Journal articles on the topic 'Medicine Study and teaching (Graduate) Australia'
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Moon, Brian, Barbara Harris, and Anne-Maree Hays. "Secondary Curriculum Literacy and Teacher Word-Knowledge: Further Findings from a Western Australian ITE Cohort Study." Australian Journal of Teacher Education 46, no. 11 (November 2021): 89–109. http://dx.doi.org/10.14221/ajte.2021v46n11.6.
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The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching graduates. Our analysis suggests that some secondary ITE students carry shortcomings from their own schooling that may hamper their ability to teach word knowledge or to self-correct. Current training and resources may thus have limited efficacy for some graduating teachers, placing limits on what can be achieved in schools. We consider the implications for literacy policies and for initial teacher education at secondary level.
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Stanley, Trevor. "Bridging the Gap between Tertiary Education and Work: Situated Learning in Accountancy." Issues in Accounting Education 28, no. 4 (June 1, 2013): 779–99. http://dx.doi.org/10.2308/iace-50527.
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ABSTRACT In professions such as teaching, health sciences (medicine, nursing), and built environment, significant work-based learning through practica is an essential element before graduation. However, there is no such requirement in professional accounting education. This paper reports the findings of an exploratory qualitative case study of the implementation of a Workplace Learning Experience Program in Accountancy at the Queensland University of Technology (QUT) in Australia. The interview-based study documents the responses of university students and graduates to this program. The study demonstrates that a 100-hour work placement in Accountancy can enhance student learning. It highlights the potential value of the application of sociocultural theories of learning, especially the concept of situated learning involving legitimate peripheral participation (Lave and Wenger 1991). This research adds to a small body of empirical accounting education literature relating to the benefits of work placements prior to graduation. The effectiveness of this short, for credit, unpaid program should encourage other universities to implement a similar work placement program as a form of pre-graduation learning in professional accounting education.
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Man, Muhammad Zaim George, Riyan Hidayat, Mohamad Khairuzzamir Kashmir, Nurul Fatihah Suhaimi, Mashitah Adnan, and Azizah Saswandila. "DESIGN THINKING IN MATHEMATICS EDUCATION FOR PRIMARY SCHOOL: A SYSTEMATIC LITERATURE REVIEW." Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika 4, no. 1 (May 12, 2022): 17–36. http://dx.doi.org/10.35316/alifmatika.2022.v4i1.17-36.
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Design Thinking is a knowledge as a thriving innovation practice and an approach to creative problem solving. The main purpose of this study is to review existing studies which are related to the Design Thinking in Mathematics Education for primary school. The search terms were used by inserting the suitable keywords based on the main topic such as "design thinking", "mathematics education", "mathematics", "primary school" and "elementary school". Systematic Literature Review (SLR) was conducted to gain information for better understanding regarding our topic. This SLR was performed through two search engines which were SpringerLink and Scopus. In reporting this study, the PRISMA guidelines were followed. We identified and screened 1123 articles published between 2017 until 2021 in SpringerLink and Scopus. After elimination of duplicates and non-relevant topics, there were 23 articles remained based on the inclusion and exclusion criteria. The limited number of studies on the main topic as design thinking for primary school caused the small numbers of articles were selected. This is because there are many articles about teachers and post-graduate. Our findings indicated that the year of 2021 was mostly research conducted, followed by the year of 2020, 2019 and 2017 meanwhile there is no research conducted in 2018. Concerning the geographical distribution of the authors, the findings indicated that the predominant authors that developing the design thinking were in Germany, Australia, USA, Singapore and Switzerland, and only a few research conducted in Hong Kong, Sweden, Cyprus, Israel, Turkey, UK, Spain, Canada, Netherlands, Malaysia, and mixed countries. From the results, we can see that this design thinking should be practiced by teachers in their teaching regardless of whether it is mathematics or any other subject. In conclusion, design thinking among the students, especially primary school students nowadays, is indispensable to ensure that our country is always moving forward in the era of globalization.
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Catzikiris, Nigel, Amanda Tapley, Simon Morgan, Elizabeth G. Holliday, Jean Ball, Kim Henderson, Taryn Elliott, Neil Spike, Cathy Regan, and Parker Magin. "Maintaining capacity for in-practice teaching and supervision of students and general practice trainees: a cross-sectional study of early career general practitioners." Australian Health Review 42, no. 6 (2018): 643. http://dx.doi.org/10.1071/ah16285.
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Objectives Expanding learner cohorts of medical students and general practitioner (GP) vocational trainees and the impending retirement of the ‘baby boomer’ GP cohort threaten the teaching and supervisory capacity of the Australian GP workforce. Engaging newly qualified GPs is essential to sustaining this workforce training capacity. The aim of the present study was to establish the prevalence and associations of in-practice clinical teaching and supervision in early career GPs. Methods The present study was a cross-sectional questionnaire-based study of recent (within 5 years) alumni of three of Australia’s 17 regional general practice training programs. The outcome factor was whether the alumnus taught or supervised medical students, GP registrars or other learners in their current practice. Logistic regression analysis was used to establish associations of teaching and supervision with independent variables comprising alumnus demographics, current practice characteristics and vocational training experiences. Results In all, 230 alumni returned questionnaires (response rate 37.4%). Of currently practising alumni, 52.4% (95% confidence interval (CI) 45.6–59.0%) reported current teaching or supervisory activities. Factors significantly (P<0.05) associated with alumni currently undertaking in-practice clinical teaching and supervision were: Australian medical graduation (odds ratio (OR) for international graduates 0.36; 95% CI 0.14–0.92), working in a regional or remote area (OR 2.75; 95% CI 1.24–6.11) and currently undertaking nursing home visits, home visits or after-hours work (OR 2.01; CI 1.02–3.94). Conclusions Rural–urban and country-of-graduation differences in the engagement of early career GPs in practice-based apprenticeship-like teaching or training should inform strategies to maintain workforce training capacity. What is known about the topic? Projected changes in the demand for and supply of clinical teaching and supervision within Australian general practice will require greater uptake of teaching and supervision by recently qualified GPs to ensure sustainability of this teaching model. Although interest in and undertaking of teaching roles have been documented for GP or family medicine trainees, studies investigating the engagement in these clinical roles by GPs during their early post-training period are lacking. What does this paper add? This paper is the first to document the prevalence of teaching and supervision undertaken by early career GPs as part of their regular clinical practice. We also demonstrate associations of practice rurality, country of medical graduation and undertaking non-practice-based clinical roles with GPs’ engagement in teaching and supervisory roles. What are the implications for practitioners? Establishing current teaching patterns of GPs enables appropriate targeting of new strategies to sustain an effective teaching and supervisory capacity within general practice. The findings of the present study suggest that exploring focused strategies to facilitate and support international medical graduates to engage in teaching during their vocational training, aided by focused supervisor support, may be of particular value.
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Dallimore, Liz. "Teaching the scientists of tomorrow." Biochemist 24, no. 2 (April 1, 2002): 32. http://dx.doi.org/10.1042/bio02402032.
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Since arriving in the UK as a young scientist from Australia, I have discovered that many of the attitudes and problems associated with science education are common to both countries. Government teachers and academic staff of both countries campaign to entice more young people, particularly women, to choose a career within science. Science appears to be a more prominent part of the curriculum in Australia at the equivalent of GCSE and AS/A2 levels. However, my perception is that students tend to see it as a stepping stone to university courses in other disciplines (e.g. medicine, dentistry and physiotherapy) and have little perception of the career opportunities open to graduate scientists.
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Brett, Peter, and Michelle Parks. "Demonstrating ‘Impact’: Insights from the Work of PreserviceDemonstrating ‘Impact’: Insights from the Work of Preservice Teachers Completing a Graduate Teacher PerformanceTeachers Completing a Graduate Teacher Performance AssessmentAssessme." Australian Journal of Teacher Education 47, no. 1 (January 2022): 49–65. http://dx.doi.org/10.14221/ajte.2022v47n1.4.
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Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and ‘impact’ through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse ‘impact’ in teaching, requires a nuanced understanding of what ‘impact’ is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia’s largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How ‘impact’ was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and relational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical content knowledge and discipline-specific progression.
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Playford, Denese E., and Moira A. L. Maley. "Medical teaching in rural Australia: should we be concerned about the international medical graduate connection?" Medical Journal of Australia 189, no. 2 (July 2008): 125–27. http://dx.doi.org/10.5694/j.1326-5377.2008.tb01938.x.
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Welch, Penny, and Susan Wright. "Editorial." Learning and Teaching 11, no. 3 (December 1, 2018): vi—viii. http://dx.doi.org/10.3167/latiss.2018.110302.
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In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, academics from Sweden, the United States, Australia and the United Kingdom offer insights into a number of features of undergraduate study – independent study projects, the development of political attitudes, the graduate attributes agenda, general education courses in global studies and the attainment gap between students with different types of entry qualifications.
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Rismiyanto, Rismiyanto, and Fitri Budi Suryani. "ANDRAGOGICALLY ORIENTED TEACHING METHODS AND VOCATIONAL SCHOOL GRADUATE STUDENTS' TEACHING PRACTICE ACHIEVEMENT." Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris 9, no. 1 (July 30, 2022): 51–64. http://dx.doi.org/10.34001/edulingua.v9i1.3405.
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Different learner’s educational levels need different teaching method orientations. Adult and young learners are certainly treated by using different teaching method orientation. The independency of college students as adult learners in learning is still oftentimes found in low level. Both college students and lecturers still have big chance to be involved in a learning process which is not yet entirely supported by principles of independent learning.. This condition is quite contradicted with their status as adult learners who should have applied independent learning, and still experienced by the students at English Education Department of Muria Kudus University (EED MKU). The high independency of learning refers to the adult learners that should be involved in Andragogically oriented teaching methods (AOTM), while the low independency of learning refers to the young learners that should be involved in Pedagogically oriented teaching methods (POTM.) This study is aimed at comparing the effectiveness of implementing AOTM and POTM to the students graduating from vocational and non vocational high schools. This is a quantitative study with the population of 87 students joining Speaking for Instructional Purposes (SIP) classes at EED MKU. Teaching practice pre and post tests are used as the instrument of this study. The results indicate that AOTM and POTM give impact to improve the teaching practice achievement of the students both graduating from vocational and non-vocational high schools when comparing the scores of pre-tests and post-tests, but the AOTM and POTM implemented in SIP classes with students graduating from vocational schools and from non-vocational schools do not result in impact on their teaching practice. However, in a certainly different condition the implementation of AOTM and POTM might give more impact to the teaching practice achievement of the students graduating from vocational schools than those graduating from non-vocational schools
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Casanova, Venessa S., and Maria Luisa P. Pullido. "Mat Graduate Students' Experiences And Satisfaction With The Educational Services Of Omsc Graduate School." International Journal of Educational Research & Social Sciences 3, no. 2 (April 17, 2022): 819–25. http://dx.doi.org/10.51601/ijersc.v3i2.327.
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This descriptive-correlational study determined the learning experiences and satisfaction of the Master of Arts in Teaching English and Filipino program graduates in Occidental Mindoro State College Graduate School.The study was conducted from January 2021 until August 2021 at OMSC Labangan Campus, San Jose, Occidental Mindoro. A total of 25 respondents selected through simple random sampling participated in the study. Self-made questionnaire was the main instrument used in gathering data for the study. Data gathered were analyzed using frequency and percentage, weighted mean, and Pearson-r moment correlation. The respondents are middle-aged females who took Master of Arts in Teaching English, a regular rank and file employees whose monthly income is Php 21,000-30,000. The extent of their learning experience is very high and with an overall high satisfaction level in terms of administrative support, faculty, curriculum, and student services. There is a relationship between profile, the extent of experience, and the level of satisfaction. Profile variables influence satisfaction. The provision of quality higher education services enhance graduate students' learning experience and can influence their level of satisfaction.
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Dixon, Cory E., Jared A. Russell, and Peter A. Hastie. "Graduate Teaching Assistants’ Experiences Teaching Physical Education at a Youth Development Center." Journal of Teaching in Physical Education 41, no. 2 (April 1, 2022): 232–41. http://dx.doi.org/10.1123/jtpe.2021-0010.
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Purpose: This study examined the pedagogical experiences of former graduate teaching assistants following their teaching experiences at a youth development center. Method: A case study approach was utilized to investigate each participant case while a phenomenological approach was employed to analyze each case. The participants, Malik, Dante, and Ray, previously taught physical education at a youth development center as graduate teaching assistants. Results: The results of this study are presented as three cases centered on the participants and their experiences. The first case, “developing people from where they are, not where you want them to be . . .” (Malik) highlights the participants’ appreciation of their students’ culture and context. The second case, “resiliency to teach well regardless of circumstance or situation . . .” (Dante) features the participants’ ability to teach diverse learners. The third case, “uphill battles . . . you cannot learn this in a textbook . . .” (Ray) features the challenges faced while teaching at the youth development center. Discussion: Consistencies across participants’ experiences, the impact on their current careers, and implications for introducing culturally relevant and sustaining pedagogies via nontraditional settings are discussed.
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Macdiarmid, Rachel, Rhona Winnington, and Eamon Merrick. "Exploring case based clinical learning in graduate-entry nursing." Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 18, 2019): 29–30. http://dx.doi.org/10.24135/pjtel.v2i1.57.
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The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012).
In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others.
To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course.
References:
Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press.
Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60.
McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib
Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577.
Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01.
Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.016
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McGraw, Amanda, Ron Keamy, Jeana A. Kriewaldt, Robyn Brandenburg, Rebecca Walker, and Nadine Crane. "Collaboratively Designing a National, Mandated Teaching Performance Assessment in a Multi-University Consortium: Leadership, Dispositions and Tensions." Australian Journal of Teacher Education 46, no. 5 (May 2021): 40–53. http://dx.doi.org/10.14221/ajte.2021v46n5.3.
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It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions.
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Castellote, Juan Manuel. "Teaching systems in occupational medicine." European Journal of Investigation in Health, Psychology and Education 9, no. 1 (March 29, 2019): 31. http://dx.doi.org/10.30552/ejihpe.v9i1.314.
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European Higher Education Area includes standards for graduate and postgraduate teaching, as well as a psycho-pedagogy framework. Improving learning strategies of students in occupational medicine, from the teachers point of view, deals fundamentally with improving learning environment. The goal of the present study is to assess and profile learning strategies in occupational medicine teaching modules. A sample with 53 undergraduate students who were enrolled in occupational health classes participate in the study. The students filled the Study Process Questionnaire (R-SPQ-2F). Strategies used by students were related with the learning assessment performed at the end of the teaching term. Students expressed a significantly higher use of deep strategies (16±4) than surface strategies (14±2). Regarding performance, there was a direct relationship between deep strategies score and the learning assessment results. The findings support that, in occupational medicine, knowledge of learning strategies profiles will help to improve education. In order to improve teaching standards it is advisable applying assessment systems that allow adapting teaching methods to students’ profiles.
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St. Clair, Norman, and Deborah Poole. "Exploring and Developing a Comprehensive Teaching Model for Graduate Ethics Education Across Disciplines." Teaching Ethics 21, no. 1 (2021): 113–38. http://dx.doi.org/10.5840/tej2021122096.
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Our research addressed an increase of unethical practices in professional settings identified in the literature, and this increase coincides with a shift in U.S. culture from principle-based ethics to one trending toward moral relativism. We discovered many programs lack comprehensiveness to deal with the complexities of culture in graduate education. The purpose of this instrumental case study was to explore and develop a conceptual framework for a comprehensive teaching model targeting graduate-level educators, administrators, and educational boards across disciplines. Data were collected over 13 years from a doctoral professional ethics course at a private, faith-based university in South Texas. Using a Design Based Research process following Reeves’ (2006) guidelines, we developed a multi-disciplinary graduate theoretical teaching model for ethics: Comprehensive Professional Ethics Teaching Model (CPET model), grounded in our data analysis and findings. Recommendations include implementing and testing the efficacy of the CPET model in subsequent studies.
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Manfra, Meghan McGlinn, and Cheryl Mason Bolick. "Reinventing Master’s Degree Study for Experienced Social Studies Teachers." Social Studies Research and Practice 3, no. 2 (July 1, 2008): 29–41. http://dx.doi.org/10.1108/ssrp-02-2008-b0003.
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To improve social studies teaching and learning, teachers must engage in quality professional development experiences to deepen their pedagogical content knowledge. This article describes a Master of Education for Experienced Teachers (M.Ed.) program that reconcepulatized graduate study for teachers, using Alan Tom’s (1999) markers for reform — ongoing self-improvement, a commitment to working together collegially, and a focus on student learning. We describe each of the markers and the experiences of the social studies cohort enrolled in this program. We hope that by sharing our efforts to revitalize graduate study for social studies teachers, we will stimulate continued, thoughtful reflection and discourse.
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Yu, Ying, Jodie Price, Vincent Pearson, Leeanne Pront, Angie Sterland, Maurine Redden, and Fathimath Shifaza. "Picture guided learning - A picture-based clinical skill teaching resource in undergraduate nursing in South Australia." International Journal of Advanced Health Science and Technology 1, no. 2 (December 6, 2021): 42–49. http://dx.doi.org/10.35882/ijahst.v1i2.2.
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A competent nursing graduate is required to perform psychomotor skills related to clinical procedures, articulate knowledge to support their activities, work in a team with efficient time management skills and have strategies to perform in the increasingly busy clinical environment and with complex patient acuity. Student Evaluation of Teaching data from an undergraduate nursing clinical subject 2014-2018 identified an inconsistency in clinical skill teaching/delivery by educators which needed to be addressed. This study aimed to evaluate the outcome of implementing the Clinical Skill Storybook as an additional teaching resource for students’ clinical skill development. A descriptive analysis approach was applied to summarise quantitative and qualitative subject evaluation data along with Clinical Skill Storybook evaluation questionnaires (2018-2020). Data analysis identified five themes: (1) Clinical Skill Storybook as a Learning Resource, (2) Self-directed learning and peer support, (3) Developing clinical skill competency, (4) Preparation for clinical placement, and (5) Maintaining teaching consistency. It was evident that the Clinical Skill Storybook provided an easy-to-follow visual guide which assisted students’ confidence and competence of skill development. The subject evaluation highlights that students were significantly more satisfied with the teaching resources than in previous years. The implementation of the Clinical Skill Storybook actively improved students’ skill acquisition, confidence, and readiness for placement. The findings indicated that picture-based resources such as the Clinical Skill Storybook are beneficial for nursing students’ clinical skill development. Further involvement with stakeholders such as clinical venues in developing the clinical skill storybook is planned for future exploration.
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Cullen, Trevor Anthony. "Journalism capstone units based on agreed principles and standards." Pacific Journalism Review 22, no. 2 (December 31, 2016): 172. http://dx.doi.org/10.24135/pjr.v22i2.65.
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The concept of capstone units is gaining currency within the Australian Higher Education system, with a growing focus on enhancing graduate employability and assuring graduate outcomes. The aim of this paper is to report on an 18-month study of undergraduate journalism capstone units in Australian universities. Just over half of the universities in Australia that teach journalism (16 out of 30), embed capstone units in their programmes, and the study, which began in September 2015, is part of part of an Australian Learning and Teaching Fellowship. It is divided into three stages. The first stage involved face-to-face interviews with journalism academics at 16 universities in five States, to discover what type of capstone unit they use, the principles they employ and the skills students need to demonstrate and apply. This data then underwent a validation process. Stage three of the study will develop resources to support journalism educators in the design or redesign of capstone units, especially in the area of agreed principles, standards and best practice.
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Ilic, Dragan. "Teaching Evidence-based Practice: Perspectives from the Undergraduate and Post-graduate Viewpoint." Annals of the Academy of Medicine, Singapore 38, no. 6 (June 15, 2009): 559–63. http://dx.doi.org/10.47102/annals-acadmedsg.v38n6p559.
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Introduction: Evidence-based practice (EBP) involves making clinical decisions informed by the most relevant and valid evidence available. It has been suggested that the outcomes of teaching EBP skills may differ between undergraduates and post-graduates due to different determinants in learning. This paper reviews the current literature and discusses the impact of the teaching environment (undergraduate or post-graduate) for teaching EBP and its impact on EBP competency. Methods: A search of the literature was performed across the MEDLINE, CINAHL, PsychInfo and ERIC databases. Randomised controlled trials (RCTs) and non-randomised trials were eligible for inclusion in the paper. Studies were included for review if they explored the impact of teaching on participants’ EBP competency, consisting of critical appraisal skills, knowledge and/or behaviour. Results: Ten articles were eligible for inclusion for this review, of which 7 met all inclusion criteria. EBP competency was shown to increase regardless of whether EBP is delivered to medical students at an undergraduate or post-graduate level. EBP taught to a non-medical undergraduate audience did not modify participants’ EBP competency. No study directly compared teaching EBP to an undergraduate and post-graduate audience. Conclusions: Given the limited amount of studies included in this review, further research incorporating high- level methodologies is required to establish a clear recommendation on the research question. Key words: Competency-based education, Evidence-based practice, Graduate medical educa- tion, Undergraduate medical education
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Adamy, Peter, Amy Correia, and David Byrd. "A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL." International Journal of Teacher Education and Professional Development 5, no. 1 (January 2022): 1–18. http://dx.doi.org/10.4018/ijtepd.2022010102.
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A cadre of school teachers took part in three semesters of online coursework to earn TESOL certification. They participated in a hybrid university math course and a face-to-face summer institute on effective teaching of math to English learners. Participants took pre and post-tests aligned to Common Core elementary mathematics content and the Praxis Test for Teachers of English to Speakers of Other Languages. They were observed teaching a math lesson in the beginning of the project to evaluate effectiveness in TESOL instructional strategies. A follow up observation was conducted the following semester. Both observations were scored using the sheltered instruction observation protocol (SIOP Model). Assessment and observation results indicated statistically significant growth in content and pedagogical knowledge and application. A qualitative analysis suggests flexibility in the form of online and hybrid courses, financial support, and practical application of new concepts to current practice are key factors in successful professional development for practicing teachers.
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Misra, Shobha. "Needs Assessment Study for a Common Post-Graduate Curriculum in Community Medicine." Healthline 13, no. 1 (March 31, 2022): 97–98. http://dx.doi.org/10.51957/healthline_313_2021.
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What problem was addressed? A curriculum defines the learning that is expected to take place during a course or programme of study in terms of knowledge, skills and attitudes. The written and published curriculum is the official or formal curriculum. Curriculum or course needs to be monitored and evaluated to ensure that it is working as planned and also to identify areas or improvement. This study was conducted with the objectives to: identify the need for a common Post-Graduate Curriculum; enlist the must know, nice to know and desired to know areas and; enlist the areas for teaching and assessment in Community Medicine in Medical Colleges of a state in India.
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Black, Timothy G. "Teaching trauma without traumatizing: A pilot study of a graduate counseling psychology cohort." Traumatology 14, no. 3 (2008): 40–50. http://dx.doi.org/10.1177/1534765608320337.
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Hanh, Nguyen Duc, Pham Van Thuan, and Vu Quynh Loan. "Analysis of Impact Factors of the Quality Accreditation on Design and Improvement Curriculum in the University." Review of European Studies 13, no. 4 (September 16, 2021): 1. http://dx.doi.org/10.5539/res.v13n4p1.
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Studies here are the to determine effects of the quality accreditation to a training program on aim, teaching method, test and assessment methods and content, outcomes to students. Consider the fields and the professions, skills and attitudes that the curriculum must address to support graduate outcomes for students. Analyze the challenges for higher education leaders to appropriate industry requirements and the effects on faculty perceptions and capacity to design a transformative educational program for students. Comparing the difference between a curriculum only has concentrated on meeting requirements and follows quality accreditation standards with a curriculum focus to experiment for students. A case study for universities in Australia and Vietnam have been considered, compared and recommended.
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Dooley, Kath, and Larissa Sexton-Finck. "A focus on collaboration: Fostering Australian screen production students’ teamwork skills." Journal of Teaching and Learning for Graduate Employability 8, no. 1 (June 7, 2017): 74–105. http://dx.doi.org/10.21153/jtlge2017vol8no1art642.
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Recent research undertaken in Australia and abroad suggests that the development of effective collaboration skills is a significant factor affecting the successful employment of graduate screen practitioners. This article outlines the results of a study that examined student response to the explicit teaching of collaboration skills in an Australian screen production course. The authors report on an empirical research project undertaken in 2015 and 2016 in the Department of Screen Arts at Curtin University, Western Australia. This involved two cohorts of second year screen production students (83 in total), and aimed to foster students’ teamwork skills. The activities and resources shared with students encouraged an interrogation of contemporary models of filmmaking collaboration, the use of group contracts to identify shared values of teamwork and the implementation of activities designed to improve students’ awareness of various collaboration styles. Outcomes were measured by both qualitative and quantitative means through student surveys administered at both the beginning and end of the unit of study. The results of these surveys suggest a change in student attitudes towards collaboration, particularly in regards to the value of communication. The authors aim to disseminate these findings and to encourage further discussion and study in this area. The article builds a case for more attention being placed on the explicit teaching of teamwork and collaboration skills in University screen production courses.
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Micabalo, Kingie, Winnie Marie Poliquit, Estela Ibanez, Robert Pabillaran, Quennie Marie Edicto, and Jesszon Cano. "A Correlational Study on the Teaching Methodologies and the Competencies of Graduates in a Private University in the Philippines." JPAIR Institutional Research 17, no. 1 (October 10, 2021): 1–23. http://dx.doi.org/10.7719/irj.v17i1.749.
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Teaching and learning methodologies are significant factors in building students’ competency after college life, making them a good contender in the labor market. The study determined the impact of the varied methodologies in teaching and learning on the graduates' competency. The 181 graduate respondents participated in the survey on a snowball method in data gathering. Frequency and simple percentage, weighted mean, Chi-Square Test of Independence, and One-way ANOVA were used to treat and interpret the data. The findings revealed that, in a pervasive way, the teaching and learning methodologies among faculties embodied in the flipped classroom, project-based learning, cooperative learning, problem-based learning, and competency-based learning in the Department were perceived by the graduates. By this instance, further findings revealed a significant relationship with adopting these varied methodologies and its influence on the graduates' competency in oral/written communications, teamwork/ collaboration, information/ technology application, leadership, and professionalism/ work ethic. The study concluded that a more substantial imposition of teaching and learning methodologies to the students' could greatly emphasize graduates' professionalism, leadership, communication, collaboration, and knowledge in information technology. Furthermore, the influence of flipped classrooms, project-based learning, cooperative learning, problem-based learning, and competency-based learning in the teaching and learning experiences in the Department provides a good impact on their competency as a graduate. These practices indicate a strong alignment between the institution's interests which focuses on producing competent and innovative graduates that are efficient and effective in the labor market.
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Casotti, Giovanni, John T. Beneski, and Maureen T. Knabb. "Teaching physiology online: successful use of case studies in a graduate course." Advances in Physiology Education 37, no. 1 (March 2013): 65–69. http://dx.doi.org/10.1152/advan.00159.2012.
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To address the need for greater flexibility in access to higher education, an online graduate course in physiology using case studies was developed and offered in summer 2012. Topics in both animal and human physiology were organized as modules that contained a case study with questions, a prerecorded online lecture, and three research journal articles. We followed best practices for teaching and learning in distance education, including the preparation of materials before the course starting date, a discussion board for responding to pre- and postcase discussion questions, and prompt reply to student queries. For exams, students generated their own questions based on new cases and developed their own case study for the final project. Although only 20% of students had previously taken an online course, all students stated that they would recommend this course to others. Postcase assessment indicated that students found the cases interesting, informative, and presented at the appropriate level. Most students said that the online course took them more time but that they learned more content and used the primary literature more than in a traditional class. Our results indicate that a well-organized physiology course using a case study format is a very effective model for online learning.
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Mehra, Bihari L., Kalanghot P. Skandhan, Buduru S. Prasad, Godatwar Pawankumar, Gurdip Singh, and Vasudevan Jaya. "Male infertility rate: a retrospective study." Urologia Journal 85, no. 1 (September 22, 2017): 22–24. http://dx.doi.org/10.5301/uj.5000254.
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Introduction: Worldwide, male responsible infertility is on the rise. In this retrospective study, we evaluated the infertility rate of this area. Materials and methods: Cases reported from 1989 to 1993 to the Institute for Post Graduate Teaching and Research in Ayurved University were studied. Semen reports were also scrutinized. Results: A total number of 1,17,979 cases were examined. Male infertility rate was 45%. Patients’ semen report showed that they were with oligozoospermia (22%), asthenozoospermia (11%) and azoospermia (12%). Discussion: The reported value (45%) for male infertility is high, which is compared and discussed with that of authors from worldwide.
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Morrissey, Benjamin, and Marta E. Heilbrun. "Teaching Critical Thinking in Graduate Medical Education: Lessons Learned in Diagnostic Radiology." Journal of Medical Education and Curricular Development 4 (January 1, 2017): 238212051769649. http://dx.doi.org/10.1177/2382120517696498.
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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.
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Messum, Diana Glen, Lesley Marie Wilkes, Debra Jackson, and Kath Peters. "Employability Skills in Health Services Management: perceptions of recent graduates." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 25–34. http://dx.doi.org/10.24083/apjhm.v11i1.235.
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Background: Employer skill requirements of graduates are monitored by Graduate Careers Australia, but health services management (HSM) specific employability skills (ES) perceived by graduates to be important on the job and their perceptions of skills they need to improve are not well reported. Academics need this feedback to improve course employment outcomes by helping current students identify and articulate appropriatecompetencies to potential employers. Also teaching of industry requirements can help improve job matching for employers.
Method: Recent graduates working in HSM in New South Wales, Australia were surveyed to rate ES for importance and rate their own skill levels on the same items. The gap between these two ratings was identified for 44 ES. Results: ES important to recent graduates in rank order were: verbal communication skills, integrity and ethical conduct, time management, teamwork, priority setting, ability to work independently, organisational skills, written communication, being flexible and open minded and networking. Highest self-ratings were found for integrity and ethical conduct, ability to work independently, being flexible and open minded, tertiary qualifications, interpersonal skills, written communication skills, time management, life-long learning, priority setting and administration skills. Generally graduates rated their skills lower than their ratings of importance.
Conclusions: Recent graduates can provide valuable feedback to universities about ES required for HSM positions and identify their own skill gaps for development at work or through study. Generic skills rather than job-specific skills are what they rate as most important. Closer engagement of universities and employers is recommended especially through placements.
Abbreviations: ES – employability skills; GCA – Graduate Careers Australia; HEI – higher education institutions; HRM – human resource management; HSM – health services management; IPC – interpersonal and communication skills.
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Bonner, Daniel, Paul Maguire, Björn Cartledge, Philip Keightley, Rebecca Reay, Raj Parige, Jeff Cubis, Michael Tedeschi, Peggy Craigie, and Jeffrey CL Looi. "A new graduate medical school curriculum in Psychiatry and Addiction Medicine: reflections on a decade of development." Australasian Psychiatry 26, no. 4 (February 26, 2018): 422–28. http://dx.doi.org/10.1177/1039856218758561.
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Objectives: The aim of this study is to reflect upon the rationale, design and development of the Psychiatry and Addiction Medicine curriculum at the Australian National University Medical School, Canberra, Australian Capital Territory, Australia. Conclusions: We conclude that the development of the fourth-year curriculum of a four-year graduate medical degree was a complex evolutionary process.
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Miwa, Kenji. "A study about the instruction for master’s thesis and research works for “experience reflection” in graduate schools in Japan: interviews with the academic staff." Revista Brasileira de Pesquisa (Auto)biográfica 4, no. 12 (December 26, 2019): 893–902. http://dx.doi.org/10.31892/rbpab2525-426x.2019.v4.n12.p893-902.
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In this paper, it was analyzed some characters of instruction for master’s thesis and research papers for professional mature students in Graduate Schools in Japan. From interviews to 11 academic staff in Graduate schools, where they were teaching and instructing professional mature students, the following investigation results were shown: 1) a flexible approach for program completion; 2) instruction to reflective and biographical research approach (reflection in and on action, relativization of thinking and discussion, a bridge between theories and biographical life story etc.). Women staff and women professional students also proposed issues related to life, and flat discussion must be important especially for the independence of the women.
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Ojaghi shirmard, Farzaneh. "Canadian and Iranian Graduate Students' Conceptions of Critical Thinking: A Comparative Study." Journal of Comparative & International Higher Education 14, no. 5A (January 14, 2023): 46–51. http://dx.doi.org/10.32674/jcihe.v14i5a.4779.
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This study compares Canadian and Iranian international students’ conceptions of critical thinking during their graduate studies in Canada. Critical thinking is an essential skill in Canadian higher education. It enables students to make reasoned judgments from their observations and experimentation. This narrative inquiry using open-ended interviews describes the narratives of eight students from different master’s programs at a university in western Canada to examine their experiences and notions of critical thinking. The preliminary findings reveal that while all Canadian participants had knowledgeable perspectives about critical thinking, Iranian participants required more knowledge to build their critical thinking conceptualizations. Moreover, content knowledge, instructors’ competence, and teaching methods significantly influenced students’ critical thinking development. Results offer a comprehensive understanding of how Canadian higher institutions and curriculum developers need to provide appropriate opportunities and curricula for cultivating and developing critical thinking among local students while paying attention to Iranian students’ needs and academic preparedness.
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Stevens, Robin S. "Pathfinder and Role Model: Ada Bloxham, Australian Vocalist and Tonic Sol-fa Teacher." Journal of Historical Research in Music Education 39, no. 2 (January 18, 2017): 131–47. http://dx.doi.org/10.1177/1536600616669360.
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The Australian mezzo-soprano Ada Beatrice Bloxham (1865–1956) was the inaugural winner (in 1883) of the Clarke Scholarship for a promising musician resident in the Colony of Victoria to study at the Royal College of Music in London. She was the first Australian to enrol at the Royal College of Music and to graduate as an Associate of the College in 1888, and she was the first woman to be awarded a Fellowship of the Tonic Sol-fa College, London, also in 1888. After a period teaching and performing in Japan (1893–1899), she married and lived variously in South Africa, England, and France, returning to Australia in 1927. Due most probably to her marriage and family responsibilities, she appears not to have achieved her full potential as a performer and teacher. Nevertheless, Bloxham is worthy of recognition as having gained success as a musician and educator both in her native Australia and abroad during her early and middle years, and as a pathfinder and role model for other women during the early years of their musical careers.
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Saeed, Emel, and Zahida Mansoor. "Usefulness of Social Model of Disability for Teaching Visually Impaired English Language Learners." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (September 26, 2022): 01–05. http://dx.doi.org/10.32996/jeltal.2022.4.4.1.
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Visually disabled people confront numerous problems in learning and completing typical activities due to their peculiar physical condition. This study aims to focus on the usefulness of the Social Model of Disability for English Language Teaching to visually impaired students in the institute of Pakistan. The visually students are those who study with other students in the same public sector. We are comparing Punjab University and Lahore College of Women University with the other universities that are not using the social model of disability Government graduate college of science and Samanabad College. The results indicate that the Social Model of Disability can help disabled students and teachers understand each other better. The way language is taught in their institution provides them with the same possibilities to study language as other students; it was demonstrated that students believe that their language teacher is assisting them in overcoming language learning hurdles. So, it has been concluded that Punjab University and Lahore College of Women University are using the social model of disability in their teaching of visually impaired students, while the Government graduate college of science and Samanabad college is not using this social model in their teaching.
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Wimshurst, Kerry, and Troy Allard. "Criminal Justice Education, Employment Destinations, and Graduate Satisfaction." Australian & New Zealand Journal of Criminology 40, no. 2 (August 2007): 218–35. http://dx.doi.org/10.1375/acri.40.2.218.
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The article addresses the lack of sound empirical research both overseas and especially in Australia on the outcomes of criminal justice education. The very limited research on graduate outcomes is potentially problematic at a time when governments are increasingly calling for program accountability and evaluation in higher education. The article reports on an empirical study of one criminology/criminal justice program that investigated the employment destinations of graduates. Principal components analysis and regression analyses were used to explore graduate satisfaction with their degree. There was evidence that educational outcomes were important considerations when alumni evaluated their degree. However, findings indicated that satisfaction varied considerably between occupational groups and was influenced by employment experiences and perceived ‘success’ in the workforce. The article addresses various themes emerging from the findings and identifies the need for further research across other programs on the outcomes of criminal justice education and graduate destinations.
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Lopez-Pinzón, Margarita Maria, Odilia Ramirez-Contreras, and Luisa Fernanda Vargas-Orozco. "Exploratory Study of Recent Trends in ELT Master’s Programs: Insights from the stakeholders." GIST – Education and Learning Research Journal, no. 22 (June 23, 2021): 21–50. http://dx.doi.org/10.26817/16925777.826.
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This article reports on a mixed-methods research study in five English Language Teaching Master’s programs in Colombia. The purpose was to identify research problems as well as the strategies of intervention that M.A candidates and alumni dealt with in their theses. This study identified prevalent research methods, techniques, and instruments. The data collection methods included documentary analysis, four focus groups with students, four informal talks with the faculty, four interviews with the coordinators of the programs, and surveys with graduate students, professors, thesis advisors and administrators of these programs. Results suggest a preference for action research on issues of language skills, curriculum design, cognitive and affective factors. Pedagogical innovations dealt with ICT, ELT methods, and language learning strategies. Another result indicated that program participants considered the master’s as the most enriching professional development opportunity they have had. This study makes a call to local and national governments to continue funding continued graduate education and to make it a policy independent of partisan agendas.
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Savage, Julia, and Jillian Healy. "Creative teaching design in STEM: Using graduate learning outcomes to distribute students' existing knowledge in first-year biology practical work groups." Journal of University Teaching and Learning Practice 16, no. 3 (July 1, 2019): 4–17. http://dx.doi.org/10.53761/1.16.3.2.
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In Australia, a significant number of students enrol in first-year university biology without the benefit of high school biology. In order to help students support each other, the authors of this paper (a central unit academic developer and a biology coordinator of first-year biology) created a classroom activity that facilitated the distribution of the more experienced students of biology throughout the practical work groups. An important feature of this creative design for forming groups, called the GLO Activity in this paper, was the embedding of two of the University’s key teaching and learning priorities within the activity. These were the University’s eight graduate learning outcomes (GLOs) and, inclusive education practice. We discuss creative pedagogies in STEM (Science, Technology, Engineering and Maths) and their link to supporting students in their first year of university study. We explain our scholarly thinking behind the GLO Activity and evaluate its impact. Finally, we reflect on how we, the educators, found satisfaction in thinking deeply to create a new learning structure for a biology practical class that solved one teaching challenge but also met a number of the University’s curriculum principles.
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Sharif, Mehwish, Tariq ,. Javaid, Aimen Sajjad, Maria Shireen, Rani Saba Urooj, and Abdul Hafeez. "Knowledge of Basic Life support in Post Graduate Residents in two Teaching Hospitals." Pakistan Journal of Medical and Health Sciences 16, no. 12 (December 31, 2022): 99–101. http://dx.doi.org/10.53350/pjmhs2022161299.
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Background: Cardiopulmonary resuscitation (CPR) knowledge and training among junior doctors is very important as the junior doctor is mostly the first one to attend the patients in emergency room. Unfortunately, they don’t have enough knowledge. Healthcare professionals need to have hands-on practice regularly in order to retain the BLS skills. Aim: To determine the frequency of adequate knowledge of basic life support among Post graduate residents. Method:A Descriptive, Cross-sectional study was conducted from November 2017 to May 2018 in the Children’s Hospital Lahoreand from June 2022to August 2022 in Government Kot Khawaja Saeed Teaching Hospital, Lahore. A total of 96doctors of all 4 years of postgraduate training program of either genderwere included. A questionnaire was prepared. It included demographic data and BLS knowledge assessment. It was distributed to participants who met the inclusion criteria. It did not contain the name of the participant and confidentiality was maintained. Questionnaire was collected back after the completion and knowledge score was noted as described in questionnaire. Score >8 was taken as adequate knowledge. Results: Mean age was 28.76 ± 2.29 years. Out of 96 participants, 70 were from Children Hospital and 26 from Govt. Kot Khawaja Saeed Teaching Hospital KEMU, 50(52.08%) were males and 46(47.92%) were females. The male to female ratio is 1.1:1. Mean time duration since BLS course attended was 9.12±4.54 months. Mean score was 11.78±3.98. This study has shown frequency of adequate knowledge of basic life support among pediatric residents in 57(59.38%) participants and remaining 39(40.62%) participants showed no adequate knowledge. Conclusion: It is concluded that frequency of adequate knowledge of basic life support among postgraduate residents is good. Keywords: Basic life support (BLS), Pediatric Advanced Life Support, residents, adequate knowledge.
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Šarić, Antonija. "A Study of University Students' Idiomatic Competence." European Journal of Education 5, no. 1 (May 26, 2022): 102. http://dx.doi.org/10.26417/270tsv35.
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There is no doubt that formulaic expressions such as collocations, idioms and compounds play an important role in the second language acquisition and their teaching should be an integral part of foreign language learning since they show insights into foreign language culture and promote fluency, proficiency and communicative competence. That is the reason why idioms present an integral part of the English language curriculum at the Faculty of Food Technology and students are taught idioms related to food. The aim of this paper is, therefore, to establish whether the students are familiar with the food idioms prior to teaching them in order to incorporate them into the curriculum. The assumption is that most of the idioms are not intelligible to students since it is impossible to guess their meaning by anlaysing their individual components. However, due to the fact that the subjects were the 1st year graduate students who have been learning English for 15 years, this research will reveal whether there are students who are almost proficient users of English since they are familiar with most of the idioms. These results will, then, be of great importance when revising and designing the teaching materials intended for the students of food technology.
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Wu, Velyn, Kiyomi Goto, Stephen Carek, Michael Petrizzi, Jason W. Deck, Irvin Sulapas, Sherilyn DeStefano, et al. "Family Medicine Musculoskeletal Medicine Education: A CERA Study." Family Medicine 54, no. 5 (May 5, 2022): 369–75. http://dx.doi.org/10.22454/fammed.2022.975755.
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Background and Objectives: Musculoskeletal (MSK) concerns constitute up to 40% of primary care outpatient visits. Despite Accreditation Council for Graduate Medical Education (ACGME) family medicine program requirements for musculoskeletal medicine and sports medicine training, previous studies have shown that family medicine residency graduates do not have adequate training to manage common musculoskeletal conditions. Factors for this may include deficiencies in education at both the undergraduate and graduate medical education training levels. Methods: A Council of Academic Family Medicine Educational Research Alliance survey of 287 family medicine program directors assessed the current state of the delivery of musculoskeletal medicine education. Opinions were gathered on the scope and delivery of training requirements as well as potential areas for further curricular attention. Results: Two hundred eighty-seven program directors responded to the survey (response rate 41.53%). Most (72.60%) were in university based or affiliated programs and had a fellowship-trained primary care sports medicine physician (59.85%) curricular lead. A majority (77.4%) did not feel that PGY-1 residents enter residency with the physical exam skills needed to evaluate common musculoskeletal (MSK) conditions , and most (81.15%) did not feel that there should be changes to the current ACGME requirements. An area highlighted for further investment is faculty development in point-of-care ultrasound (39.85%). Conclusions: Although program directors believe that current ACGME MSK curricular requirements are likely appropriate, they do not feel residents arrive with the examination skills needed to evaluate common MSK conditions.Therefore, further attention can be given to medical student education in musculoskeletal exam skills prior to residency. Future research should develop objective measures using multiple assessors—students, residents, teaching faculty, and patients—to assess both the baseline and graduating competency in MSK medicine of our residents.
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Patel, Mitesh, Harit Kapoor, and Vijay K. Mittal. "Variations in Teaching Assistant Case Experience during General Surgical Residency." American Surgeon 84, no. 11 (November 2018): 1745–49. http://dx.doi.org/10.1177/000313481808401129.
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In 2014 to 2015, the American Council for Graduate Medical Education required that graduating surgical residents must complete 25 cases as a teaching assistant (TA). The definition of TA varies among programs. The purpose of this study is to gain insight into how many cases residents log as a TA, the operative setting, and the types of cases performed. An online survey of 21 questions was sent via email to all general surgery program directors across the nation between August and October of 2015. Questions regarding the number of cases performed as TA, types of cases performed, and the operative setting were asked. We received 88 responses of 200 surveys sent. Fifty-two per cent of programs stated that their graduating residents log more than 25 cases as TA on graduating. All 88 respondents stated that senior residents acted as TAs in the operating room; of these respondents, 59 per cent stated that senior residents acted as TAs in the clinic also, 66 per cent on floors, and 70 per cent in the emergency room. The definition of TA differs among programs. Also, the types of cases that residents log as TA varies among programs as there are no clear guidelines set by the American Council for Graduate Medical Education as to what constitutes a TA case. Nonetheless, in most programs, senior residents perform more than 25 TA cases.
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Rodríguez, A., C. González, and M. A. Sebastián. "Performance analysis of teaching methodologies applied to graduate subjects on risk engineering and management in industrial environments." IOP Conference Series: Materials Science and Engineering 1193, no. 1 (October 1, 2021): 012135. http://dx.doi.org/10.1088/1757-899x/1193/1/012135.
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Abstract In the risk engineering and management teaching, technical guides need to be complemented with standards, regulations, guides and professional criteria of Spanish and international prestigious institutions. This situation allows the extension of teaching opportunities, addressed to design teaching activities focused on the analysis and knowledge of considered industrial safety technologies. For this, from the Manufacturing Engineering area of the National Distance Education University, a methodology based on the simulation of the actual Health & Safety professional practice has been developed. In this work, an analysis of the student’s opinions on the teaching methodology of several National Distance Education University subjects related to industrial risk engineering and management is performed. The study covers a period of five academic years, collecting a total of 232 surveys. The analysis methodology has allowed to obtain a general view related to the student satisfaction. Among, the conclusions, it can be highlighted the satisfaction with evaluation model, the flexibility, the quality of contents and the teaching methodology. Finally, in the future, this methodology will be used to perform another teaching performance based on other approaches based, for example, specifically in the training -obtained in these subjects- for professional issues.
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Leitch, Sharon, and Susan Dovey. "Review of registration requirements for new part-time doctors in New Zealand, Australia, the United Kingdom, Ireland and Canada." Journal of Primary Health Care 2, no. 4 (2010): 273. http://dx.doi.org/10.1071/hc10273.
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INTRODUCTION: By the time medical students graduate many wish to work part-time while accommodating other lifestyle interests. AIM: To review flexibility of medical registration requirements for provisional registrants in New Zealand, Australia, the United Kingdom, Ireland and Canada. METHODS: Internet-based review of registration bodies of each country, and each state or province in Australia and Canada, supplemented by emails and phone calls seeking clarification of missing or obscure information. RESULTS: Data from 20 regions were examined. Many similarities were found between study countries in their approaches to the registration of new doctors, although there are some regional differences. Most regions (65%) have a provisional registration period of one year. Extending this period was possible in 91% of regions. Part-time options were possible in 75% of regions. All regions required trainees to work in approved practice settings. DISCUSSION: Only the UK provided comprehensive documentation of their requirements in an accessible format and clearly explaining the options for part-time work. Australia appeared to be more flexible than other countries with respect to part- and full-time work requirements. All countries need to examine their registration requirements to introduce more flexibility wherever possible, as a strategy for addressing workforce shortages. KEYWORDS: Family practice; education, medical, graduate; government regulation
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Oddone Paolucci, Elizabeth, Michele Jacobsen, Lorelli Nowell, Georgina Freeman, Liza Lorenzetti, Tracey Clancy, Alessandra Paolucci, Helen Pethrick, and Diane L. Lorenzetti. "An exploration of graduate student peer mentorship, social connectedness and well-being across four disciplines of study." Studies in Graduate and Postdoctoral Education 12, no. 1 (February 10, 2021): 73–88. http://dx.doi.org/10.1108/sgpe-07-2020-0041.
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Purpose Student mental well-being is a matter of increasing concern on university campuses around the world. Social, psychological, academic and career aspects of graduate learning are enriched through peer mentorship. Peer-mentoring experiences and the impacts of these relationships on the mental well-being of graduate students remain underexplored in the scholarship of teaching and learning. The purpose of this study was to explore how engagement in formal and informal peer mentorship, as described by students across four academic disciplines, impacts the social connectedness and well-being of graduate students. Design/methodology/approach A convergent mixed methods research design was used, with quantitative and qualitative data gathered in parallel to gain a comprehensive, corroborated and integrated understanding of graduate students’ perspectives and experiences with peer mentorship. Online survey and interview data were collected from graduate thesis-based master’s EdD and PhD students in education, medicine, nursing and social work. The data were analyzed using descriptive statistics and thematic analysis. Findings The authors found a commonality of graduate student experiences across disciplines with respect to the diverse psychosocial impacts of graduate peer mentorship. Peer-mentoring relationships offered mentees emotional support, motivation and a sense of community and offered mentors opportunities for self-development and gratification. Originality/value This research is unique in its in-depth exploration of the interdisciplinary perspectives and experiences of graduate students from Education, Nursing, Medicine and Social Work. While further research is needed to explore the implementation of structural approaches to support the development of peer-mentoring relationships in graduate education, the multidisciplinary focus and depth and breadth of this inquiry suggest the potential transferability of the study findings to other disciplines and academic settings. The findings from this study further highlight the need for strategic activation of existing program resources to foster greater connectedness and well-being among graduate students.
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Morales Rodríguez, Francisco Manuel, and Maria Victoria Trianes Torres. "ANALYSIS OF VALUES AND ATTITUDES ON MORAL ISSUES IN UNIVERSITY STUDENTS POSTGRADUATE." Problems of Psychology in the 21st Century 1, no. 1 (April 5, 2012): 47–58. http://dx.doi.org/10.33225/ppc/12.01.47.
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The present study aims to provide an analysis of values and attitudes in a sample of post-graduate students and to provide an assessment of the impact and satisfaction that they had been reported in specific educational activities for solidarity. This study is framed by the project of educational innovation "A cross sectional study in education for solidarity in the training of psychologists and educators" (PIE 10-127; 2010-2012). Participants were 226 post-graduate students belonging to various specialities of the MSc in Teaching of Secondary Education and High School, Vocational Training, and Teaching Languages, aged between 22 and 49 years. The data obtained demonstrate that the majority of the interviewes strongly agree with aspects of the situation that can be considered stealing, a violent action or the avoidance of conflict. Most students graduate participants do not collaborate with NGOs; who mention the lack of time, the issue not being raised as well as not being involved in any solidarity activity noting as reasons: lack of information, idleness, not having the opportunity presented and not having the funds to do so. In addition, students have found these educational activities for solidarity very satisfactory, for example, the "discussions, work and reflection on the importance of volunteerism and solidarity in the present world" and “design of a solidarity act”. Key words: basic competence, European space of higher education, evaluation of values and attitudes, university students.
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Lucic, Ana, Maurits Bleeker, Sami Jullien, Samarth Bhargav, and Maarten De Rijke. "Reproducibility as a Mechanism for Teaching Fairness, Accountability, Confidentiality, and Transparency in Artificial Intelligence." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 11 (June 28, 2022): 12792–800. http://dx.doi.org/10.1609/aaai.v36i11.21558.
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In this work, we explain the setup for a technical, graduate-level course on Fairness, Accountability, Confidentiality, and Transparency in Artificial Intelligence (FACT-AI) at the University of Amsterdam, which teaches FACT-AI concepts through the lens of reproducibility. The focal point of the course is a group project based on reproducing existing FACT-AI algorithms from top AI conferences and writing a corresponding report. In the first iteration of the course, we created an open source repository with the code implementations from the group projects. In the second iteration, we encouraged students to submit their group projects to the Machine Learning Reproducibility Challenge, resulting in 9 reports from our course being accepted for publication in the ReScience journal. We reflect on our experience teaching the course over two years, where one year coincided with a global pandemic, and propose guidelines for teaching FACT-AI through reproducibility in graduate-level AI study programs. We hope this can be a useful resource for instructors who want to set up similar courses in the future.
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Palasik, Scott Thomas, Charles Hughes, and Kellie Ellis. "Perceptions of Using Fluency-Enhancing Techniques: A Survey of Graduate Student Experiences." Perspectives of the ASHA Special Interest Groups 7, no. 2 (April 14, 2022): 375–86. http://dx.doi.org/10.1044/2021_persp-21-00142.
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Purpose: Experiential learning has been a vital part of graduate education in health professions, in speech-language pathology, and when teaching students about fluency disorders. The purpose of this study was to explore the perceptions of graduate students regarding their use of three different fluency-enhancing techniques (FETs): easy onsets, controlled phrasing, and slower rate of speech. Method: These FETs were used by 198 graduate students in a variety of public speaking situations chosen by the participants. Ratings of comfort, anxiety, and perceived listener favorability were collected to examine if graduate students had a preference toward one FET, if they felt more comfortable and less anxious with multiple experiences using these FETs, and which technique the students perceived as the most favorable to listeners. Results: Findings showed that slower rate of speech was the most comfortable FET, whereas easy onsets produced the most anxiety. Interestingly, graduate students perceived that listeners significantly favored their use of easy onsets as compared to the other two FETs. Finally, graduate students felt significantly more comfortable, less anxious, and more positive regarding perceived listener favorability with multiple experiences practicing each FET. Conclusions: This study takes an important step toward assessing what we do as instructors and how students feel about performing FETs. With more research from students, instructors, and listeners, our field can gain a better understanding of how we can best educate future generations of speech-language pathologists who will serve individuals who stutter.
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Barclift, Songhai C., Elizabeth J. Brown, Sean C. Finnegan, Elena R. Cohen, and Kathleen Klink. "Teaching Health Center Graduate Medical Education Locations Predominantly Located in Federally Designated Underserved Areas." Journal of Graduate Medical Education 8, no. 2 (May 1, 2016): 241–43. http://dx.doi.org/10.4300/jgme-d-15-00274.1.
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ABSTRACT The Teaching Health Center Graduate Medical Education (THCGME) program is an Affordable Care Act funding initiative designed to expand primary care residency training in community-based ambulatory settings. Statute suggests, but does not require, training in underserved settings. Residents who train in underserved settings are more likely to go on to practice in similar settings, and graduates more often than not practice near where they have trained.Background The objective of this study was to describe and quantify federally designated clinical continuity training sites of the THCGME program.Objective Geographic locations of the training sites were collected and characterized as Health Professional Shortage Area, Medically Underserved Area, Population, or rural areas, and were compared with the distribution of Centers for Medicare and Medicaid Services (CMS)–funded training positions.Methods More than half of the teaching health centers (57%) are located in states that are in the 4 quintiles with the lowest CMS-funded resident-to-population ratio. Of the 109 training sites identified, more than 70% are located in federally designated high-need areas.Results The THCGME program is a model that funds residency training in community-based ambulatory settings. Statute suggests, but does not explicitly require, that training take place in underserved settings. Because the majority of the 109 clinical training sites of the 60 funded programs in 2014–2015 are located in federally designated underserved locations, the THCGME program deserves further study as a model to improve primary care distribution into high-need communities.Conclusions
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Gerdtz, Marie F., Philippa Seaton, Virginia Jones, Zerina Tomkins, Gemma Stacey, Ingrid Ann Brooks, and Suzanne Kapp. "Establishing quality standards for graduate entry master of nursing curricula in Australia and New Zealand: A Delphi study." Nurse Education in Practice 55 (August 2021): 103151. http://dx.doi.org/10.1016/j.nepr.2021.103151.
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Rodríguez, Charo, Vasiliki Rahimzadeh, Gillian Bartlett-Esquilant, and Tamara Carver. "Insights for Teaching During a Pandemic: Lessons From a Pre-COVID-19 International Synchronous Hybrid Learning Experience." Family Medicine 54, no. 6 (June 1, 2022): 471–76. http://dx.doi.org/10.22454/fammed.2022.319716.
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Background and Objectives: Medical educators and researchers have increasingly sought to embed online educational modalities into graduate medical education, albeit with limited empirical evidence of how trainees perceive the value and experience of online learning in this context. The purpose of this study was to explore the experiences of hybrid learning in a graduate research methods course in a family medicine and primary care research graduate program. Methods: This qualitative description study recruited 28 graduate students during the fall 2016 academic term. Data sources included qualitative group discussions and a 76-item online survey collected between March and September 2017. We used thematic analysis and descriptive statistics to analyze each data set. Results: Nine students took part in three group discussions, and completed an online survey. While students reported positive learning experiences overall, those attending virtually struggled with the synchronous elements of the hybrid model. Virtual students reported developing research skills not offered through courses at their home institution, and students attending the course in person benefited from the diverse perspectives of distance learners. All stressed the need to foster a sense of community. Conclusions: Quality delivery of online graduate education in family medicine research requires optimizing social exchanges among virtual and in-person learners, ensuring equitable engagement among all students, and leveraging the unique tools afforded by online platforms to create a shared sense of a learning community.