the decision to abandon the Step 2 Clinical Skills (CS) examination in February 2021, there is currently no clinical examination in the USMLE. International Medical Graduates (IMGs) need to clear Step 1 and Step 2 CK (not necessarily in order and at no fixed time) to become eligible for Step 3.7
The Professional and Linguistic Assessments Board test (PLAB) is a two-part exam taken by General Medical Council (GMC) of the United Kingdom (UK).PLAB 1 is an MCQ based exam that tests the examinee’s ability to apply the acquired medical knowledge to answer clinical-scenario based questions. PLAB 2 is a clinical exam that tests the candidate’s clinical and communication skills on standardized patients.8 Currently, only IMGs need to appear in the exam in order to practice medicine independently in UK. This is set to change from 2024; GMC has announced Medical Licensing Assessment (MLA) that both UK locals and IMGs will need to pass from 2024 onwards in order to attain the medical registration.9
It is clear from the above discussion that regulatory bodies in many countries including the US test their local students with standardized exam in addition to their medical college graduation. The UK has also announced a similar system for their local students from 2024. Therefore, concept of the NLE is a sound one, based on the international practices. The problem may lie in the format and timing of the exam.
MBBS curriculum is broadly divided into two categories: Basic sciences and clinical sciences. Basic sciences, as the name suggests, contain core subjects that are essential to understand the basics of human body. These include subjects like anatomy, physiology, biochemistry, pharmacology etc. These are typically focused more during the first three years of MBBS. Clinical sciences deal with more practical subjects like medicine, surgery, paediatrics, gynaecology etc. These subjects are given more emphasis during the final two years of MBBS.
The key to the deadlock may lie in the timing and curriculum of NLE. Currently, a student is asked to study all the subjects again after obtaining MBBS degree for the MCQ based theoretical exam.6 This means studying the basic sciences again, the portions of which they may have studied years ago. The exam may be divided into three separate portions comprising of a) MCQ exam of basic sciences, b) MCQ exam of clinical sciences, and c) a clinical skills exam. The idea is to take the exam when the students are actually studying the examined subjects, rather than taking it all together in the end. Table 1 demonstrates the proposed format and timing of the NLE.
TABLE I: PROPOSED FORMAT AND TIMING OF THE NATIONAL LICENSING EXAMINATION
Exam
Subjects/Skills
Format
Minimum Qualification
NLE Step 1
Basic Sciences
MCQ
2nd Year MBBS
NLE Step 2
Clinical Sciences
MCQ
4th Year MBBS
NLE Step 3
Clinical and Communication Skills
Structured Clinical Examination
5th Year MBBS
NLE=National Licensing Examination; MCQ=Multiple-choice questions; MBBS=Bachelor of Medicine and Bachelor of Surgery
Splitting the exam into the three proposed steps will be advantageous for all concerned, i.e. PMC, medical students, and the public. PMC will achieve the desired objective of assessing a physician’s competence before offering registration. Students will be appearing in NLE steps that will be covering subjects in accordance with their current/recent MBBS curriculum. This will reduce the burden for the students and make the exam more agreeable for them. The public will receive healthcare only from those doctors who would have proved their competence.
Heads or tails?
We win both ways!
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Scanlon, Andrew. "Doctor of Nursing Practice: Australia." Clinical Scholars Review 8, no. 1 (2015): 98–101. http://dx.doi.org/10.1891/1939-2095.8.1.98.
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This article explores the applicability of the Doctor of Nursing Practice degree from the Australian nurse practitioner (NP) perspective. NPs have been endorsed to practice in Australia for more than 13 years in many diverse roles requiring education beyond that of the current master’s level. However, there is little formal university training beyond this level. Current regulatory requirements, clinical practice settings, and the small number of NPs practicing do not provide the impetus to expand NP education requirements at this time.
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Bonifazi, Deartne Zotter, Scott D. Crespy, and Patrick Rieker. "Value of a Master's Degree for Gaining Admission to Doctoral Programs in Psychology." Teaching of Psychology 24, no. 3 (July 1997): 176–82. http://dx.doi.org/10.1207/s15328023top2403_5.
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American Psychological Association-accredited clinical doctor of philosophy (PhD), clinical doctor of psychology (PsyD), counseling, and school psychology doctoral programs were surveyed to assess the importance placed on various admission criteria, including having a master's degree in clinical psychology. In addition, potential benefits of obtaining a master's degree before enrolling in a doctoral program were assessed. Results indicated that clinical PhD programs view a terminal master's degree significantly more negatively than do the other programs. Benefits for terminal master's degree holders included credit transfer and, for those pursuing a PsyD, a more positive view toward the PsyD degree by some academicians. Although all programs reported Graduate Record Examination combined scores, undergraduate grades, and letters of recommendation as clearly important criteria when making admissions decisions, differences were found across programs in the value placed on research experience, journal publication, and work and life experience.
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L MacLennan, Helen, Anthony A Pina, Kenneth A Moran, and Patrick F Hafford. "Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?" International Journal of Doctoral Studies 11 (2016): 217–26. http://dx.doi.org/10.28945/3529.
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Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.
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Deering, Thomas E. "Eliminating the Doctor of Education Degree: It's the Right Thing to Do." Educational Forum 62, no. 3 (September 30, 1998): 243–48. http://dx.doi.org/10.1080/00131729808984350.
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Editors. "RECOMMENDATIONS AUTHORS." Journal of Flm Arts and Film Studies 10, no. 2 (June 15, 2018): 158–60. http://dx.doi.org/10.17816/vgik102158-160.
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The academic peer-reviewed journal "Vestnik VGIK" (Journal of Film Arts and Film Studies) is the leading scientific periodical of the All-Russian State Institute of cinematography named after S. A. Gerasimov. The decision of the Presidium of the Higher Attestation Commission of Russian Ministry of education "Vestnik VGIK" is included in the List of leading reviewed scientific journals and publications to publish basic scientific results of dissertations on competition of scientific degrees of doctor and candidate of Sciences to meet the requirements of WAC on the scientific field of "Art history","Philosophy of science".Recommendations for authors.
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Koliada, Nataliia, and Liliia Morhai. "THESES ON THE SCIENTIFIC DEGREE DOCTOR OF PHILOSOPHY. QUALIFICATION 231 SOCIAL WORK. 2020 – 2021." Social work and social education, no. 2(7) (September 29, 2021): 331–80. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244878.
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The authors generalize and systematize the themes of theses on the degree of Doctor of Philosophy in the speciality 231 Social Work, protected in Ukraine in 2020-2021.
To inform the scientific community about the state of training and defence of Doctors of Philosophy in Social Work theses are submitted according to the following criteria: thesis theme; supervisor; date of defence; specialized academic council, council composition; the decision of the specialized scientific council on awarding the degree of Doctor of Philosophy, approved by the order of the Ministry of Education and Science of Ukraine; thesis abstract; list of published works on the theme of the thesis.
The source base for quantitative analysis of these themes in social work was: orders of the Ministry of Education and Science of Ukraine, thesis materials (theses, reviews of reviewers, official opponents, videos of the theses defence procedure), published on the official websites of higher education institutions, scientific institutions (according to the «Temporary procedure for experimenting to award the degree of Doctor of Philosophy»).
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Korabelnikov, Daniil. "F. Haass: doctor, scientist, public health administrator, humanist, incorrigible philanthropist and Moscow Holy doctor." Russian Medical and Social Journal 1, no. 1 (July 1, 2019): 8–21. http://dx.doi.org/10.35571/rmsj.2019.1.001.
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The biography of Fyodor Petrovich (Ivanovich) Haaz (Friedrich Joseph Laurentius Haass) (1780 - 1853) - Moscow doctor (1806 - 1853), a German origin, scientist, public health administrator, an outstanding humanist doctor of the first half of the 19th century, a philanthropist, known as the "Holy doctor", is showed in the article.
Court Advisor (1811), College Counselor (1826), Knight of the Order of St. Vladimir of the fourth degree (1811), Order of St. Anna of the 2nd degree (181?) of The Russian Impire. A doctor in the army during the Patriotic War of 1812 (from January 1814), head physician of the Moscow Pavlovsk Hospital (1807-1812, 1814-1825), Head of the Moscow Medical Office (1825-1826), one of the founders of the Moscow Eye Hospital (1826), a member of the Moscow Prison Committee and the head doctor of Moscow prisons (1826-1853), the head doctor of the Moscow Catherine Hospital (1840-1844), the founder and head doctor of the Moscow Police (later - Alexander) hospital, popularly called the "Haaz" (1844- 1853).
One of the founders of Russian balneology and balneology, who made a great contribution to the development of climatology and meteorology, pioneer in the resorts in the North Caucasus (1809-1810).
The creator of lightweight individual shackles, he achieved their introduction at the exile stages to replace the riveting to a common rod for 6-12 convicted.
The development of deontology in the 19th century, a science that studies the ethical standards and principles of a doctor’s behavior, as well as certain responsibilities towards the patient, is inextricably linked to the name of Dr. F.P. Haaz [F. Haass]. The life and work of this outstanding humanist physician is a wonderful example of high morality in the fulfillment of his professional duties and genuine nobility in serving the sick and suffering people.
The motto of Dr. Haass’ life and professional work was borrowed from the Apostle Paul: “Hurry to do good” (in Galatians (6: 9-10) and in the second letter to The Thessalonians (3:13)).
At present, the process of beatification has begun - the canonical process of classifying F. Haass as a blessed Catholic church.
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Paul, Fiona. "The Doctor of Nursing Practice-Prepared Clinical Expert." Clinical Scholars Review 8, no. 1 (2015): 80–83. http://dx.doi.org/10.1891/1939-2095.8.1.80.
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The Doctor of Nursing Practice (DNP) degree offers an alternative to research-focused curricula for nurses seeking a terminal degree with a focus on advanced clinical practice and leadership. The number of DNP programs and graduates has been growing since the onset of this degree. Some health care organizations have struggled with the best way to incorporate the advanced skills of the DNP graduates into their practice. This article reflects on the author’s experience as a DNP-educated advanced practice registered nurse in a tertiary pediatric hospital. A case study is presented to demonstrate how the DNP education has impacted the level of clinical practice.
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Krishna G, Sai. "Doctor of Pharmacy: A New Born and Emerging Course in India." Volume 1, Issue 1 : October 2015 – December 2015 1, no. 1 (November 15, 2015): 35–41. http://dx.doi.org/10.32463/rphs.2015.v01i01.08.
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The intention behind this review work is to enable every single individual around the India thoroughly understand the emerging field in Indian pharmacy i.e., Pharm.D, newly introduced in 2008 by the Pharmacy Council of India. It gives a doctorate degree after five years of graduation and one year internship in a hospital. Clinical pharmacy denotes the practice of pharmacy beside the bed side of the patient. The Doctor of Pharmacy (Pharm.D) degree, is a professional doctor degree in pharmacy and is a global program in pharmacy education. As the practice of pharmacy evolves, requiring more clinically oriented healthcare providers, Doctor of Pharmacy (PharmD) programs expand their training to more hospital sites to expose students to the provision of safe, effective, and economic drug therapy to patients.
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Matthias, Anne Thushara, Gam Aacharige Navoda Dharani, Gayasha Kavindi Somathilake, and Saman B. Gunatilake. "Patient preferences of how they wish to be addressed in a medical consultation – Study from Sri Lanka." Asia Pacific Scholar 6, no. 4 (October 5, 2021): 142–45. http://dx.doi.org/10.29060/taps.2021-6-4/sc2489.
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Introduction: Multiple factors influence doctor-patient communication. A good consultation starts with an introduction of him or herself by the doctor to the patient. The next step is to address patients in a manner they prefer. There is a paucity of data about how best to address patients in an Asian country. This study investigates how patients prefer to be addressed by doctors. Methods: This is a cross-sectional study conducted from July 1st to August 31st, 2020 at a single Centre: Colombo South Teaching Hospital in Sri Lanka. Results: Of 1200 patients, 63.25% reported that doctors never introduced themselves and 97.91% of patients reported, doctors never inquired how to address them. 49.9% preferred to be addressed informally (as mother, father, sister) than by the name (first name, last name, title). The older female patients, married patients, patients of lower education, and lower monthly income preferred to be addressed informally. Conclusion: Most doctors did not introduce themselves to patients during medical consultations and did not inquire how patients wish to be addressed.
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Semenyuk, B. "The life and work of A.Richinsky as an example of service to Christian ideals." Ukrainian Religious Studies, no. 41 (December 26, 2006): 14–17. http://dx.doi.org/10.32420/2007.41.1843.
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The name of Arsen Rychinsky - a doctor, church and public figure, a prominent religious ethnologist - is being forgotten today. Arsen Rychinsky was born in the village of Tetilitsa, Kremenetsky district of the former Volyn province in a priest's family, studied at the Kremenetsky Pymnasium, and after graduating from Zhytomyr Theological Seminary. While studying at the seminary, Arsen Richinsky produced manuscripts and journals. A well-endowed young man searched hard for himself. Perhaps that is why in 1911 he became not a priest but a teacher of the parish school of the village of Sidnyarka, Lutsk county. He taught Richinsky not for long, but his love for school, he kept his children for life. From September 1911 Rychinsky studied at the University of Warsaw, and from the beginning of World War I transferred to the University of St. Vladimir in Kiev. In March 1917 he successfully passed the exams and was approved "to the degree of a doctor with all the rights and advantages of the laws of this degree assigned."
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Guthrie, James W. "The Case for a Modern Doctor of Education Degree (Ed.D.): Multipurpose Education Doctorates No Longer Appropriate." Peabody Journal of Education 84, no. 1 (February 6, 2009): 3–8. http://dx.doi.org/10.1080/01619560802679526.
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Karandashev, Victor N. "Professional psychologists’ education in Russia." Psychology Teaching Review 7, no. 2 (September 1998): 32–38. http://dx.doi.org/10.53841/bpsptr.1998.7.2.32.
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This paper describes the current education of professional psychologists in Russia. In the university system there are three initial types of education leading to a specialist degree, a bachelor’s degree, or a master of psychology degree. The most common type is the five year education leading to the specialist degree. Specialist education is mostly generic but specialisms (majors) are available in 16 different fields of psychology. Students also study general humanities and socio-economic disciplines, mathematics and general science, general professional disciplines, and other specialisms.Education in the system of pedagogical universities and other higher pedagogical institutions leads to the award of specialist degrees in educational psychology.It is possible to continue professional psychological education in Russia through postgraduate study leading to the degree of Kandidat of Psychological Sciences (equivalent to a PhD degree). The highest qualification in professional psychology is the degree of Doctor of Psychological Sciences.There are two main programmes for students who have completed their initial studies in disciplines other than psychology, and there are many further additional qualification and re-qualification programmes for professional psychologists.Psychology teaching in Russia has three different types of curricula depending on whether the goal of psychological education is to provide a training in professional psychology, a training for professionals in other disciplines or training for school teachers. This paper focuses on the psychological education of professional psychologists.
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ten Cate, Olle. "What Is a 21st-Century Doctor? Rethinking the Significance of the Medical Degree." Academic Medicine 89, no. 7 (July 2014): 966–69. http://dx.doi.org/10.1097/acm.0000000000000280.
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Liang, Raymond HS. "Postgraduate Training and Assessment in Hong Kong." Annals of the Academy of Medicine, Singapore 40, no. 3 (March 15, 2011): 116–18. http://dx.doi.org/10.47102/annals-acadmedsg.v40n3p116.
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The Hong Kong Academy of Medicine, established in 1993, is the only statutory body in Hong Kong to train, assess and accredit medical and dental specialists. According to the law in Hong Kong, a doctor or dentist who wishes to have his name included in the Specialist Register of Medical Council or Dental Council must either be a Fellow of the Academy or be assessed and certified by the Academy to have qualifications and training comparable to that required of an Academy Fellow. Once a doctor or dentist is on the Specialist Register, he must fulfil the continuing medical education requirements as determined by the Academy to maintain his specialist status. The Hospital Authority of Hong Kong has implemented the Doctor Work Reform (DWR) since 2006 which involves reduction of doctors’ work hours and may affect training. The long-term strategy of the Academy with regards to the issue of DWR is to modernise postgraduate medical education and closely monitor the process to ensure that the quality of training would not be affected. Key words: Competency, Reform, Specialist, Standard
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KK Shyamala, Vasudha Kulkarni, Vasanth Shenoy, Bidhata Khatri, Thapashwi, Lakshmi TA, and Mary Joseph. "Impact Of Communication Skills Training in Postgraduate Medical Education." National Journal of Community Medicine 13, no. 06 (June 30, 2022): 359–63. http://dx.doi.org/10.55489/njcm.13062022403.
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Background: Effective communication is a key feature of optimal doctor-patient relationship. As the postgraduate curriculum lacks standardized teaching and assessment, this study aimed to assess effectiveness of training program on communication skills of postgraduate medical students. Materials and methods: A prospective interventional study was conducted among first year postgraduate medical students from different clinical specialty. Training program included introduction to principles of communication with basics of doctor-patient relationship, administering informed consent, breaking bad news and counselling patients with HIV/cancer. Pre-test and post-test skill assessment by Faculty and postgraduate (PG) self-rating was carried out using KEECC-A Assessment tool for seven core communication competencies. Perception of students on training program was collected via feedback questionnaire. Results: Forty-three postgraduate medical students participated. Statistically significant increase in communication skills scores post training was observed with mean post-test assessment scores of 24.26±2.94, p<0.001(faculty rating), 25.19±3.76, p<0.001(PG self-rating) and high degree of internal consistency was found. Students perceived the training program as valuable and highlighted its importance as a part of curriculum. Conclusion: Training program significantly enhanced communication skills of postgraduate medical students. Integration of standardized teaching and assessment of communication skills is essential for better healthcare practice and optimal doctor-patient relationship.
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Broderick-Forsgren, Kathleen, Wynn G. Hunter, Ryan D. Schulteis, Wen-Wei Liu, Joel C. Boggan, Poonam Sharma, Steven Thomas, Aimee Zaas, and Jonathan Bae. "Doctor Who? A Quality Improvement Project to Assess and Improve Patients' Knowledge of Their Inpatient Physicians." Journal of Graduate Medical Education 8, no. 2 (May 1, 2016): 197–201. http://dx.doi.org/10.4300/jgme-d-15-00067.1.
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ABSTRACT Patient-physician communication is an integral part of high-quality patient care and an expectation of the Clinical Learning Environment Review program.Background This quality improvement initiative evaluated the impact of an educational audit and feedback intervention on the frequency of use of 2 tools—business cards and white boards—to improve provider identification.Objective This before-after study utilized patient surveys to determine the ability of those patients to name and recognize their physicians. The before phase began in July 2013. From September 2013 to May 2014, physicians received education on business card and white board use.Methods We surveyed 378 patients. Our intervention improved white board utilization (72.2% postintervention versus 54.5% preintervention, P < .01) and slightly improved business card use (44.4% versus 33.7%, P = .07), but did not improve physician recognition. Only 20.3% (14 of 69) of patients could name their physician without use of the business card or white board. Data from all study phases showed the use of both tools improved patients' ability to name physicians (OR = 1.72 and OR = 2.12, respectively; OR = 3.68 for both; P < .05 for all), but had no effect on photograph recognition.Results Our educational intervention improved white board use, but did not result in improved patient ability to recognize physicians. Pooled data of business cards and white boards, alone or combined, improved name recognition, suggesting better use of these tools may increase identification. Future initiatives should target other barriers to usage of these types of tools.Conclusions
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Zhanguzhinova, Meruyert. "FORMATION OF THE PROFESSIONAL COMPETENCE OF STUDENTS FUTURE TEACHERS OF VOCATIONAL TRAINING IN THE SYSTEM OF HIGHER EDUCATION ON KAZAKHSTAN." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2017): 442. http://dx.doi.org/10.17770/sie2017vol1.2400.
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The current stage of the reform of higher professional education imposes entirely new requirements for innovative renewal, content, methods and the development of professional competence of future teachers of Vocational training in Cloth Design specialization. The article analyzes the relevant aspects of the formation of professional competence of future teachers of fashion design, based on the thesis: "Formation of professional competence of future teachers Vocational training in the higher education system in Kazakhstan" for the degree of doctor of pedagogical sciences, which is being developed in Rezekne Technological Academy (Latvia) under the direction of doctor of pedagogical sciences, Professor Velta Lubkina.
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Webber, Pamela B. "The Doctor of Nursing Practice Degree and Research: Are We Making an Epistemological Mistake?" Journal of Nursing Education 47, no. 10 (October 1, 2008): 466–72. http://dx.doi.org/10.3928/01484834-20081001-09.
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Trofymchuk, Kseniia. "Contemporary Theopoetics and Religious-philosophical Discourse in the Works of Ivan Bahrianyi." Theological Reflections: Eastern European Journal of Theology 19, no. 2 (November 16, 2021): 249–51. http://dx.doi.org/10.29357/2789-1577.2021.19.2.249-251.
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Kseniia Trofymchuk. Contemporary Theopoetics And Religious-philosophical Discourse in The Works of Ivan Bahrianyi. Thesis submitted for Doctor of Philosophy degree in specialization 041 – Theology. – National Pedagogical Dragomanov University, Ministry of Education and Science of Ukraine. – Kyiv, 2021.
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Seegmiller, Jeff G., David H. Perrin, Kellie C. Huxel Bliven, and Russell T. Baker. "Part I: Doctoral Education in Athletic Training. The Post-Professional Education Committee Doctoral Education Workgroup Report." Athletic Training Education Journal 13, no. 3 (July 1, 2018): 196–204. http://dx.doi.org/10.4085/1303196.
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Context:The academic environment for athletic training is changing following the degree recommendations for professional education programs.Objective:To provide historical context by presenting definitions and information on doctoral degree programs in other health professions.Background:The National Athletic Trainers' Association called for a detailed analysis on doctoral education, and a workgroup was appointed by the Post-Professional Education Committee to fulfill this charge.Synthesis:Expert panel consensus. Data were extracted from a search of 38 databases in the University of Washington library, limiting results to full-text articles published in English between the years 2006 and 2016. Various supporting sources, including professional organizations, accrediting-body Web sites, and the US Department of Labor database, were used for regulatory and professional practice data. Two historical references were used to clarify definitions and provide context.Results:Many health professions began with apprenticeship or certificate models, professional growth led to progressive degree designations such that the majority have now adopted a professional doctorate educational model wherein the professional degree is the terminal degree for professional advancement. Some health professions use residency training as the graduate education equivalent for advanced-practice education, whereas others do not. Only nursing continues to offer professional education at the baccalaureate level.Recommendation(s):There is a growing need for research to further understand best practices in doctoral education and the educational routes athletic trainers pursue. Collection and analysis of new data and examination of past and present doctoral education programs will facilitate recommendations for the future of doctoral education in athletic training.Conclusion(s):Various postprofessional educational models exist among health professions, with different impacts on professional roles, clinical opportunities, student interest, research productivity, and faculty recruitment and retention. The recently created doctor of athletic training programs may be considered a hybrid model providing advanced training in both clinical and research skills.
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Boyko, Oleh Viktorovych. "The annotative review of researches for applicants of the Doctor and the Candidate of the history specialities which were defended in the Oles Honchar Dnipropetrovsk National University in 2015." Dnipropetrovsk University Bulletin. History & Archaeology series 25, no. 1 (September 19, 2017): 225. http://dx.doi.org/10.15421/261724.
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A subject and maintenance of dissertations for the degree of Doctor and the Candidate of historical sciences which were defended in the specialized scientific advice D 08.051.14 in the Oles Honchar Dnipropetrovsk National University in 2015 is considered. For a year 2 dissertations for the degree of Doctor (specialty 07.00.01 "Нistory of Ukraine") and 4 dissertations for the degree of the Candidate (specialty 07.00.01 "Нistory of Ukraine" – 1 work, 07.00.06 "Нistoriography, a source study and special historical disciplines" – 3 works) were defended. All dissertations were ratified by the Department of education and science of Ukraine. It is given the following information on every research work: theme, specialty, place (department) of work implementation, date of defense of dissertation, scientific consultant (for doctoral thesis) or leader (for candidate's thesis), his scientific degree and rank, place of work, data about official opponents. Considerable attention is spared to the compressed review of the personal achievements of authors especially to scientific novelty of their researches.
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DiPietro, Paul A., Stacy L. Longo, Beth E. Welch, Daniel R. Kennedy, and Eric C. Nemec. "Current Practices of Awarding Graduation Honors within Doctor of Pharmacy Degree Programs." American Journal of Pharmaceutical Education 81, no. 4 (May 2017): 69. http://dx.doi.org/10.5688/ajpe81469.
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Alsharif, Naser Z., Amy H. Schwartz, Patrick M. Malone, Gail Jensen, Tracy Chapman, and Andrea Winters. "Educational Mentor Program in a Web-based Doctor of Pharmacy Degree Pathway." American Journal of Pharmaceutical Education 70, no. 2 (September 2006): 31. http://dx.doi.org/10.5688/aj700231.
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Ahmed, Dr Nabiha. "DOCTOR OF PHILOSOPHY – A NEW HORIZON TOWARDS ADVANCEMENT IN PHYSICAL THERAPY." Pakistan Journal of Rehabilitation 3, no. 2 (July 5, 2014): 1. http://dx.doi.org/10.36283/pjr.zu.3.2/001.
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Physical therapy is on the rise as it is among the flourishing disciplines of medical science and is an integral part of a Rehabilitation team. It is an independent health care profession that deals in identifying and optimizing quality of life within the spheres of promotion, prevention, treatment and restoration. The need of Physical Therapy education in Pakistan was acknowledged back in 1950’s, when a 2 years diploma was started which over the years advanced into a Bachelor’s degree. Later, this degree was upgraded to 5 years Doctor of Physical Therapy in order to meet the International standard following the “Vision 2020 of American Physical Therapy Association”.
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Fitz, Sarah M., Kathleen J. H. Sparbel, Kelly D. Rosenberger, and Susan J. Corbridge. "Fostering professionalism in doctor of nursing practice students." Journal of Nursing Education and Practice 10, no. 5 (February 23, 2020): 56. http://dx.doi.org/10.5430/jnep.v10n5p56.
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The Doctor of Nursing Practice (DNP) is the terminal degree for advanced practice nurses. All documents outlining competencies for doctorally-prepared nurses include professionalism as a requirement. While fostering professionalism in DNP students is expected of faculty, there is little data or guidance that describes specific educational strategies related to this concept. The available literature related to professionalism in healthcare education is not specific to advanced practice nursing. The purpose of this article is to define domains of professionalism for DNP-prepared advanced practice nurses, discuss specific examples of each domain, and propose strategies for including the domain within the DNP curriculum.
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Van Lunen, Bonnie L., Stephanie H. Clines, Tyler Reems, Lindsey E. Eberman, Dorice A. Hankemeier, and Cailee E. Welch Bacon. "Employability in Academe for Athletic Trainers With the Doctor of Athletic Training Degree." Journal of Athletic Training 56, no. 3 (February 22, 2021): 220–26. http://dx.doi.org/10.4085/1062-6050-0253.20.
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Context The doctor of athletic training (DAT) degree has recently been introduced into academe. Limited literature exists regarding how individuals with this degree can become part of an athletic training faculty. Objective To identify department chairs' perceptions of the DAT degree and determine whether they viewed the degree as viable when hiring new faculty within a postbaccalaureate professional athletic training program. Design Cross-sectional study. Setting Online survey instrument. Patients or Other Participants A total of 376 department chairs who had oversight of Commission on Accreditation of Athletic Training Education athletic training programs were invited to participate. Of these, 190 individuals (50.5%) accessed the survey, and 151 of the 190 department chairs (79.5%) completed all parts of the survey. Main Outcome Measure(s) A web-based survey instrument consisted of several demographic questions and 4-point Likert-scale items related to perceptions of the DAT degree. Independent variables were degree qualifications, advanced degree requirements, institutional control, student enrollment, current faculty with a clinical doctorate, and institutional degree-granting classification. The dependent variables were the department chairs' responses to the survey items. Results More than 80% of department chairs were moderately or extremely familiar with the concept of an advanced practice doctoral degree, and 64% believed it would be extremely to moderately beneficial to hire someone with this degree in the athletic training program. Furthermore, 67% of department chairs were very likely or likely to hire someone with a DAT degree and expected they would do so in the next 5 years. Characteristics associated with higher perception scores were lower institutional student enrollment, having more current faculty with an advanced practice doctoral degree, and a lower institutional degree-granting classification. Conclusions Department chairs recognized the DAT degree as a viable degree qualification for teaching in professional athletic training programs. Future researchers should examine the need for athletic trainers with the DAT degree in clinical practice settings.
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Kalistratov, Andrey. "Africa of the beginning of the 20th century in the notes and epistolary of the German physician Ludwig Kühlz." INTELLIGENTSIA AND THE WORLD, no. 3 (October 1, 2020): 68–100. http://dx.doi.org/10.46725/iw.2020.3.5.
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The article analyzes the notes and letters of the doctor of medicine Ludwig Külz, who from 1902 to 1913 worked as a doctor in the West African German colonies of Togoland and Cameroon. The methodical and methodological bases of the work are theories and research tools of relatively new disciplines of intelligentsia studies and imagology. L. Kühlz is considered by the author as a typical representative of the autonomous social and intellectual colonial community, and the images formed around him about Africa and its inhabitants as a result that reflects the complex processes of modernization of the German Second empire and personal education, which were significantly influenced by education and medical practice the activities of the author, the source studied. The article concludes that the views of L. Kühlz fit into the colonial discourse traditional for his time. The readiness of this doctor of medicine to endure the hardships of African service in the name of the German Empire, to bear the burden of culture of the white man through the treatment of the natives and their enlightenment, was combined with paternalism towards local residents and a sense of superiority over them, in which grains of racism were sometimes seen.
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Wergin, Jon. "Rebooting the EdD." Harvard Educational Review 81, no. 1 (March 21, 2011): 119–40. http://dx.doi.org/10.17763/haer.81.1.fp775268x77n0122.
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In this essay, Jon Wergin reminds readers of the philosophical and historical foundations of the doctor of education (EdD) degree. He argues that the EdD should be based, in large part, on John Dewey's progressive ideals of democratization and Paulo Freire's concepts of emancipatory education. Drawing on theories of reflective practice, participatory action research, and signature pedagogies, Wergin proposes five principles through which schools of education can "reboot" their EdD degrees, creating programs that represent continued scholarship into practice and a commitment to social action. He then illustrates one potential application of these principles.