Journal articles: 'Postgraduate teaching'

1

Cookson, John. "Postgraduate clinical teaching." Medical Teacher 35, no. 1 (October 26, 2012): 79–80. http://dx.doi.org/10.3109/0142159x.2012.733462.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

DeSouza, Og, Eraldo Lima, Ronaldo Reis Jr., and Ângelo Pallini. "Teaching entomology: moving from paternalism to active learning." Anais da Sociedade Entomológica do Brasil 28, no. 3 (September 1999): 365–73. http://dx.doi.org/10.1590/s0301-80591999000300001.

Full text

Abstract:

We propose a shift in the traditional way to teach Entomology for undergraduate and postgraduate courses. We envisage a system in which undergraduate and postgraduate students interact, discussing Entomology outside the classroom. This would get them to actively seek for knowledge, rather than being paternalistically told how they should learn. Such a system does not preclude lectures as a didactic strategy, nor it rules out lecturers as responsible for instructorship. On the contrary, we believe lectures and discussion outside classroom are complementary for effective teaching. Our results show that undergraduate and postgraduate students who interact outside classroom are able to get better grades even when submitted to traditional written tests. Moreover, it seems that postgraduate students who get involved in such a system get permanent jobs faster than those postgraduates not taking part in it. Apparently, the key here was that when discussing outside classroom, students are allowed to think freely, rather than simply accumulating information taught in classroom. In doing so, they transform information into knowledge, and therefore, are able to solve even unforeseen problems.

APA, Harvard, Vancouver, ISO, and other styles

3

Padmavathi, R., K. Dilara, K. Maheshkumar, S. Anandan, and PV Vijayaraghavan. "Evaluation of workshop on teaching skills for medical postgraduates (Ramachandra Annual Postgraduate Teaching Skills)." Journal of Education and Health Promotion 10, no. 1 (2021): 292. http://dx.doi.org/10.4103/jehp.jehp_449_20.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Guatelli, Susanna, Catherine Layton, Dean Cutajar, and Anatoly B. Rosenfeld. "The Teaching/Research Nexus And Internationalisation: An Action Research Project In Radiation Physics." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 60–80. http://dx.doi.org/10.53761/1.7.2.5.

Full text

Abstract:

This paper attempts to unpack the teaching and learning experiences of academics and students when a new way of teaching radiation physics was introduced. In an attempt to articulate the University of Wollongong’s commitment to the enhancement of the teaching/research nexus and to the development of learning communities, staff of the School of Physics in the Faculty of Engineering at University of Wollongong (UOW) implemented an action research project teaching scientific computing methodologies used in radiation physics to a combined laboratory class of postgraduates and undergraduates. The design of the practical laboratory classes took account of the expected heterogeneous computing skills and different knowledge of radiation physics of undergraduate and postgraduate students. Based on an earlier study, it was presumed that postgraduate students would be in a good position to support undergraduates. We illustrate how broad-based conceptions of the value of learning communities and their role in fostering the teaching/research nexus may be challenged by an internationalised student body. In this case, the previous patterns of undergraduate and postgraduate enrolments, which the pilot study had canvassed, did not hold true; almost all of the postgraduate students were international students, only recently arrived in Australia. This, along with other factors, meant that learning outcomes and students’ responses to the innovation were not what were expected. We suggest a path forward, both for the specific subject in which the innovation occurred, and for other similar attempts to bring together academics, postgraduate and undergraduate students in a nascent learning community, in the light of ongoing trends towards internationalisation.

APA, Harvard, Vancouver, ISO, and other styles

5

Berger, Arielle S., Elizabeth Niedra, Stephanie G. Brooks, Waleed S. Ahmed, and Shiphra Ginsburg. "Teaching Professionalism in Postgraduate Medical Education." Academic Medicine 95, no. 6 (June 2020): 938–46. http://dx.doi.org/10.1097/acm.0000000000002987.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ogrenich, M. A. "INNOVATIVE METHODS IN POSTGRADUATE STUDENTS’ TEACHING." Pedagogy of the formation of a creative person in higher and secondary schools 3, no. 70 (2020): 161–65. http://dx.doi.org/10.32840/1992-5786.2020.70-3.29.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Taylor, H. R., M. M. Przybylski, and E. Cohen. "Postgraduate Teaching of Measuring Instrument Design." IFAC Proceedings Volumes 21, no. 6 (July 1988): 81–83. http://dx.doi.org/10.1016/s1474-6670(17)53843-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Celi, Pietro, Gianfranco Gabai, Massimo Morgante, and Luigi Gallo. "Enhancing Postgraduate Learning and Teaching: Postgraduate Summer School in Dairy Science." Veterinary Medicine International 2014 (2014): 1–7. http://dx.doi.org/10.1155/2014/409549.

Full text

Abstract:

Dairy science is a multidisciplinary area of scientific investigation and Ph.D. students aiming to do research in the field of animal and/or veterinary sciences must be aware of this. Ph.D. students often have vast spectra of research interests, and it is quite challenging to satisfy the expectation of all of them. The aim of this study was to establish an international Ph.D. training program based on research collaboration between the University of Sydney and the University of Padova. The core component of this program was a two-week Postgraduate Summer School in Dairy Science, which was held at the University of Padova, for Ph.D. students of both universities. Therefore, we designed a program that encompassed seminars, workshops, laboratory practical sessions, and farm visits. Participants were surveyed using a written questionnaire. Overall, participants have uniformly praised the Summer School calling it a rewarding and valuable learning experience. The Ph.D. Summer School in Dairy Science provided its participants a positive learning experience, provided them the opportunity to establish an international network, and facilitated the development of transferable skills.

APA, Harvard, Vancouver, ISO, and other styles

9

Morozova, Nonna Antonovna. "Improving the organization of modern postgraduate studies: system approach." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2020): 49–61. http://dx.doi.org/10.51314/2073-2635-2020-2-49-61.

Full text

Abstract:

The article deals with the problems of training scientific and pedagogical personnel in Russia at the present stage of postgraduate education, which caused the need to discuss them, both at the level of the country’s leadership, and at the level of the scientific and University community. The directions of improving the organization of modern postgraduate studies in the context of a systematic approach are proposed. The directions of improving the training of postgraduates and the organization of the modern Russian postgraduate school in the context of its two types - scientific and University with the organization of different types of practice: research and teaching. The most significant among the directions proposed in the article are the following: improving the quality of recruitment of applicants to graduate school on the example of a pre-admission system of two-stage training of applicants in the system of professional development of the Research center for problems of quality of training of specialists; the implementation of master’s training programme “graduate student researcher” and “student-expert” on the basis of the principle of continuity of training programs for “masters-postgraduate” and implementation of the program and the model of problem-designresearch teaching academician I.A. Zimnyaya; formation of academic literacy in the process of formation of communicative competence of graduate students by means of educational disciplines «Academic writing» / «Scientific text», «Academic speech»; improving the organization of classroom and extracurricular independent work of postgraduates and its material and technical support; financing of postgraduate education; and a number of others. Along with the actualization of a systematic approach to improving the organization of modern graduate school activities, personal-activity, convergent and scenario approaches to improving the training of graduate students are identified. The proposed ways to solve the existing problems of the organizational plan of the postgraduate school in some of the indicated areas can have a positive impact on its improvement.

APA, Harvard, Vancouver, ISO, and other styles

10

Gotsuliak, Kateryna. "Primary Teachers’ Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience." Comparative Professional Pedagogy 5, no. 1 (March 1, 2015): 92–97. http://dx.doi.org/10.1515/rpp-2015-0027.

Full text

Abstract:

Abstract Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service - Differentiation in Action, Ireland’s official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick University), have been studied. The mission of primary education in the light of differentiating teaching has been indicated. Main aspects of differentiating teaching have been highlighted. The correspondence between differentiating teaching foundations and primary school curriculum has been proved. Irish experience in professional training of future primary teachers in the system of postgraduate education in the light of differentiating teaching has been analyzed. Due to theoretical analysis of Professional Master of Education (Primary Teaching) (PME) postgraduate course’s aims the priority tasks of future primary teachers have been defined. Peculiarities of the postgraduate course of the Professional Master of Education (Primary Teaching) at Mary Immaculate College, University of Limerick have been justified. Positive aspects of Irish experience in postgraduate education system, in particular professional training of primary teachers, have been defined. Perspectives for the Ukrainian postgraduate system as for professional training of primary teachers have been outlined.

APA, Harvard, Vancouver, ISO, and other styles

11

Hanley, Anne. "Venereology at the Polyclinic: Postgraduate Medical Education Among General Practitioners in England, 1899–1914." Medical History 59, no. 2 (March 13, 2015): 199–221. http://dx.doi.org/10.1017/mdh.2015.3.

Full text

Abstract:

AbstractIn 1899 theBritish Medical Journalenthusiastically announced that a new postgraduate teaching college was to open in London. The aim of the Medical Graduates’ College and Polyclinic (MGC) was to provide continuing education to general practitioners. It drew upon emerging specialisms and in so doing built upon the generalist training received at an undergraduate level. Courses were intended to refresh knowledge and to introduce general practitioners to new knowledge claims and clinical practices. The establishment of postgraduate institutions such as the MGC marked an important stage in the development of medical education in England. Yet these institutions, and the emergence of postgraduate medical education more broadly, have been largely overlooked by historians. Moreover the history of venereological training among medical undergraduates and postgraduates alike has been overlooked. The study of such special subjects characterised postgraduate study. This article examines the dissemination of venereological knowledge among subscribers to MGC as an important case study for the development of institutionalised postgraduate medical education in England at the turn of the twentieth century.

APA, Harvard, Vancouver, ISO, and other styles

12

Sivagami, P., and R. Kavitha. "Assessment of knowledge and attitude towards alternative to animal experimentation in research and education among interns and post graduate medical students in a teaching hospital, Tamilnadu, India." International Journal of Basic & Clinical Pharmacology 8, no. 7 (June 24, 2019): 1503. http://dx.doi.org/10.18203/2319-2003.ijbcp20192645.

Full text

Abstract:

Background: Use of animals for various purposes like food, transportation, pets, sports, recreation and companionship is as old as the human beings itself. Animals also serve as a tool for education, research, medical procedures, toxicological screening, for several decades. Since pain, distress and death of animals occur commonly during scientific experiments, various guidelines have been proposed and posed many restrictions over the experimental use of animals.To assess the knowledge and attitude towards alternative to animal experimentation in research and education among interns and postgraduate medical students in a teaching hospital.Methods: A cross sectional study was carried out by self-administered questionnaire among interns (92) and postgraduate medical students (53) in a teaching hospital in July 2018. The data was analysed by descriptive statistics and expressed in percentage.Results: Among 145 participants, interns 92 (63.4%), postgraduates 53 (36.6%). 70.2% interns and 68.8% postgraduates had adequate knowledge about alternative animal experimentation and 67% and 67.1% of interns and postgraduates had knowledge about animal experiments. 69.4% interns and 68.8% postgraduates had positive attitude towards alternative animal experimentation.83.8% interns and 70.9% postgraduates were agreed to have various barriers to alternative animal experimentation.Conclusions: Majority of interns and postgraduates have appreciable knowledge of alternative to animal experimentation, but their attitude is scarce. It is imperative to incorporate continuous training through workshops for budding medical professionals to provide innovative scientific knowledge in research and education towards alternative to animal experimentation.

APA, Harvard, Vancouver, ISO, and other styles

13

Shehata, Ahmed Maher Khafaga. "Understanding academic reading behavior of Arab postgraduate students." Journal of Librarianship and Information Science 51, no. 3 (November 26, 2017): 814–22. http://dx.doi.org/10.1177/0961000617742468.

Full text

Abstract:

The purpose of this paper is to report the findings of a study to investigate academic reading behavior among a group of Arab postgraduate students in social science disciplines. The paper also explores the difference between reading strategies used with Arabic and English text. The study deployed a qualitative research approach. A sample of 33 participants was interviewed to elucidate the reading behavior of the Arabic language speakers. The analysis of the interviews revealed that the participants use various reading strategies to familiarize themselves with the Arabic and the English scholarly content. The data showed that there is a need to train Arab postgraduates on academic reading skills. The results also indicate that reading the English text represents a challenge for the social sciences and humanities Arab postgraduates. This study was conducted on social science and humanities postgraduates. The reading behavior of science disciplines may differ as the teaching language is mainly in English. This study contributes to the field by expanding our understanding of how non-English language speakers read and comprehend the academic text. The value of the current study lies in being the first study that explores Arab postgraduate students’ reading behavior.

APA, Harvard, Vancouver, ISO, and other styles

14

Lysenko, O. "INTERACTIVE TEACHING METHODS IN DOCTORS’ POSTGRADUATE TRAINING." Pedagogical Process: Theory and Practice, no. 2 (2016): 50–53. http://dx.doi.org/10.28925/2078-1687.2016.2.5053.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Brown, Menna, and Alison Bullock. "Evaluating PLATO: postgraduate teaching and learning online." Clinical Teacher 11, no. 1 (January 9, 2014): 10–14. http://dx.doi.org/10.1111/tct.12052.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Bergman, Inger, and Sven Gunnarson. "Teaching Organizational Project Management at Postgraduate Level." Procedia - Social and Behavioral Sciences 119 (March 2014): 446–55. http://dx.doi.org/10.1016/j.sbspro.2014.03.050.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Silvey, Rachel. "Teaching Postgraduate Development Studies: Possibilities within geography." Journal of Geography in Higher Education 26, no. 3 (November 2002): 345–53. http://dx.doi.org/10.1080/0309826022000019918.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Kerr, David N. S. "Teaching Communication Skills in Postgraduate Medical Education." Journal of the Royal Society of Medicine 79, no. 10 (October 1986): 575–80. http://dx.doi.org/10.1177/014107688607901005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Alpay, E., and M. A. Mendes-Tatsis. "Postgraduate training in student learning and teaching." European Journal of Engineering Education 25, no. 1 (March 2000): 83–97. http://dx.doi.org/10.1080/030437900308661.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Lebbon, C. S., S. Davies, and J. Shippen. "User-centred research methods in postgraduate teaching." J. of Design Research 9, no. 2 (2011): 159. http://dx.doi.org/10.1504/jdr.2011.040592.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Ningthoujam, Sarada, Uttam, Naithok, Florence Lalvarmawi, and Manoj Mishra. "Perception of postgraduate students on teaching aids." Journal of Medical Society 27, no. 1 (2013): 36. http://dx.doi.org/10.4103/0972-4958.116633.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Klimova, A. S. "INDIVIDUALIZATION AND DIFFERENTIATION OF POSTGRADUATE STUDENTS TEACHING." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 3 (2016): 32–36. http://dx.doi.org/10.18323/2221-5662-2016-3-32-36.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Tortorella, Guilherme, and Paulo A. Cauchick-Miguel. "Teaching lean manufacturing at a postgraduate level." International Journal of Lean Six Sigma 9, no. 3 (August 6, 2018): 301–23. http://dx.doi.org/10.1108/ijlss-08-2017-0101.

Full text

Abstract:

PurposeThis study aims at integrating two teaching approaches to enhance Lean manufacturing (LM) learning at a graduate course level and verify its effectiveness through comparing students’ performance and learning preferences.Design/methodology/approachThe proposed methodology incorporates problem-based learning (PBL) approach based on real problems of companies undergoing a lean implementation into traditional teaching methods. The methodology was applied with graduate students from a Brazilian public university, whose learning preferences were subsequently identified. The verification of effectiveness is undertaken through a comparative analysis of students’ performance after each course.FindingsThe findings indicate that PBL may be an effective complementary method for LM learning, especially because it exposes students to actual problems when implementing LM. The proposal may improve problem-solving ability and provide a more fertile environment to promote better learning experience. The results are also positively related to the current body of the literature. Finally, because of different students’ learning preferences, PBL alone may not fulfill all students’ cognitive requirements, and hence, traditional teaching methods should not be eradicated from the LM learning process.Originality/valueBecause of an increasingly worldwide competition regarding business performance, LM has been an emerging and relevant subject among engineering and management postgraduate courses. Nevertheless, the practical character inherent to the understanding of LM may undermine learning and development of students. Therefore, studies that verify the effectiveness of the teaching approach may contribute to better prepare students for such demanding context.

APA, Harvard, Vancouver, ISO, and other styles

24

Mari, G., P. De Nardi, A. Zerbi, G. Balzano, L. Zannini, A. Marassi, and V. Di Carlo. "A postgraduate teaching course in laparoscopic surgery." Surgical Endoscopy 9, no. 10 (October 1995): 1119–22. http://dx.doi.org/10.1007/bf00189000.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Bednyi, B. I., K. D. Dyatlova, and N. V. Rybakov. "State Examination as a Way to Assess Postgraduate Students’ Teaching Competencies." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (June 15, 2019): 52–62. http://dx.doi.org/10.31992/0869-3617-2019-28-5-52-62.

Full text

Abstract:

The article discusses the system for developing and assessing teaching competencies of PhD program graduates. The experience of Russian universities in conducting the final state examination in postgraduate schools is considered. The authors analyze the options for the distribution of the competencies being assessed between the two parts of the final state certification of postgraduate students: the state examination and the defense of their research report. The system developed and implemented at Lobachevsky University for postgraduate students’ step-by-step training for a teaching career at a higher education institution is discussed in detail, including: 1) theoretical training in the framework of the discipline “Psychology and Pedagogy of Higher Education”, 2) teaching practice, 3) preparation of a study manual based on the results of the postgraduate student’s dissertation research, and its defense at the final state examination. Assessments of the practice-oriented format of the state examination by postgraduate students are presented.

APA, Harvard, Vancouver, ISO, and other styles

26

Urazhok, T. V. "Postgraduates’ attitude towards postgraduate education and scientific and lecturing activity." Alma mater. Vestnik Vysshey Shkoly, no. 1 (January 2021): 57–64. http://dx.doi.org/10.20339/am.01-21.057.

Full text

Abstract:

Analyzed is the problem, connected with the fact, that scientific community has long been concerned about effectiveness of the system of postgraduate education. It has changed a lot in recent years. Today’s PhD graduates do not have enough classical training; they need to acquire a broader set of skills required for their future research activity beyond the academy. In this regard, PhD graduates have not considered their employment in the scientific field as a whole since the 2000s. Thus some areas of training programs have been massed, which has led to the depreciation of the academic degree. Since 2014, the Russian postgraduate training system has been functioning as the third level of higher education being the integration of educational and research components. Changes have led to the fact that doctoral programs have become more pedagogically oriented, preparing the future candidate of Sciences to work in higher and secondary education. At the moment, the graduation level is approximately 12% of the total number of graduate doctorate students. The percentage of doctoral graduates’ completion has continued to decline steadily since 2014. The article deals with the postgraduates` attitudes towards postgraduate education and scientific and teaching activity.

APA, Harvard, Vancouver, ISO, and other styles

27

Paczona, Robert. "A cadaver larynx holder for teaching laryngomicrosurgery." Journal of Laryngology & Otology 111, no. 1 (January 1997): 56–57. http://dx.doi.org/10.1017/s0022215100136424.

Full text

Abstract:

AbstractAlthough many reports can be found in the literature about temporal bone holders for postgraduate temporal bone surgery courses, the author did not find any kind of suitable description of a larynx holder for laryngomicrosurgery courses. A cadaver larynx holder is presented, made by the author himself for individual and postgraduate teaching courses. This simple model has been proved already to be a unique and a very useful tool for a practising course on laryngomicrosurgery during two training courses and the instructional session of the IIIrd EUFOS Congress in Hungary in 1996.

APA, Harvard, Vancouver, ISO, and other styles

28

Abd Majid, Faizah, Rafidah Kamarudin, and Ainul Azmin Mohd Zamin. "Postgraduate Students’ Perception of Massive Open Online Courses (MOOCs) in Enhancing their Learning Experience." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 101. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.101.

Full text

Abstract:

MOOCs first became a phenomenon in the higher education landscape in 2008. Ever since, various researches have been conducted to explore the potential of MOOCs as an alternative in the learning and teaching process, and the way forward in delivering the courses effectively. Despite the growing interest in MOOCs applicability in higher education, very little is known about how postgraduate students perceive the use of MOOCs in their programme. Postgraduate students are synonymous with the concept of adult learners. One of the characteristics of adult learners is their motivation, which is driven by intrinsic and instrumental factors. As past research have concentrated on the undergraduates, this paper uncovers the postgraduates’ perceptions of MOOCs. A total of 51 respondents took part in a survey conducted in one of the Malaysian public universities. Quantitative data yielded findings similar to past research findings. However, what is new is the need for MOOC providers to cater to the needs of the postgraduate students who are adult learners particularly in determining the following; MOOCs’ attributes, learning process and learning outcomes. It is expected that the postgraduate students, their educators and the MOOC developers would find the findings helpful.

APA, Harvard, Vancouver, ISO, and other styles

29

Luniachek, Vadym, and Tetyana Varenko. "Postgraduate Pedagogical Education in Ukraine." Urban Studies and Public Administration 1, no. 2 (August 28, 2018): 199. http://dx.doi.org/10.22158/uspa.v1n2p199.

Full text

Abstract:

<p><em>The paper outlines the history of the teaching staff’s further development in Ukraine as an independent state and as a republic within the USSR. It compares the two models of the postgraduate pedagogical education system with particular focus on the new changes brought about by the new Law of Ukraine “On Education” of 2017 ensuring diversification of postgraduate pedagogical education and allowing its development in the context of globalization trends. The paper also observes the evolution of institutions providing further training for the teaching staff and looks into the new mechanisms for its financing. It singles out the pressing problems the Ukrainian state is facing and struggling to solve.</em></p>

APA, Harvard, Vancouver, ISO, and other styles

30

Leufer, Thérèse. "Teaching Core EBP Skills to Postgraduate Nursing Students." Worldviews on Evidence-Based Nursing 17, no. 5 (March 25, 2020): 404–5. http://dx.doi.org/10.1111/wvn.12431.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Henry, Patricia, and Xiaoyuan Li. "Choices in asynchronous communication for postgraduate teaching students." JALT CALL Journal 1, no. 1 (April 30, 2005): 3–11. http://dx.doi.org/10.29140/jaltcall.v1n1.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Henry, Patricia, and Xiaoyan Li. "Choices in asynchronous communication for postgraduate teaching students." JALT CALL Journal 1, no. 1 (April 30, 2005): 3–11. http://dx.doi.org/10.29140/jaltcall.v1n2.r1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Edwards, J. Guy. "Experiment in postgraduate psychiatric education: students teaching students." Psychiatric Bulletin 19, no. 12 (December 1995): 761–63. http://dx.doi.org/10.1192/pb.19.12.761.

Full text

Abstract:

Psychiatric trainees in the Wessex Region gave their own lectures on an MRCPsych course and received feedback on their performance from their peers. The form and content of the lectures were given high ratings and the presentations were considered at least as good as those given by more experienced lecturers. The experiment can serve as a model to supplement existing courses for trainees and as a ‘do-it-yourself form of education for areas and countries that have inadequate access to centres for postgraduate education.

APA, Harvard, Vancouver, ISO, and other styles

34

Whitworth, Andrew, Steve McIndoe, and Clare Whitworth. "Teaching Media and Information Literacy to Postgraduate Researchers." Innovation in Teaching and Learning in Information and Computer Sciences 10, no. 1 (February 2011): 35–42. http://dx.doi.org/10.11120/ital.2011.10010035.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Wander, P. A. "A posterior composite teaching programme for the postgraduate." Journal of Dentistry 17 (January 1989): S40—S41. http://dx.doi.org/10.1016/0300-5712(89)90162-0.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Lambrecht, J. T. H., D. Berndt, A. M. Christensen, and M. Zehnder. "Haptic model fabrication for undergraduate and postgraduate teaching." International Journal of Oral and Maxillofacial Surgery 39, no. 12 (December 2010): 1226–29. http://dx.doi.org/10.1016/j.ijom.2010.07.014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Sañudo, José Ramón, Ernest F. Talarico, Fabrice Duparc, Friedrich Paulsen, Veronica Macchi, George Feigl, Rodrigo Elizondo-Omaña, et al. "Practical postgraduate teaching in Human Anatomy: A review." European Journal of Anatomy 25, (S1) (April 1, 2021): 91–99. http://dx.doi.org/10.52083/zdge3745.

Full text

Abstract:

Anatomy is a fundamental subject for both medical and surgical training. Anatomy departments might collaborate with clinicians organizing continuing medical education (CME) and other professional development courses. The courses should have a large practical component (in content and organization) but also should provide the latest scientifically based theoretical knowledge, respecting the learning of anatomy as well as aiming at performing different techniques. Anatomy departments should support these courses by establishing hands-on practical training courses and components.

APA, Harvard, Vancouver, ISO, and other styles

38

You, Lihua. "The application of classroom interactive teaching mode in English teaching." Lifelong Education 9, no. 6 (September 28, 2020): 167. http://dx.doi.org/10.18282/le.v9i6.1333.

Full text

Abstract:

College English teaching has an important impact on students’ future employment, participation in postgraduate entrance exams and other activities, and their ability to use English in the future. Under the current background of quality-oriented education, adopting classroom interactive education mode for college English teaching can effectively activate the classroom atmosphere, help students consolidate English knowledge, promote the development and implementation of English education, and improve the quality of college English teaching.

APA, Harvard, Vancouver, ISO, and other styles

39

Antony, Jiju, Stavros Karamperidis, Frenie Antony, and Elizabeth A. Cudney. "Understanding and evaluating teaching effectiveness in the UK higher education sector using experimental design." International Journal of Quality & Reliability Management 36, no. 2 (February 4, 2019): 202–16. http://dx.doi.org/10.1108/ijqrm-01-2018-0011.

Full text

Abstract:

PurposeThe purpose of this paper is to demonstrate the power of experimental design as a technique to understand and evaluate the most important factors which influence teaching effectiveness for a postgraduate course in a higher education (HE) context.Design/methodology/approachThe methodology involves the execution of a case study in the form of an experiment in a business school setting. The experiment was carried out with the assistance of over 100 postgraduate students from 26 countries. The data were collected over a two year period (2015 and 2016) from a postgraduate course offered by the same tutor for repeatability reasons.FindingsThe key findings of the experiment have clearly indicated that students’ perceptions of teaching effectiveness based on intuition and guesswork are not identical to the outcomes from a simple designed experiment. Moreover, the results of the experiment provided a greater stimulus for the wider applications of the technique to other processes across the case study HE sector.Research limitations/implicationsOne of the limitations of the study is that the experiment was conducted for a popular postgraduate course. It would be beneficial to understand the results of the experiment for less popular postgraduate courses in the university in order to drive improvements. Moreover, this research was conducted only for postgraduate courses and the results may vary for undergraduate courses. This would be an interesting study to understand the differences in the factors between undergraduate and postgraduate teaching effectiveness.Practical implicationsThe outcome of this experiment would help everyone who is involved in teaching to understand the factors and their influences to improve students’ satisfaction scores during the delivery of teaching.Originality/valueThis paper shows how experimental design as a pure manufacturing technique can be extended to a HE setting.

APA, Harvard, Vancouver, ISO, and other styles

40

Peers, Laura, and Giovanna Vitelli. "TEACHING ANTHROPOLOGY WITH MUSEUM COLLECTIONS." Teaching Anthropology 9, no. 1 (February 3, 2020): 74. http://dx.doi.org/10.22582/ta.v8i2.529.

Full text

Abstract:

Material culture provides powerful teaching opportunities for core anthropological themes and issues. Based on experience in teaching both undergraduate and postgraduate students, teh authors provide examples and a framework for a class exercise which supports students to learn from objects and to think anthropologically about them.

APA, Harvard, Vancouver, ISO, and other styles

41

Odaryuk, Irina Vasilievna. "Teaching business foreign language communication in master's courses at railway transport university." Samara Journal of Science 7, no. 4 (November 30, 2018): 339–44. http://dx.doi.org/10.17816/snv201874310.

Full text

Abstract:

The paper explains the necessity of new professional training requirements. The role of foreign languages at higher educational institutions is emphasized, which is reflected in the Federal National education standards. The paper dwells upon approaches and peculiarities of developing a competence-based model of teaching business foreign language communication to postgraduate students of the railway transport university. The paper gives examples of tasks and teaching technologies, used by the author in the process of implementing the teaching programmes for postgraduate students of the railway transport university. The above-mentioned model is viewed as a complex of linguistic, communicative, culturological, psychological and professional components. The characteristic features of teaching a foreign language to postgraduate students of technical universities are researched. The grounds for using an interdisciplinary approach in teaching a foreign language for business communication are considered. The interdisciplinary approach allows to integrate students knowledge and skills acquired in the process of studying other subjects and to successfully implement them in mastering a foreign language and developing a competence in business foreign language communication. The paper gives an overview of the study guides developed by teachers of Foreign Languages Department of the Rostov State Transport University for postgraduate students majoring in technical subjects. The perspectives of further research are defined.

APA, Harvard, Vancouver, ISO, and other styles

42

Ahsan, Amna, Nabila Talat, and Saira Fayyaz. "Exploring the Preferred Learning Styles among Undergraduate Medical Students and Postgraduate Residents by Using VARK Inventory." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 24–30. http://dx.doi.org/10.53708/hpej.v3i1.99.

Full text

Abstract:

Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students. Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates. Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore. Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively. Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R). Keywords: Learning styles, VARK, Postgraduate residents

APA, Harvard, Vancouver, ISO, and other styles

43

Colares, Ana Carolina Vasconcelos, Mariana Camilla Coelho Silva Castro, João Estevão Barbosa Neto, and Jacqueline Veneroso Alves da Cunha. "Teacher motivation in stricto sensu postgraduation: an analysis based on self-determination theory,." Revista Contabilidade & Finanças 30, no. 81 (December 2019): 381–95. http://dx.doi.org/10.1590/1808-057x201909090.

Full text

Abstract:

ABSTRACT The objective of this research was to analyze the motivational factors that lead accounting sciences professors to teach on stricto sensu postgraduate courses, based on self-determination theory. Research on motivation in education in the area of accounting sciences mostly concerns student motivation. Thus, there are few studies related to teacher motivation, especially in the area of accounting sciences and in stricto sensu postgraduate programs. Teacher motivation is directly linked to the teaching-learning process and student motivation, so it is important to identify what motivates these teachers and, given this, to act in a way that the motivation, or lack of it, will not interfere with the quality of teaching. The importance of teachers in the quality of education is indisputable and inevitably relates to the motivation to remain in the teaching career, taking both personal and professional aspects into account. The Work Tasks Motivation Scale for Teachers was applied and answered by 108 professors from the 33 stricto sensu postgraduate programs in the area of accounting sciences. The data were analyzed in an aggregated way, using descriptive statistics and Wilcoxon-Mann-Whitney and chi-squared tests, with the purpose of assessing the relationship between levels of motivation and age group, time teaching, and time teaching in the stricto sensu postgraduate course. Most of the professors analyzed are extrinsically motivated via identified regulation; however this is less related to access to financial resources and more linked to the prestige that teaching on the stricto sensu postgraduate course brings. Also, the overall mean of the dimensions of intrinsic and extrinsic motivation was shown to be higher for teachers of the female gender and who work in private institutions.

APA, Harvard, Vancouver, ISO, and other styles

44

Kholod, Iryna. "THE DIAGNOSIS OF TEACHERS’ POSTGRADUATE EDUCATION QUALITY." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 139–47. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232967.

Full text

Abstract:

The article dwells on the problem of the quality of postgraduate pedagogical education through training courses. It presents the results of diagnostics of the quality of professional competence development, revealed by questioning the participants of advanced training courses of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. To identify the level of organization and teaching of online training courses, as well as to determine the difficulties that arose in their learning process, we conducted a survey of participants. Based on the analysis of the results of the survey, we made some proposals that participants consider a priority for their professional development.The article demonstrates the experience of the Faculty of Foreign Languages in organizing postgraduate training courses. The program of the advanced training course for English teachers at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University concerns current Standards in the subject “The methods of teaching English”. The new program recommends implementing interactive teaching approaches and technologies, creative tasks, case studies, projects into the training courses. The main components of a teacher’s professional activity are aware of the needs of learners, planning and organizing lessons, assessing the level of communicative competencies, as well as the mastering of English, methods of teaching, managing their professional development. We discussed the conditions and forms of training, content materials, some specific difficulties in organizing training courses. Keywords: postgraduate pedagogical education, training courses, quality assessment, questionnaires, methodological competence, digital competence, location of training courses, modern methods of teaching English, online courses.

APA, Harvard, Vancouver, ISO, and other styles

45

Crisan, Cosette, and Melissa Rodd. "Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice." MSOR Connections 16, no. 3 (May 30, 2018): 31. http://dx.doi.org/10.21100/msor.v16i3.783.

Full text

Abstract:

Graduate Teaching Assistants (GTAs) are postgraduate research students who contribute to the teaching of undergraduates while they pursue their own doctoral research. This paper reports on a mathematics-specific 10 learning hour introduction to teaching for postgraduate mathematics research student GTAs. The principles that guided the design of the course are discussed and results from our practitioner research are presented. We found that ‘training’ could not be delivered in such a short course yet, paradoxically perhaps, education could be achieved, given the qualities of our GTA participants.

APA, Harvard, Vancouver, ISO, and other styles

46

Vlaovic, Peter D., and Elspeth M. McDougall. "New Age Teaching: Beyond Didactics." Scientific World JOURNAL 6 (2006): 2370–80. http://dx.doi.org/10.1100/tsw.2006.368.

Full text

Abstract:

Widespread acceptance of laparoscopic urology techniques has posed many challenges to training urology residents and allowing postgraduate urologists to acquire often difficult new surgical skills. Several factors in surgical training programs are limiting the ability to train residents in the operating room, including limited-hours work weeks, increasing demand for operating room productivity, and general public awareness of medical errors. As such, surgical simulation may provide an opportunity to enhance residency experience and training, and optimize post-graduate acquisition of new skills and maintenance of competency. This review article explains and defines the various levels of validity as it pertains to surgical simulators. The most recently and comprehensively validity tested simulators are outlined and summarized. The potential role of surgical simulation in the formative and summative assessment of surgical trainees, as well as, the certification and recertification process of postgraduate surgeons will be delineated. Surgical simulation will be an important adjunct to the traditional methods of surgical skills training and will allow surgeons to maintain their proficiency in the technically challenging aspects of minimally invasive urologic surgery.

APA, Harvard, Vancouver, ISO, and other styles

47

King, Thomas William. "Postgraduate students as OER capacitators." Open Praxis 9, no. 2 (June 29, 2017): 223. http://dx.doi.org/10.5944/openpraxis.9.2.566.

Full text

Abstract:

A comprehensive theoretical, legal and practical basis for OER has been developed over the past fifteen years, supported by the expansion of open source curation platforms and the work of advocacy groups and international bodies. OER’s potential has been sufficiently documented; the question remains how best to support, integrate and normalise OER activity within the academic community in a sustainable fashion. This paper draws on the experiences of the Vice Chancellor’s Open Educational Resources Adaptation project in the University of Cape Town, which explored whether postgraduate students, with their blend of developing subject knowledge, greater time resources, and experience of teaching artefacts from both a learner’s and educator’s perspective, may be a valuable resource for lecturers or institutions eager to engage in OER but lacking the requisite support structures. It was found that postgraduates were best employed as capacitating agents, focusing on the non-pedagogical elements of OER adaptation.

APA, Harvard, Vancouver, ISO, and other styles

48

Berezhnova, Elena V., and Anastasia I. Magina. "Problem vision as an element of methodological culture of a researching teacher." Stroitel stvo nauka i obrazovanie [Construction Science and Education], no. 3 (September 30, 2020): 68–78. http://dx.doi.org/10.22227/2305-5502.2020.3.5.

Full text

Abstract:

Introduction. Training highly qualified personnel has long been in the focus of attention of research and teaching communities. Building methodological culture among postgraduate students, or future researching teachers, is one of their important tasks. The purpose of this study is to identify the presence of methodological culture among first-year postgraduates. Methodological culture is the ability to identify problems of higher education science. Materials and methods. Didactic testing and observation were used to perform the research. Problem ranking in higher education science made it possible to identify the priority areas for postgraduate students to solve professional and educational problems. Results. A range of problems, which are, in the opinion of postgraduate students, relevant to higher education science, was identified. Problem ranking was performed, and preferences of postgraduate students (choices that underlie solutions) were revealed: teacher’s professional skills, quality of education, career guidance, choosing a career, and personal development of students. The analysis of problems can serve as the basis for enhancing the system of training highly qualified personnel. Conclusions. Some of the problems represented organizational difficulties which were subjective by nature. The problems were relevant for postgraduate students only, they had nothing to do with research. However, the emphasis on the above-mentioned difficulties revealed insufficient psychological and pedagogical training of future researching teachers, and it can be explained by their professional focus on civil engineering. Their training can be improved by updating the content of academic disciplines, included into principal professional education programs, and launching special courses compiled at the request of postgraduate students to satisfy their educational needs. It is noteworthy that individualization of training and tutoring, which are relevant both for postgraduate students and the education science, needs the efforts of the faculty, the university management team, and researchers in charge of new education practices.

APA, Harvard, Vancouver, ISO, and other styles

49

Tao, Yun. "Design, Development and Evaluation of Academic Oral English Curriculum Reform." Theory and Practice in Language Studies 7, no. 6 (June 1, 2017): 427. http://dx.doi.org/10.17507/tpls.0706.03.

Full text

Abstract:

The postgraduate students’ oral English proficiency has long been considered to be unsatisfactory in tailoring ever-increasing global engagement and international academic cooperation. Numerous Chinese universities are currently undergoing English curriculum reform for enhancing postgraduate students’ pragmatic communicative capacity especially in involving in global professional interaction and articulating at international academic settings. To assess the effect of the curriculum innovation, a 670-postgraduate-student questionnaire was surveyed at Southeast University to evaluate its pilot reform encompassing teaching, learning and assessment, namely, “Collaborative Teaching Mode and Interactive Learning Model”, “Major-related Teaching Content” and “Formative Assessment System Integrated in Summative Assessment System”. The data showcases that the teaching content merged by Simulated International Conference on major-relevant themes has been popularly acknowledged by students. The Sino-foreign collaborative teaching mode and multiple interactive learning model have proven to boost students’ enthusiasm and confidence in improving oral English proficiency. The formative assessment system can significantly propel teamwork spirit and arouse students’ earnest to practice oral English. The research provides viable modes for oral English curriculum reform in Chinese tertiary educational institutions.

APA, Harvard, Vancouver, ISO, and other styles

50

Dumčienė, Audronė, Tomas Saulius, and Audrius Čapskas. "UNIVERSITY STUDENTS’ ATTITUDES TOWARDS E-LEARNING." Baltic Journal of Sport and Health Sciences 1, no. 100 (2016): 2–9. http://dx.doi.org/10.33607/bjshs.v1i100.40.

Full text

Abstract:

Background. E-learning is a new paradigm of modern teaching methods. The aim of the paper was to reveal the university students’ attitudes towards e-learning. Methods. Research sample involved undergraduate (first cycle) and postgraduate (second cycle) students of three different universities, 156 men and 278 women. Questionnaire was comprised of 60 questions and statements. Results. Research reveals that 40% of undergraduates and 42% of postgraduates positively treat e-learning as the method of study content presentation; 23% of undergraduate and 38% postgraduate students believe that study content presented in e-learning environment helps them focus attention; 61% of the undergraduates and 59% of postgraduate students claim that materials accessible in e-learning environment are relevant to their studies. Even 37% of undergraduates and 34% of postgraduates are completely satisfied with their study results achieved by studying materials presented in e-learning environment. Attitudes of male and female students and students from different universities differ significantly (p < .05). About 40% of undergraduate and 36% of postgraduate students believe that studying via e-learning is easier than studying based on traditional methods, 48% and 44% respectively think that it is harder. The majority, i.e. 59% of undergraduates and 52% of postgraduates, prefer blended learning methods. About 42% of first cycle students and 43% of second cycle students disagree or partly disagree with the claim that studies via e-learning and studies based on traditional methods do not differ in respect of their quality; 38% of undergraduate and 42% of postgraduate students believe that e-learning and traditional methods lead to the acquisition of the same competences. Students who have part-time jobs and students who have full-time jobs have significantly different (p < .05) attitudes towards competences acquired via e-learning and via traditional methods. The opinion that the same competences are acquired via e-learning and via traditional methods is more common among full-time workers. Students (45% of undergraduates and 37% of postgraduates) tend to believe that in the e-learning environment studies were organized as professionally, qualitatively and effectively as studies based on traditional methods. This view is opposed by 22% of undergraduate and 30% of postgraduate students. Conclusions. Students treat traditional (“live”) lectures more favourably than autonomous studies in the e-learning environment. They tend to believe that the blended learning method is the most acceptable. Male students’ and female students’ attitudes towards study results in the e-learning environment differ significantly. The majority believe that competences acquired via e-learning and the ones acquired via traditional methods do not differ.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Postgraduate teaching'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles