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Smit, Tanya, and Pieter H. du Toit. "Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses." South African Journal of Education 41, no. 2 (May 31, 2021): 1–13. http://dx.doi.org/10.15700/saje.v41n2a2010.
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During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers.
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Matsuyama, Yasushi, Hitoaki Okazaki, Kazuhiko Kotani, Yoshikazu Asada, Shizukiyo Ishikawa, Adam Jon Lebowitz, Jimmie Leppink, and Cees van der Vleuten. "Professional identity formation-oriented mentoring technique as a method to improve self-regulated learning: A mixed-method study." Asia Pacific Scholar 6, no. 4 (October 5, 2021): 49–64. http://dx.doi.org/10.29060/taps.2021-6-4/oa2443.
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Introduction: Previous studies indicate that professional identity formation (PIF), the formation of a self-identity with the internalised values and norms of professionalism, may influence self-regulated learning (SRL). However, it remains unclear whether a PIF-oriented intervention can improve SRL in clinical education. The aim of this study was to explore whether a PIF-oriented mentoring platform improves SRL in a clinical clerkship. Methods: A mixed-methods study was conducted. Forty-one students in a community-based clinical clerkship (CBCC) used a PIF-oriented mentoring platform. They articulated the values and norms of professionalism in a professional identity essay, elaborated on future professional self-image, and reflected on their current compared to future selves. They made a study plan while referring to PIF-based self-reflection and completed it. The control group of 41 students completed CBCC without the PIF-oriented mentoring platform. Changes in SRL between the two groups were quantitatively compared using the Motivated Strategies for Learning Questionnaire. We explore how PIF elements in the platform affected SRL by qualitative analysis of questionnaire and interview data. Results: A moderate improvement in intrinsic goal orientation (p = 0.005, ε2 = 0.096) and a mild improvement in critical thinking (p = 0.041, ε2 = 0.051) were observed in the PIF-oriented platform group. Qualitative analysis revealed that the PIF-oriented platform fostered professional responsibility as a key to expanding learning goals. Gaining authentic knowledge professionally fostered critical thinking, and students began to elaborate knowledge in line with professional task processes. Conclusion: A PIF-oriented mentoring platform helped students improve SRL during a clinical clerkship.
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Santi, Triana Kartika, and Riztika Widyasari. "Character Education: Analysis of Self-Regulated Learning on Systems Online Learning during the Covid-19 Pandemic." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 2 (June 18, 2021): 3162–69. http://dx.doi.org/10.33258/birci.v4i2.2041.
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The temporary closure of all educational institutions as an effort to prevent the spread of the Covid-19 outbreak worldwide has an impact on millions of students, including in Indonesia. The distance learning process (Online) is a learning solution during the pandemic which in its implementation has not been optimal as a whole. This adds to the obstacles in the application of learning methods because on one occasion there are too many learning loads that must be overcome by the teaching staff. This Writing Method Using descriptive. The main source of self-regulated formation is internal, meaning that it depends on the individual's actions, not on what other people do self-regulated formation is also inseparable from external factors, namely the environment. One study found that people with low self-regulation often experience negative emotions from people with high self-esteem. This can be interpreted that individuals will try to find symbols that can provide positive experiences and acceptance of a good environment. Online learning uses materials and timescales that are following the curriculum. The online learning method is here to change the conventional teaching style which can later improve work professionalism. Self-Regulation is a major influence on the formation of the character of students so that in achieving the formation of student character it is necessary to have Self-Regulated oriented learning. Character education during the pandemic is very different from its application in the conventional period because all learning is all digital (Online), therefore it is very difficult for students and lecturers to organize self-regulated learning processes. Character education is hampered by its value because student self-regulation is not organized, and affects student learning outcomes.
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Stasya, Shafira, and Ive Emaliana. "Examining the Relationship between EFL Students' OSEL and Their Achievement." Script Journal: Journal of Linguistics and English Teaching 6, no. 1 (April 29, 2021): 32–43. http://dx.doi.org/10.24903/sj.v6i1.553.
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Background:
The purpose of this study is to examine the correlation between EFL student’s online self-regulated (OSEL) and the achievements of senior high school students in Malang, Indonesia. The subject of this study were 136 EFL students of a senior high school in Malang, Indonesia with the use of two instruments: the online self-regulated learning questionnaire (containing five dimensions of OSEL; Goal Making, Environmental Construct, Task Approach & Time Management, Help-Seek, Self - Evaluation) and the mid-term test scores.
Methodology:
The Pearson product-moment correlation is used to analyze the data and further verifies that students OSEL strongly correlates to their achievements while undertaking online learning.
Findings:
It was reported that the higher the OSEL, the better they achieve. For example, students who have high achievement test scores agree that finding someone knowledgeable in online learning is an excellent solution to solve online learning difficulties. However, since technical and individual obstacles that students encounter could be the challenge, the role of teachers are essential in helping students overcoming them.
Conclusion:
The results of this correlation provide prediction towards pedagogical implications related to successful teaching-learning process, teacher professionalism, and maintaining a high quality school.
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Carmichael, Douglas R. "Reflections on the Establishment of the PCAOB and Its Audit Standard-Setting Role." Accounting Horizons 28, no. 4 (July 1, 2014): 901–15. http://dx.doi.org/10.2308/acch-50851.
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SYNOPSIS This is an essay on the causes of the establishment of the PCAOB as the U.S. regulator of auditors of the financial statements of public companies, and the key developments in its role as a professional standard setter. From its inception in the U.S., the accounting profession was largely self-regulated. There was a degree of governmental regulation by state licensing laws, and the SEC's regulation of the offering and trading of securities of public companies. The federal securities laws gave the SEC direct authority over accounting standards, and indirect authority over auditing requirements through its ability to specify the form of audit reports. The SEC, however, looked primarily to the accounting profession to set its own standards. Some viewed the ability to set professional standards as an essential hallmark of professionalism. In 2002, that comfortable arrangement changed dramatically, and the regulation of auditors of public companies became the purview of the PCAOB.
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Jumiatun, Jumiatun, and Shinta Ayu Nani. "Analisis Kesiapan Bidan dalam Pelaksanaan Pelayanan Kebidanan Komplementer." Jurnal SMART Kebidanan 7, no. 2 (December 22, 2020): 71. http://dx.doi.org/10.34310/sjkb.v7i2.400.
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ABSTRAK Terapi komplementer merupakan terapi yang bertujuan untuk melengkapi pengobatan medis konvensional. Penyelenggaraan terapi komplementer telah diatur dalam Permenkes RI Nomor 1109 Tahun 2007 tentang penyelenggaraan pengobatan komplementer alternatif di fasilitas pelayanan kesehatan. Menjadi peluang bagi bidan untuk mengembangkan profesionalisme dalam pelaksanaan praktik kebidanan secara lebih komprehensif, dapat menambah nilai jual praktik kebidanan dalam memberikan pelayanan kepada masyarakat dan sebagai salah satu cara meningkatkan daya saing pasar, nilai tambah, unggulan, inovatif dan sesuai dengan harapan dari pengguna jasa layanan kebidanan. Tujuan penelitian ini untuk menganalisis faktor-faktor yang berpengaruh terhadap kesiapan bidan dalam pelaksanaan pelayanan kebidanan komplementer di IBI ranting Weleri Kabupaten Kendal. Jenis penelitian survey analitik dengan pendekatan cross sectional, sampel diambil secara proporsional sejumlah 78 bidan di IBI ranting Weleri, instrument penelitian menggunakan kuesioner. Hasil analisa data regresi sederhana menunjukkan p value 0,569 (kemampuan), 0,000 (self efficacy). Tidak ada pengaruh kemampuan terhadap kesiapan dan ada pengaruh self efficacy terhadap kesiapan. Kata kunci: kebidanan komplementer; kemampuan; kesiapan; self efficacy ANALYZE THE FACTORS THAT INFLUENCE THE READINESS OF MIDWIVES IN IMPLEMENTING COMPLEMENTARY ABSTRACT Complementary therapy is a therapy that aims to complement conventional medical treatment. Implementation of complementary therapy has been regulated in the Republic of Indonesia Minister of Health Regulation Number 1109 of 2007 concerning Implementation of Alternative Complementary Medicine in Health Service Facilities. it can be an opportunity for midwives to develop professionalism in implementing midwifery practice more comprehensively, it can also add value to midwifery practice in providing services to the community and as a way to increase market competitiveness, added value. , superior, innovative and in accordance with the expectations of users of midwifery services. The purpose of this study was to analyze the factors that influence the readiness of midwives in implementing complementary midwifery services at IBI Weleri branch, Kendal Regency. This type of analytic survey research with a cross sectional approach, the sample was taken proportionally a number of 78 midwives at IBI Weleri branch, the research instrument was used a questionnaire method. The results of simple regression data analysis showed p value 0.569 (ability), 0.000 (self efficacy). There is no effect of ability on readiness, there is an effect of self-efficacy on readiness. Key words: complementary midwifery ability; readiness; self efficacy
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Chinchu. C , Kadhiravan. S, Chinchu C. ,. Kadhiravan S. "Self-Regulated Behaviour and Mental Health Among IT Professionals." International Journal of Human Resource Management and Research 8, no. 1 (2018): 35–40. http://dx.doi.org/10.24247/ijhrmrfeb20184.
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Ruggera, Lucia. "Licensed professions: a new look at the association between social origins and educational attainments in Italy." Higher Education 82, no. 2 (April 19, 2021): 369–86. http://dx.doi.org/10.1007/s10734-021-00701-y.
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AbstractIt has long been known that Italy is characterized by the highest levels of professional regulation in Europe, but little attention has been given to the link between professional regulation and educational stratification. This article investigates the association between social origins and education by focusing on fields of study within tertiary education and by disaggregating the upper class of social origin into different micro-classes of professionals. Thus, since these professions are regulated in the first place by educational fields of study, it assesses how processes of social closure enhance occupational intergenerational immobility in the professional employment in Italy. Recently, deregulation of liberal professions in Italy has been central in many public and political debates. It contributes to these debates by examining the micro-level dynamics in the professionals’ social reproduction and related practises of social exclusion, which may have strong implications for policy interventions. By using ISTAT’s “Sbocchi Professionali dei Laureati” survey (2011), and employing multinomial logistic regressions, it shows how social selection into highly regulated fields of study is guided by parents’ professional domain. The analyses indicate that both sons and daughters of licensed professionals are more inclined to graduate in a field of study that is in line with the father’s profession and that this propensity is stronger among children of regulated self-employed professionals.
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Iyer, Meera, Sweta Saraff, and Malabika Tripathi. "Motivation for Self Regulated Health Care Behavior during COVID 19 among IT Professionals." Journal of Psychosocial Research 15, no. 2 (December 17, 2020): 563–74. http://dx.doi.org/10.32381/jpr.2020.15.02.18.
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Ziegelbauer, Christine, and Barbara D'Errico. "ePortfolio in Teacher Education and Academic Further Education." Irish Journal of Technology Enhanced Learning 6, no. 1 (July 6, 2021): 37–46. http://dx.doi.org/10.22554/ijtel.v6i1.78.
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Private and professional life is more and more shaped by rapid changes in society and technology. That’s why continuous further education is essential in order to meet the new requirements. In the context of lifelong learning, this article focuses primarily on “learning to learn” as a key competence (European Union, 2018). Therefore, it is essential to develop the ability to self-regulated learning (Zimmerman, 2000) in the first phase of academic training and beyond. Learners must be able to plan, carry out and evaluate their learning process. In order to monitor it successfully, it also requires the ability to reflect.
One instrument that can help learners to regulate their learning process is the ePortfolio (McAllister et al., 2008). In an ePortfolio learners can set their goals individually, document and reflect on their progress with the help of artefacts and thus assess their learning strategies and adapt them, if necessary. Futhermore, outcomes of informal learning can be presented within an ePortfolio as well as outcomes of formal learning activities. For example, in the field of teacher education ePortfolios are used quite widely. The ability to reflect one’s actions is an important aspect of professionalism, which helps teachers to improve their teaching (Schön, 1983). Therefore, it is important, as a prospective teacher, to be able to realistically assess one's own abilities and to know how to acquire new competencies. Teachers have to question their actions constantly and adapt them if necessary. In the German State of Baden-Württemberg keeping an ePortfolio is obligatory for students during the practical phases and is continued in the second phase of training, during the internship. A second field, where ePortfolio is gaining importance, is the academic continuing education. The Academy of Advanced Studies at the University of Konstanz offers academic programmes for professionals. A pilot project will be launched next semester in the part-time bachelor study programme in “Motor Neurorehabilitation” for qualified professional therapists in healthcare. Primarily, the implementation of an ePortfolio in this context aims at giving learners the opportunity to manage and personalise their own digital archive (collection of documents). Secondly, it enables the students to reflect more consciously the inputs and outputs collected - particularly during the time they will be attending their practical internships. Thus, the participants should develop a stronger reflective and critical thinking with regard to the acquired new methods and the experiences collected. Furthermore, the ePortofolio should facilitate group work and encourage interaction with other colleagues (peer review) and/or instructors.
This paper discusses the possibilities of using ePortfolios in teacher training and in academic further education. Based on a theoretical concept for learning and professionalizing with ePortolios in higher education and life long learning, as mentioned before, the potentials in the different fields of application will be presented. Furthermore, we will point out the difficulties and challenges associated with the introduction of an ePortfolio. Finally, an outlook on what is planned for the further development of ePortfolio at the University of Konstanz will be given.
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Popova, Hristina. "EFFECTIVENESS OF THE PENALTY SYSTEM IN THE CONTEMPORARY BULGARIAN SCHOOL." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 333–38. http://dx.doi.org/10.35120/kij3002333p.
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School is a professionally competent institution established predominantly for socializing. Its mission along with families is to form the whole personality of an individual. Through knowledge and professionalism the teachers are the main actors in the processes of socialization and education. The presence of incomplete families and due to the transformation of the family into an area of insecurity, their role is even greater. The fulfillment of the basic functions of the education depend to a large extent on the teachers’ skills, values and abilities. The educational institution is mostly associated with the transfer of knowledge, norms, values, building the cultural foundations of society. Moreover, it is also an effective place for achieving of social experience. In addition to its specific activity related to the learning process, school also performs its external function of preserving and maintaining social order. This function is largely implemented through providing school discipline and complying with the school penalty system in a fair way. To solve the problems related to the discipline, the contemporary Bulgarian school has to focus on the efforts in two directions: 1) Continuous skills improvement of the pedagogical specialists so that the educational contents are presented in an accessible and understandable language, in a way consistent with the age characteristics of the students and improvement of their skills in the class management. Teacher-student relationships need to be built on a partnership basis; 2) The active interaction with the parents as the main actors in the chain “family-school-society” is the second direction where our efforts have to be focused on. The role of parents is crucial in the adoption and support of school policies. Parents and teachers should become a model of honesty, respect, reputation, and self-control to educate and develop adequate behavioural patterns in children. Harmonizing the Bulgarian with the European school legislation is related to the adoption of different normative regulations. A step towards improving the framework and special legislation is the adopted Pre-school and School Education Act, the State Standard for Inclusive Education and the Inclusive Education Regulation. Their goal is to achieve a new and better condition of process of education. Logically, it also includes the whole penalty and encouragement system. The effectiveness of each of the regulated normative punishments is analyzed on the basis of deep interviews conducted by the author among Bulgarian teachers and psychologists.
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Boiko-Buzyl, Yuliia. "PSYCHOLOGICAL ASPECTS OF LIE DETECTION IN STUDIES USING A POLYGRAPH." PSYCHOLOGICAL JOURNAL 7, no. 3 (March 30, 2021): 28–37. http://dx.doi.org/10.31108/1.2021.7.3.3.
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The article analyses the psychological category of lies in the perspective of polygraph examinations, which are now popular and in demand. It is emphasized that polygraph examinations are the only tool for establishing the truth, which is built taking into account the patterns of neural connections in the human brain and involves comprehensive consideration of psychophysiological changes in an individual’s body. Testing with a lie detector is a unique instrumental technique, a complex process of special equipment depending on a polygraph examiner’s professionalism in order to establish the truth, because a polygraph is a device that detects lies, i.e. special hardware for special verification of truthfulness. In our country the use of the polygraph is indirectly regulated at the legislative level, in particular, examinations of people in general are allowed, but polygraph testing is not specified. There is still no special law determining an algorithm for polygraph using. The current regulations governing the procedure for polygraph inspections are departmental and relate to staffing. The activity of polygraph examiners in Ukraine is widespread, but in the format of services provided by public organizations. The essential content of lie detection, which is understood as a set of techniques that help determine the reliability and veracity of information, is analyzed. Because a lie means deliberate distortion of information and polygraph examinations are a type of research activity aimed at truth establishing, the concepts, functions, forms and types of lies are described. During a polygraph investigation, a lie means transmission of information that is completely or partially untrue; it means distortion (cognitive changes), untruth, insincerity (pretending), deception aimed at truth concealing or misleading. Given that the most common reasons for using a lie detector are a competition or examination of candidates for a vacant position, official investigations, forensic psychological examination or personal initiatives, the examined people mostly tries to convince, prove something, justify, etc., so the function of lies to protect interests, often their own. There are two forms of lies: silence and distortion. By default, the information is hidden, but not distorted; in the case of distortion, it is not only hidden, but also supplemented or replaced and pretended to be true. Common types of lies in polygraph research are: mystification, substitution of concepts, self-deception, lying for good, misleading, exaggeration / belittling, slander. Levels of lie recognition (psychophysiological, verbal, nonverbal) and approaches to its detection (emotional, volitional, cognitive) are determined. Emphasis is placed on the psychological aspects of lie detection when using a polygraph. Attention is paid to topical issues of lie detection with a polygraph.
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Algozzini, Linda Carol, Valencia Lavon Gabay, Shannon D. Voyles, Kimberly Bessolo, and Grady Batchelor. "Breaking the code: barriers affecting inclusive thinking-HETL Scotland 2017." Journal of Applied Research in Higher Education 10, no. 2 (April 9, 2018): 118–29. http://dx.doi.org/10.1108/jarhe-04-2017-0031.
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Purpose This case study reviews a group coaching and mentoring (GCM) change model and its significance in dissolving barriers and promoting equity in virtual learning environments. The purpose of this paper is to examine the model’s approach to shifting instructor mindsets to align with institutional core values and initiatives that best serve a twenty-first century adult learner. Design/methodology/approach The change model, grounded in GCM, metacognition, self-regulated learning, and community of practice theory, incorporates participatory action research design focusing on cycles of action, reflection, and evaluation. Findings This study illustrates the change model’s success in moving educators toward deeper understanding of self and individual student differences. It further showcases how professionals adapt and improve practices using self-regulated learning and metacognition to better serve the population they teach. Practical implications The GCM framework improved engagement. The design, while implemented in a higher education arena, is applicable to other entities seeking to bridge gaps using metacognition and self-regulated learning to become adaptable and inclusive. Originality/value The change model, recipient of one of this year’s Effective Practice Awards from the Online Learning Consortium (2017), is recognized for innovation and replicability in and beyond higher education.
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Volioti, Georgia, and Aaron Williamon. "Recordings as learning and practising resources for performance: Exploring attitudes and behaviours of music students and professionals." Musicae Scientiae 21, no. 4 (October 21, 2016): 499–523. http://dx.doi.org/10.1177/1029864916674048.
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This article examines how musicians use recordings as learning resources in preparing for performance. While previous research has partially acknowledged the contribution of external factors to self-regulated learning, the specific impact of recordings on performers’ approaches to practising remains largely uncharted. A survey was designed to assess the use and importance of recordings on musicians’ listening and practising behaviours, their preferences when choosing recordings, and the type of influence exerted by recordings over self-regulatory processes. Respondents ( N = 204) completed an online survey, and the data were analysed according to level of expertise: advanced music students ( n = 147) and professional musicians ( n = 57). The results show clear differences between students and professionals in the frequency of use and level of reliance on recordings, with students consistently exhibiting a greater preference for these resources. Students were more likely to listen to recordings and, consequently, change aspects of their interpretations in the early stages of practising. Additionally, students were influenced by other people’s recommendations, especially their teachers’, and by other performers’ reputations when choosing recordings. The need to develop a distinct style had a positive influence on students’ practising and performing habits. The study shows that listening to recordings forms an integral part of self-regulated learning activities and contributes to musicians’ development by increasing musical knowledge and stylistic awareness.
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Fuadia, Nazia Nuril. "Parenting Strategy for Enhancing Children’s Self-Regulated Learning." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 109–24. http://dx.doi.org/10.21009/141.08.
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Various self-regulated learning (SRL) problems often occur in early childhood during the transition from pre-school to elementary school. The ability to self-regulated learning is im- portant for school readiness and success throughout life, requiring the ability of parents to encourage the development of these abilities. The purpose of this study is to develop childcare strategies on self-regulation, such as children's ability to regulate metacognition, motivation and behavior to re- duce problems. Research produces certain products and tests their effectiveness. Respondents in- volved parents from 18 districts in 9 cities in the technique of data analysis using quantitative and qualitative approaches. The results showed differences in the average scores of children's independ- ent learning both before and after parents learned and applied the contents of the manual book. The result of the effectiveness test is sig = 0,000 <α = 0.05. So, H0 is rejected, and the results of the chi- square test sig = 0,000 <0.05, then H0 is rejected. In conclusion, parenting strategies using manuals so that parents can improve competencies such as parents' knowledge, attitudes and skills, and prove effective in increasing children's independent learning.
Keywords: Early Childhood, Parenting strategy, Self-regulated learning
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Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self- regulated learning in young children. Metacognition and Learning, 4(1), 63–85. https://doi.org/10.1007/s11409-008-9033-1
Wolters, C. A. (2003). Conceptualizing the Role and Influence of Student- Teacher Relationships on Children ’ s Social and Cognitive Development. Educational Psychologist, 38(4), 207– 234. https://doi.org/10.1207/S15326985EP3804
Zimmerman, B. J. (2010). Self-Regulated Learning and Academic Achievement: An Overview. Educational Psychologist, 25(1), 3–17. https://doi.org/10.1207/s15326985ep2501
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Villatoro Moral, Sofia, and Barbara De Benito. "An Approach to Co-Design and Self-Regulated Learning in Technological Environments. Systematic Review." Journal of New Approaches in Educational Research 10, no. 2 (July 15, 2021): 234. http://dx.doi.org/10.7821/naer.2021.7.646.
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Present-day society calls for new student-centred didactic methodologies that make the student an active participant in their learning process. Strategies aimed at training citizens and professionals must adapt and respond to a society that is constantly changing. In this context, self-regulated learning and educational co-design emerge as key concepts in the development of new educational approaches. The present study seeks to identify the elements shared by models of self-regulation and educational co-design in technology-enhanced learning environments. To this end, a systematic review of the scientific literature during the period 2014-2019 has been conducted. The search was carried out using five databases: (1) Ebsco Host; (2) Web of Science; (3) Scopus; (4) ERIC; (5) Dialnet. A total of 830 references and 21 papers meeting the criteria for inclusion were identified. An analysis of the studies selected enabled us to identify the self-regulation models associated with co-design learning processes, as well as the elements they have in common. These include planning, motivation, cognition, task management, collaboration, and degree of success. The results provide the first steps for the construction of a co-design model, which includes guidelines for the creation of personalised learning pathways in technology-enhanced environments.
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Gardin, Fredrick A., David A. Middlemas, and James M. Mensch. "A Qualitative Description of Self-Regulatory Behaviors of Male Expert and Novice Athletic Trainers in Collegiate Settings." Athletic Training Education Journal 6, no. 3 (July 1, 2011): 136–44. http://dx.doi.org/10.4085/1947-380x-6.3.136.
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Context: Understanding the transition from a novice to an expert has the potential to provide valuable information for young professionals and athletic training educators to aid in the development of tools necessary for lifetime professional learning. Objective: The purpose of this study was to identify and describe the self-regulated learning behaviors of male athletic trainers used to develop expertise in clinical evaluation and diagnosis domain knowledge in athletic training. Design: Descriptive qualitative study using a phenomenological approach. Setting: NCAA Division I and II colleges in NATA District 3 (DC, MD, NC, SC, VA, and WV.) Participants: A total of 20 male n = 10 novice (limited experiences) and n = 10 expert (at least 10 years of experience) athletic trainers in the college setting participated in the study. Data Collection and Analysis: Data were collected using an interview and questionnaire. Data were transcribed and analyzed using interpretive thematic analysis procedures. Member checks, triangulation of data, audit trail, and peer debriefing techniques were utilized to ensure trustworthiness of the data. Results: Three major themes of (1) environment, (2) experiences and goals, and (3) sources of feedback were identified and appear to describe different ways of self-regulating learning behaviors in the clinical evaluation and diagnosis domain. Conclusions: Awareness of the types of experiences needed to develop in the clinical evaluation and diagnosis domain is important to the athletic training profession. The findings of this descriptive study raise questions regarding future study of self-regulated behaviors. Post-professional education might benefit from a better understanding of self-regulated learning but research is needed.
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Lemmens, Trudo, and Kanksha Mahadevia Ghimire. "Regulation of health professions in Ontario: self-regulation with statutory- based public accountability." Revista de Direito Sanitário 19, no. 3 (May 30, 2019): 124–204. http://dx.doi.org/10.11606/issn.2316-9044.v19i3p124-204.
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The paper explores the model of regulation of health professionals in Ontario, Canada; a self-regulation model built around a detailed statutory scheme. The core of the paper consists of a discussion of Ontario’s Regulated Health Professions Act and of the key components of 26 specific health profession acts that have been enacted under its umbrella. The paper explores the role of the regulatory colleges, the role of the Ministry of Health in determining scope of practice and other components of medical practice, and the disciplinary and appeal procedures. Some other specific issues are also briefly touched upon, such as the integration into the profession of internationally trained physicians, and the government’s role in ensuring access to specialists across the province. A final section looks at the challenges and the limitations of the Ontario model, through a number of health professions-related controversies that reveal gaps in self-regulation, including: failure to set and enforce proper educational and practice standards in specific areas; failure to conduct timely investigations into potential misconduct by professionals; and failure to question professionals in a position of power. The paper also discusses briefly the implications of recognizing through legal regulation some alternative and complementary medical practices, and the challenge of regulating indigenous health care practitioners. It concludes that the primary limitations of the regulatory model arise on account of professional self-interest and power-relations impacting procedural issues, and the complexity of the regulatory model that may potentially undermine quality control.
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Kuosmanen, Jari, and Mikaela Starke. "Identifying the invisible: The experiences of prostitution among persons with intellectual disabilities: Implications for social work." Journal of Social Work 13, no. 2 (June 2, 2011): 123–40. http://dx.doi.org/10.1177/1468017311409632.
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• Summary: This article explores a relatively uncharted research area. The focus of the analysis is on how professionals working in care provision units, specialized prostitution units, the police, social services and special schools detect and deal with prostitution among people with intellectual disabilities. The data were obtained primarily through focus group interviews. The study shows that organizational specialization in different authorities and services makes it difficult to identify and work with this group. Clients with complex problems tend to find themselves in between the jurisdictional fields of different authorities, meaning that many do not receive the support that they need. • Findings: In recent decades social work has undergone increasing balkanization and specialization. Each particular organization is regulated by specific legislation, regulations, forms of knowledge and normative assumptions. Professionals working with people with intellectual disabilities have difficulties in detecting prostitution among their clients, whilst those who work with prostitution lack the knowledge and methods to work with intellectual disabilities. At the same time, social work with these individuals is conducted within a field of tension between the client′s right of self-determination and professionals’ responsibilities for their well-being. • Applications: The study demonstrates that, with this type of complex problem, it is important to establish different types of collaboration between different organizations. However, due to the risk of increased control being detrimental to clients, collaboration needs to be founded on the client’s needs and right to self-determination.
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Parker, Lisa, Emily A. Karanges, and Lisa Bero. "Changes in the type and amount of spending disclosed by Australian pharmaceutical companies: an observational study." BMJ Open 9, no. 2 (February 2019): e024928. http://dx.doi.org/10.1136/bmjopen-2018-024928.
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ObjectivesTo describe and quantify disclosed payments from the pharmaceutical industry to the healthcare sector, and to examine the impact of the 2015 changes to Australia’s self-regulated system of transparency.DesignObservational database study.SettingAustralia.ParticipantsPublicly available reports submitted by members of Australian pharmaceutical industry trade organisations, Medicines Australia and the Generic and Biosimilar Medicines Association (GBMA) (October 2011–December 2017).ExposureChanges to transparency reporting requirements with the updates of pharmaceutical industry Codes of Conduct in 2015.Main outcome measuresElements of healthcare sector spending that members of industry organisations are required to publicly disclose; cumulative amount of disclosed spending (monthly average) in the year prior to and following the revision.ResultsThere was a 34.1% reduction in disclosed spending from Medicines Australia member companies in the year after the 2015 changes to the Code of Conduct were introduced ($A89 658 566 in the preceding year, October 2014–September 2015; $A59 052 551 in the following year). The new Code allowed for reduced reporting of spending on food and beverages at events and for sponsored healthcare professionals. However, there was enhanced transparency around identification of individual health professionals receiving payments. GBMA member reporting totalled $A2 580 402 in the year prior to the revision, then ceased.ConclusionsThis study shows the limitations of a self-regulatory system around industry disclosure of spending. We advocate for robust regulatory systems, such as legislation, to promote mandatory long-lasting public transparency.
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Campbell, Shelagh. "Erosion and Renewal of Professional Powers in Public Sector Employment: The Role of Occupational Community." Symposium 69, no. 1 (April 4, 2014): 159–85. http://dx.doi.org/10.7202/1024211ar.
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Summary This paper describes a case study of a particular form of knowledge worker; lawyers, and their efforts to achieve collective bargaining. Within self-regulated professions like law, the professional regulatory body controls much of the labour process and defines the body of professional knowledge. Apprenticeships, such as clinical locums in medicine and articles in law, play an important role in the transfer of labour process norms. However, more and more professionals seek employment in large organizations where the autonomy historically enjoyed by the self-employed worker and crafted in the confines of mentorships is increasingly subject to bureaucratic and administrative controls. In large employment settings rules and policies may interfere with workers’ exercise of professional discretion and full utilization of their knowledge. The result of the erosion of traditional labour process power under bureaucratic forms of organization leads professionals to seek alternate forms of control. Many turn to collective bargaining as a mean to wrest back control over the application of discretionary judgment from large, often public sector, employers. In the case of the legal profession in Canada, a great many lawyers are employed in the public sector. The subspecialty of criminal prosecution was broadly framed as a service private sector lawyers once provided on a fee-for-service basis, but until relatively recently it was not a distinct area of practice to which one dedicated a career. The regularization of prosecution in the public sector results in a strong sense of occupational community among public prosecutors. The forces of bureaucratic control and occupational community act together to support collective bargaining among professionals who otherwise have been opposed to this strategy, claiming it is “unprofessional”.
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Canaway, Rachel. "A Culture of Dissent: Australian Naturopaths’ Perspectives on Practitioner Regulation." Complementary health practice review 14, no. 3 (October 2009): 136–52. http://dx.doi.org/10.1177/1533210109360308.
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Despite the recommendations in 2006 that naturopaths and Western herbal medicine practitioners be more closely regulated, there have been no moves toward state-mandated (statutory) registration or licensure of naturopaths in any Australian state or territory. Debate within the naturopathic profession on the appropriateness of statutory practitioner regulation has historically contributed to dissent and the creation of organizational factions. In turn, the opposing factions and resulting disunity are disincentives for government endorsement of statutory registration. This article provides an overview of the naturopathic profession in Australia and the regulatory quest, highlighting how professional marginalization and the pursuit of state protection have fueled the push for statutory registration. Considering the extent of public support for complementary and alternative medicine (CAM) practices, the unification of the dissenting factions within the naturopathic profession could create a powerful group, one in which current self-regulatory mechanisms might be more effective, so negating some of the perceived needs for statutory regulation. However, with the increasing use of CAM and most health professions regulated via registration Acts, there are significant arguments to support statutory registration for naturopaths in a manner similar to other health care professionals.
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Ellis, Lee W., and Svetlana A. Beltyukova. "Evidence-Based Diagnostic Treatment and Treatment Planning for Adult Stuttering: A Case Study." Perspectives on Fluency and Fluency Disorders 22, no. 2 (November 2012): 70–87. http://dx.doi.org/10.1044/ffd22.2.70.
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This case study describes and evaluates an approach to diagnostic treatment and treatment planning that incorporates principles of evidence-based practice and findings from recent research on efficacious treatments of stuttering. A 22-year-old woman with severe stuttering participated in eight diagnostic treatment sessions in which experts used a simplified ABA single-subject design to assess effects of treatment procedures on her stuttering. Professionals selected treatment procedures based on available evidence regarding the procedures, the clinician’s experience with the procedures, and the client’s preferences. They assessed treatment procedures such as prolonged speech, smooth speech, regulated breathing, self-imposed time out, cancellation and speech using the SpeechEasy. Researchers measured the patient’s outcomes using a measure of stuttering frequency, client self-ratings of stuttering severity, naturalness, rate and effectiveness, and the client’s summary of her overall impressions about the procedures. Researchers analyzed stuttering frequency and client self-ratings using visual inspection and Rasch analysis. Analyzing results, researchers found major differences in the client’s responsiveness to the various treatment procedures. The diagnostic treatment process, which emphasized aspects of client self-evaluation and self-management, helped the client reach conclusions about treatment on her own. The client report measures and simplified ABA format in this study seemed adequate for helping to document differential effects of the treatment procedures and to facilitate treatment planning. Findings support further clinical application and research using this evidence-based approach to diagnostic treatment and treatment planning.
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Sethi, Ahsan, and Gohar Wajid. "Continuing Professional Development for Doctors in Pakistan is need of the hour." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 7–8. http://dx.doi.org/10.53708/hpej.v3i1.714.
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In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously.
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Andriessen, Karl, Karolina Krysinska, Dolores Angela Castelli Dransart, Luc Dargis, and Brian L. Mishara. "Grief After Euthanasia and Physician-Assisted Suicide." Crisis 41, no. 4 (July 2020): 255–72. http://dx.doi.org/10.1027/0227-5910/a000630.
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Abstract. Background: Several countries have regulated euthanasia and physician-assisted suicide (PAS). Research has looked at the experiences of patients, family, and professionals. However, little is known of the effects on bereaved individuals. Aims: We aimed to assess (a) what is known about the grief and mental health of people bereaved by euthanasia or PAS and (b) the quality of the research. Method: Systematic review according to PRISMA guidelines with searches in Cinahl, Embase, PsycINFO, Pubmed, and Scopus. Results: The searches identified 10 articles (eight studies), and the study quality was fair. People bereaved by euthanasia/PAS generally had similar or lower scores on measures of disordered grief, mental health, and posttraumatic stress compared with those who died naturally. Lack of social support and secrecy may compound their grief. Being involved in the decision-making process and having the feeling of honoring the deceased's will may facilitate their grief. Limitations: Studies used self-reports from non-random self-selected participants, were retrospective, and were conducted in only three countries. Conclusion: There is little evidence of increased risk of adverse grief or mental health outcomes in people bereaved by euthanasia/PAS. As more countries legalize assisted dying, high-quality studies of the factors that may hinder or facilitate the grief process are needed.
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Wilson, Carolyn M., and Bruce K. Christensen. "Ethical Issues Relevant to the Assessment of Suicide Risk in Nonclinical Research Settings." Crisis 33, no. 1 (January 1, 2012): 54–59. http://dx.doi.org/10.1027/0227-5910/a000110.
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Background: Our laboratory recently confronted this issue while conducting research with undergraduate students at the University of Waterloo (UW). Although our main objective was to examine cognitive and genetic features of individuals with schizotypal personality disorder (SPD), the study protocol also entailed the completion of various self-report measures to identify participants deemed at increased risk for suicide. Aims and Methods: This paper seeks to review and discuss the relevant ethical guidelines and legislation that bear upon a psychologist’s obligation to further assess and intervene when research participants reveal that they are at increased risk for suicide. Results and Conclusions: In the current paper we argue that psychologists are ethically impelled to assess and appropriately intervene in cases of suicide risk, even when such risk is revealed within a research context. We also discuss how any such obligation may potentially be modulated by the research participant’s expectations of the role of a psychologist, within such a context. Although the focus of the current paper is on the ethical obligations of psychologists, specifically those practicing within Canada, the relevance of this paper extends to all regulated health professionals conducting research in nonclinical settings.
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Subedi, Prativa, Bibechan Thapa, and Aakriti Pandey. "Use of Social Media among Intern Doctors in Regards to Covid-19." Europasian Journal of Medical Sciences 2, no. 1 (May 2, 2020): 56–64. http://dx.doi.org/10.46405/ejms.v2i1.41.
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Background: The world is not just fighting a pandemic of COVID-19, but also tackling infodemic due to the rampant spread of misinformation and rumor about COVID-19 across various online and printed media. Social media is an easy, quick, and cost-effective source of information but its contents are not regulated. Users also usually don't verify information on social media on authentic sites. So, misinformation spreads at a exponential rate. Intern doctors as young physician should have scientific knowledge of disease and not be misled by rumors. Also, health-related information shared by health professionals owes greater credibility to the public. This study aims to explore whether or not intern doctors are using social media rationally in regards to COVID-19. Methods: This is a cross-sectional, mixed-method study carried out among medical and dental interns of KIST Medical College and Teaching Hospital. Data was collected with the help of a self-administered semi-structured questionnaire after pretesting. Two Focus group discussions were conducted to gain in- depth information. Findings: 65 % percent of the intern doctors most often used social media to gain information about COVID-19 out of which 87.1 % used Facebook more often. Around 46 % just read the full title of news appearing in social media while only 32.9 % read the full text. 36 % share the news just by seeing the title. Nearly 35 % of intern doctors check the authenticity of information on social media by verifying it via experts or from authentic sources. Conclusion: Rational use of social media is a must to combat the epidemic of COVID 19. Health professionals including young doctors like interns should focus on scientific and evidence-based information and should use social media rationally both for acquisition and dissemination of information on COVID-19.
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López-Íñiguez, Guadalupe, and Dawn Bennett. "Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education." International Journal of Music Education 39, no. 2 (January 26, 2021): 134–50. http://dx.doi.org/10.1177/0255761421989111.
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Research in higher music education acknowledges a persistent divide between performance studies and the realities of musicians’ work. Alongside this is global pressure for curriculum that is more supportive of students’ metacognitive engagement, experiential learning and career preparation. However, scholars assert that the provision of these curricular elements is insufficient unless students recognise their value and engage in them at a deep level; this is because career-long employability in precarious industries such as music is underpinned by strategic, lifelong and self-regulated learning. The study reported here featured a scaffolded employability intervention located within the existing curriculum and trialled with seven student musicians at a European institution. The study had three aims: to understand the students’ career-related thinking and confidence; to determine whether such an intervention might be scalable; and to gauge the intervention’s potential efficacy in helping students to become conscious of their learner identity. Results indicate that many student musicians are aware of the need to extend their essential professional capabilities but unaware of how to address these deficits. Participants realised that ‘learning how to learn’ would help them achieve personal and professional goals. The findings suggest that similar in-curricular interventions are achievable at scale. Furthermore, they have the potential to foster a more holistic vision of performance education and practice such that aspiring musicians might graduate as both skilled professionals and agentic learners.
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Karmakar, Suparna. "Services Trade Liberalisation and Domestic Regulations: The Developing Country Conundrum." Global Economy Journal 7, no. 1 (January 2007): 1850101. http://dx.doi.org/10.2202/1524-5861.1223.
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Services have become the engine of growth in a large number of economies in the developing world. Additionally, the rapid development of ICT, and emergence of transnational corporations, has not only made cross-border provision of services easier, but has also increased the demand for and trade in services; developing countries today are increasingly emerging as cost efficient providers of key business and professional services, thereby becoming key players in the services supply chain. In the absence of explicit tariff barriers, as compared to goods, over the years, countries have more intensively regulated services on grounds of protecting consumer interest and ensuring quality and excellence of professional services provided. It is also true that as cheap labour is the resource with comparative advantage in most developing countries, and especially India, access to developed country markets by means of cross-border supply and movement of natural persons have the potential of conferring the maximum benefits from services liberalisation. However, challenges for market access in developed countries in these two modes of supply lie in the range of regulatory barriers, including burdensome visa formalities, stringent quotas and qualification requirements, and discriminatory taxes, levies and standards faced by the developing country service providers. Most professions are closely regulated and certified, and often self-regulated, usually though sectoral trade associations. This paper brings out the key elements of the prevalent regulatory measures and barriers to market access for developing country service providers, and assesses how (if at all) the proposed disciplines on domestic regulations would help in securing or easing market access problems of developing country professionals in the developed country markets. An analysis of select professional services in India indicate that for developing countries in general there exist many elements in the proposed disciplines that are not only desirable but would help them to get better market access into key developed country markets. Also it appears that given the prevailing weaknesses of the domestic legal and institutional framework in most developing countries, commensurate changes in the domestic legal and regulatory systems would need to be incorporated prior to the adoption of the DR Disciplines so as to enable countries to fulfill the requirements under such disciplines. Incorporation of suitable S&DT provisions is needed to ensure proper implementation of the said disciplines and satisfy the development agenda of the Doha Round.
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Johansen, Lise Bro, and Dan Grabowski. "“Sometimes You Just Need People around You Who Understand You”: A Qualitative Study of Everyday Life at a Residential Care Unit for Young People with Diabetes." Social Sciences 10, no. 2 (February 23, 2021): 78. http://dx.doi.org/10.3390/socsci10020078.
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Solglimt is the only long-term residential care facility in Denmark for young people with diabetes who, for various reasons, are particularly exposed or vulnerable. This target group is characterized by poorly regulated diabetes and psychosocial challenges. As this unique setting and specific target group has not been studied before, we designed a qualitative sociological study of the experiences and perceptions of everyday life from the perspectives of current and former residents as well as from those of the residential care social workers (RCSWs). We also studied the specific care practices at Solglimt. The dataset consists of nine days of participatory observations, 29 semi-structured individual interviews with three target groups (9 current residents, 8 former residents and 12 RCSWs) and three participatory workshops. All data were analyzed using radical hermeneutics. The analysis produced four main themes: (1) In it together, like a family—feeling different among peers, (2) Social workers as substitutes for parents and healthcare professionals, (3) Individualization—Increased self-confidence and autonomy, and (4) Tacit knowledge and illness behavior automation. The findings show that the residential care facility is a family-like setting with a strong focus on individualization, which enables new illness behaviors and perceptions. The results offer important steps towards developing improved diabetes care strategies through individualized informal knowledge sharing. Furthermore, the results are applicable to general clinical diabetes care for vulnerable or low-resource children and young people with diabetes.
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Nayeem, J., SM Kamaluddin, HA Chowdhury, and L. Ali. "Perceptions of Dhaka City Retailers on User Choice of Self-Monitoring Blood Glucose Devices." Bangladesh Journal of Medical Biochemistry 11, no. 1 (January 14, 2019): 17–21. http://dx.doi.org/10.3329/bjmb.v11i1.39763.
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Self-Monitoring Blood Glucose (SMBG) Devices are now thought to be an integral component in the prevention and management of diabetes mellitus which is increasingly becoming a major health and economic burden particularly in developing countries. The marketing of these Devices, however, are still not well regulated in most of the countries and this, in turn, may lead to more harm than good to the patients who are using these devices. Retailers are the most important contact points who create the interface among the Manufacturers, Professionals and Consumers for popularization of health related devices. In this study, the Users' Choice of SMBG Devices and its determinants, as reflected in the views of the Sales Persons (in a retail shop) in Dhaka City of Bangladesh, have been explored. Twenty Sales Persons from 20 Retail Shops, purposively selected from among major Dhaka City markets where these devices are commonly sold, were individually interviewed using a pretested Interviewer administered Questionnaire. The instrument consisted of six questions covering the Users' preference regarding quality vs cost and also regarding the guidance and motives for purchasing specific items. The results were analyzed by descriptive statistics. It was found that 90% of the consumers are dependent on the suggestions of the Sales Persons regarding the choice of devices. In 80% of the subjects the cost of the System was found to be the determining factor regarding the choice of a meter. Only among 20% subjects, quality played any role in the choice. In conclusion, the choice of specific SMBG devices in Dhaka City is overwhelmingly influenced by Retailers (who, in most cases are not even qualified Pharmacists or Pharmacy Assistants) and, except in few cases; Users are not concerned with quality. Price, particularly the price of the strip, is the dominant factor on Users' choice of SMBG Devices.
Bangladesh J Med Biochem 2018; 11(1): 17-21
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Berlin, Ivan, Bertrand Dautzenberg, Blandine Lehmann, Jessica Palmyre, Emmanuelle Liégey, Yann De Rycke, and Florence Tubach. "Randomised, placebo-controlled, double-blind, double-dummy, multicentre trial comparing electronic cigarettes with nicotine to varenicline and to electronic cigarettes without nicotine: the ECSMOKE trial protocol." BMJ Open 9, no. 5 (May 2019): e028832. http://dx.doi.org/10.1136/bmjopen-2018-028832.
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IntroductionElectronic cigarettes (EC) mainly with nicotine content are widely used worldwide. Although the number of publications about its use is increasing exponentially, evidence-based, unbiased, conclusive, head-to-head comparisons about its efficacy and safety as an aid for smoking cessation are lacking.Methods and analysisDesign:randomised, placebo and reference treatment-controlled, multicentre, double-blind, double-dummy, parallel-group trial.Participants:smokers smoking at least 10 cigarettes/day in the past year and motivated to quit, aged 18–70 years.Interventions: (A) EC without nicotine (ECwoN) plus placebo tablets of varenicline administered by oral route:placebo condition, (B) EC with nicotine (ECwN) plus placebo tablets of varenicline:ECwN condition.Voltage regulated EC will be used with liquid containing 12 mg/mL of nicotine for ad libitum use.Flavour: blond tobacco. (C)Reference: ECwoN plus 0.5 mg varenicline tablets:varenicline condition.Varenicline administered according to the marketing authorisationauthorisation.Treatment duration: 1 week+3 months.Primary outcome:continuous smoking abstinence rate (CAR) (abstinence from conventional/combustible cigarettes) during the last 4 weeks (weeks 9–12) of the treatment period defined as self-report of no smoking during the previous 2 weeks and expired air carbon monoxide ≤8 at visit 4 at week 10 after target quit date (TQD), that is, 11 weeks after treatment initiation AND at visit 5, week 12 after TQD, that is, 13 weeks after treatment initiation.Secondary outcomes: safety profile; point prevalence abstinence rate; CAR confirmed by urinary anabasine concentration; changes in cigarettes/day consumption; craving for tobacco and withdrawal symptoms with respect of baseline.Ethics and disseminationThe ethics committee approval was obtained on 17 April 2018. All data collected about the study participants will be anonymised. Investigators will communicate trial results to participants, health authorities, healthcare professionals, the public and other relevant groups without any publication restrictions.Trial registration numberNCT03630614; Pre-results.
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Slyusar, Mykola. "Mythization by advertising means in the field of higher education: the worldview and communicative aspect." International Scientific Journal of Universities and Leadership, no. 11 (June 14, 2021): 25–34. http://dx.doi.org/10.31874/2520-6702-2021-11-1-25-34.
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The article examines the process of mythization, which occurs in the advertising activities of higher education institutions. It is noted that in contrast to commercial advertising of other economic entities, advertising of higher education institutions is limited to the choice of forms and methods, as educational services are regulated not only by the economic institution of society, but also by education, culture and politics. Based on the analysis of more than 500 advertising messages (voice, visual, audiovisual) of higher education institutions of Ukraine, it is established that the vast majority of advertising has the character of a presentation of specialties and facilities of a higher education institution. This advertising is often made by non-professionals, its dominance in the media space causes the recipient not to perceive large arrays of information load, which is characterized by a low level of recognition of the subjects of advertising. The production of mythologemes allows advertising resources to increase the effectiveness of action, to form a campaign strategy for several years.
The main mythologemes produced by advertising in the field of higher education are «new stage of life», «popular specialty», «ease and accessibility of education», «here you will be taught by the best professionals», «leader of education», «education for all», «higher education institution in your region». In particular, it is noted that the integration of mythologemes «popular specialty» and «ease and accessibility of education» allows the advertiser to appeal not to assess the essential strengths of the child and the need for rational choice of potential models for personal self-realization, but to the ambition of parents. An important component of the mythization process is the production of new archetypes. The mythologeme «education leader» is reflected in quasi-ratings, the proclamation of the word «leader of the region» in slogans and often does not involve the use of complex mechanisms to confirm the proclaimed advertising messages. The use of tagged advertising leads to the assertion of the advertising myth about the ease of material education in «their» region. An important component of the mythization process is the appeal to the archetype of the researcher in a white coat, as well as the production of new archetypes, including the «crazy professor». Along with the processes of mythization, there is also demythization, which is designed to apply the means of monitoring the market of educational services and compliance with competition rules, to introduce rational criteria for evaluating the activities of higher education institutions while maintaining their autonomy.
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Yam, Carrie H. K., Sian M. Griffiths, S. Liu, Eliza L. Y. Wong, Vincent C. H. Chung, and E. K. Yeoh. "Medical Regulation." Journal of Medical Regulation 102, no. 1 (January 1, 2016): 16–27. http://dx.doi.org/10.30770/2572-1852-102.1.16.
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The licensing and regulation of physicians is an important topic worldwide and is often tied to discussions in various countries of health care system reform. We conducted a review of current practices for regulating physicians as a key group of health care professionals in eight jurisdictions in Asia and other parts of the world in order to draw implications for the development of future regulatory policies in Hong Kong. Jurisdictions studied included Australia, Canada, China, Malaysia, New Zealand, Singapore, the United Kingdom and the United States. A literature search, supplemented by interviews, was conducted. In analyzing information gathered about global regulatory systems, we used a framework for comparing regulatory typology, developed by the RAND Europe research institute. Our review found that the jurisdictions studied exhibited both similarities and differences in terms of how physicians are regulated and by whom. As a result of our search, we were able to identify 10 key trends in international medical regulation of importance to Hong Kong as it considers reforms to its health care system overall:Changes in medical regulation are seen as a way of improving the quality of patient care.Reform of medical regulation often requires government legislation.The creation of common principles for policies, structures and the organization of regulation between professions is an emerging practice.The involvement of lay people on boards and in inquiries is increasingly common.Medical regulation is moving away from models of self-regulation and toward regulatory models that emphasize partnership between professions and the public, physicians and patients.Health care providers and institutional regulators play complementary roles in medical regulation.Regulation impacts the quality of care — not just the detection and remediation of poor performance.Investigatory and disciplinary functions are increasingly separated and organized independently of each other.Continuous Professional Development (CPD) is compulsory for physicians in many jurisdictions.Overseas medical graduates are admitted into practice in different ways from country to country. These trends are important for regulators in all countries to note as they assess the basic structure and effectiveness of their own medical regulatory systems.
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Neelam, Netra, Pratima Sheorey, Sonali Bhattacharya, and Monica Kunte. "Organization for Economic Co-operation and Development guidelines for learning organization in higher education and its impact on lifelong learning – evidence from Indian business schools." VINE Journal of Information and Knowledge Management Systems 50, no. 4 (February 13, 2020): 569–96. http://dx.doi.org/10.1108/vjikms-09-2019-0144.
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Purpose Lifelong learning has gained significant research attention world over because of its potential to enhance and ensure continuous employability. However, role of higher education institute as a learning organization to develop lifelong learning attitudes among young adults has not been discussed much. Parameters that determine lifelong learning among working professionals or school-going children may differ from that of prospective managers studying in business schools. Organization for Economic Co-operation and Development (OECD) have given guidelines on learning organization in higher education context which has not been empirically tested. The present study aims to develop a scale on learning organization based on the OECD guideline. It also aims to explore the impact of learning organization and learning processes on lifelong learning attitude in Indian business schools. Design/methodology/approach The present study develops a multidimensional scale to measure business schools’ perceived level of performance as a learning organization from the perspective of faculty. The scale considers a learning organization as a multidimensional second-order construct comprising organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Exploratory factor analysis (EFA) has been used to refine and validate the scale. The study also assesses the impact of business schools’ performance as learning organization on perceived learning processes and lifelong learning attitude from the perspective of business school students by using structural equation modeling. Findings The study reveals that a learning organization is characterized by organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Learning organization determines both perceived learning processes (ß = 0.397) and lifelong learning attitude (ß = 0.259). The relationship between learning organization and lifelong learning partially mediates through learning processes (Sobel’s statistics = 1.82, p-value = 0.068, indirect effect = 29%). Lifelong learning is characterized by self-regulated reflective learning with knowledge gained through various sources including virtual sources. Originality/value Literature adequately speaks about various scales on learning organization, but there is no specific scale developed, so far, for higher education institutes. Thus, the unique contribution of the present study is the development of a new scale on learning organization based on OECD guidelines on higher education. The scale has been developed based on survey of faculty members and students of Indian business schools. The scale can be used to assess academicians’ perception toward effectiveness of a learning organization. Such information would help in formulating strategies on what should be the characteristics of teaching–learning process, knowledge acquisition and knowledge dissemination to ensure lifelong learning and continuous employability.
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Birmann, Brenda M., Kimberly Bertrand, Bernard Rosner, and Andres Ardisson Korat. "Fruit and Vegetable Consumption and Risk of Non-Hodgkin Lymphoma." Blood 134, Supplement_1 (November 13, 2019): 4127. http://dx.doi.org/10.1182/blood-2019-128518.
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Background: The few established risk factors for non-Hodgkin lymphoma (NHL) exhibit considerable heterogeneity by NHL subtype and suggest an etiologic role for factors with immune- or inflammation-modulating properties, or which otherwise influence lymphocyte proliferation and survival. Epidemiologic evidence supports a potential inverse association for fruit and vegetable intake and NHL risk, but with limited subtype-specific evidence. Glucosinates and indole-3-carbinol, both found in cruciferous vegetables, may mediate tumor suppressive effects, including anti-inflammatory and anti-proliferation effects or restoration of phosphatase and tensin homolog (PTEN), a known tumor suppressor frequently down-regulated in cancer cells. We conducted a prospective study to further elucidate the etiologic role of fruit and vegetable consumption for NHL and its most common histologic subtypes. Methods: We followed 47,971 men in the Health Professionals Follow-Up Study (HPFS; 1986-2012) and 77,115 women in the Nurses' Health Study (NHS; 1984-2012) with baseline information on diet and no baseline history of cancer. We queried diet every four years using validated food-frequency questionnaires. We calculated fruit and vegetable consumption, in broad categories and for specific food groups, by summing the intake of individual foods excluding fruit juices, potatoes and legumes. Incident NHL diagnoses were first self-reported in study questionnaires then confirmed by review of medical records. We classified histologic subtypes according to the World Health Organization (WHO) and International Lymphoma Epidemiology (InterLymph) Consortium guidelines. We analyzed all NHL (in aggregate) and separate endpoints of chronic lymphocytic leukemia/small lymphocytic lymphoma (CLL/SLL), diffuse large B-cell lymphoma (DLBCL), follicular lymphoma, other B-cell NHL and T-cell NHL. We used multivariate Cox proportional hazards regression adjusting for potential confounding variables to estimate hazard ratios (HR) and 95% confidence intervals (CI) for the association of various fruit and vegetable intake variables with risk of each NHL endpoint. Those intake variables were based on the pre-diagnosis questionnaire returned most recent to NHL diagnosis and modeled as continuous variables in increments of one serving/day. Results: During 2,747,939 person-years of follow-up, we confirmed 1,732 incident NHL cases (986 women, 746 men). In preliminary multivariable-adjusted analyses, no fruit and vegetable intake variable was significantly associated with risk of all NHL (Table 1). Each additional serving/day of all, green leafy, beta carotene rich and lycopene rich vegetables was significantly associated with a 15%-45% lower risk of DLBCL per serving/day but not with other NHL subtypes; cruciferous and lutein rich vegetable intakes had a suggestive but statistically non-significant inverse association with several B-cell NHL subtypes (Table 1). Other associations were only weakly suggestive or null. Conclusions: In this prospective investigation, preliminary findings suggest a modest reduction of risk of several individual B-cell NHL subtypes, including statistically significantly lower risks of DLBCL, with increasing intake of green and antioxidant rich vegetables. These findings warrant further exploration and confirmation in other study populations. We note that this abstract reports preliminary findings; ongoing analyses will extend the follow-up period, add a third large cohort (NHS II) and assess potential reverse causation, explore sex- and subtype-related heterogeneity and test for non-linearity of observed associations. If confirmed, these results will contribute to evidence-based prevention strategies for NHL and further support general health recommendations concerning benefits of fruit and vegetable intake. Disclosures No relevant conflicts of interest to declare.
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Matsuyama, Yasushi, Motoyuki Nakaya, Jimmie Leppink, Cees van der Vleuten, Yoshikazu Asada, Adam Jon Lebowitz, Teppei Sasahara, et al. "Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan." BMC Medical Education 21, no. 1 (January 7, 2021). http://dx.doi.org/10.1186/s12909-020-02460-3.
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Abstract Background Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. Methods A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. Results Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention. Conclusions Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.
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Vicarelli, Giovanna, and Elena Spina. "Professionalization and Professionalism: the Case of Italian Dentistry." Professions and Professionalism 5, no. 3 (September 25, 2015). http://dx.doi.org/10.7577/pp.1324.
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The aim of this article is to reconstruct the process of professionalization of Italian dentists and the profession’s current configuration. It is based on three lines of inquiry. The first line adopts a historical perspective through the analysis of legislation that has regulated the dental sector over time. The second line depicts the current configuration of the profession through institutional and sectoral statistics. The third line focuses on the impact of the 2008 economic crisis, using the main findings of a survey conducted among the profession’s representatives. The economic crisis has exacerbated the profession’s structural weaknesses caused by the difficulties associated with self-regulation and by organizational–managerial inefficiency. Given this situation, one may inquire as to the actual professional nature of dentistry in Italy: It is not pointless to ask whether—and, if so, what type of—professionalism exists in dentistry in Italy today.
Keywords: Italian dental profession, professionalization, professionalism, economic crisis, occupational change.
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Burke, Debra D. "Self-Regulation Of Faculty In Higher Education." Journal of College Teaching & Learning (TLC) 1, no. 5 (May 1, 2004). http://dx.doi.org/10.19030/tlc.v1i5.1939.
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Many of the disciplines in which faculty in institutions of higher education are trained, such as law, accounting or medicine, are characterized by a code of ethics and by the regulation of those guiding principles by the profession. Universally, however, academia, is neither guided by a single code of ethics, nor self-regulated by such a code. The tenure system, while compatible with progressive counseling, is less compatible with progressive discipline because of its limited exceptions for terminating tenure and few options for otherwise correcting problematic behavior. As state legislators seek to implement a system of performance checks through post-tenure review, faculty as a whole should consider implementing a code of ethics, coupled with a system of self-regulation for compliance. This paper will discuss these issues and propose that since all faculty members, not just faculty who are administrators, are potentially affected by the sub-standard performance of a colleague, the collective body of faculty should establish and maintain a disciplinary board for regulating professionalism in institutions of higher education.
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Chakravorty, Indranil, Sunil Daga, Shivani Sharma, Martin Fischer, Subarna Chakravorty, and Ramesh Mehta. "Bridging the Gap 2021- Summary Report." Sushruta Journal of Health Policy & Opinion, September 14, 2021, 1–52. http://dx.doi.org/10.38192/btg21.1.
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Differential Attainment
Healthcare professionals are among the most respected, valued members in any society- and also the most regulated. It attracts some of the most talented, innovative and resilient individuals who are keen to do good. Respect, job satisfaction and autonomy are fundamental to the experience of any professional, and often valued above financial or material reward. Doctors are no different.
Education and training of the healthcare workforce is a lengthy and resource intense process. No nation-state can be truly self-sufficient. Hence workforce migration is a reality where various pull and push factors lead to professionals moving across countries and continents, in the service of populations.
Society is divided along many lines and steeped with structural inequalities. Many of these are the result of thousands of years of history, legacy and societal wrongs. Healthcare services and professionals reflect similar patterns of the 'big society'.
The phenomenon of differential attainment (DA), which is the subject of this report is simply a manifestation of such structural inequalities. DA or differential outcomes for doctors due to their age, race, gender, sexual orientation, ethnicity, disability, socio-economic deprivation or influenced by migrant status - rather than motivation, ability, effort or enterprise.
DA is fundamentally unfair. Those affected by DA are either unaware or unable to counteract the influence on their careers. DA leads to demoralisation, disengagement and poor outcomes for professionals and their patients. It takes its toll not only on careers but on lives and livelihoods. DA leads to a huge under-utlisation of human resources- a true waste of talent and enterprise.
This report- BTG21 focuses on DA in the medical profession exploring the career cycle through the themes of recruitment, assessments, career progression, research & academia, leadership roles, awards and professionalism.
BTG21 is people-centred and in tackling inequalities offers solutions on career fulfillment and wellbeing- by an ideological shift of hearts and minds.
Thematic Synthesis
BTG21 summary report is the culmination of a thematic synthesis of evidence covering the full spectrum of medical careers. It presents lived experiences (collected through mixed method approaches) capturing patterns in peoples experiences through an online survey, and in-depth qualitative interviews with a purposive sample of professionals from across the career cycle, range of ethnic heritage, medical specialism and country of origin.
Followed by consensus developed through workshops by a triumvirate of experts, stakeholders and grassroots professionals.
There are 5 primary causes of DA- bias, social class & deprivation, immigration status, geographical and individual factors and impacts every stage of medical professional careers.
The thematic synthesis reviews are published in the Sushruta Journal of Health Policy.
Recommendations
The Workshop discussions, recommendations (the 10-point plan) include policy enablers, immediate actions and research questions in the following areas;
Tackling bias
Embracing diversity & inclusion
Celebrating the contribution of migrants
Leveling the playing field
Inclusive leadership & accountability
Removing structural barriers
Review-Reform-Rethink assessments
Redefining professionalism
Disaggregation-intersectionality-benchmarking of data
Support-flexibility & Wellbeing
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Giusti, Laura, Silvia Mammarella, Anna Salza, Donatella Ussorio, Denise Bianco, Massimo Casacchia, and Rita Roncone. "Heart and Head: Profiles and Predictors of Self-Assessed Cognitive and Affective Empathy in a Sample of Medical and Health Professional Students." Frontiers in Psychology 12 (June 16, 2021). http://dx.doi.org/10.3389/fpsyg.2021.632996.
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For medical and health professions, students learning to respond to others' distress with well-regulated empathy is an important developmental skill linked to positive health outcomes and professionalism. Our study aimed to investigate the sociodemographic, psychological, and psychosocial differences between medical (MS) and health professional (HPS) students and their empathic abilities, since both populations share common stressors, namely, dealing with suffering people. Additionally, we were interested in assessing the psychological and psychosocial predictors of empathy of MS compared to HPS. One hundred thirty MS and 86 HPS were administered the Patient Health Questionnaire-9, Interpersonal Reactivity Index, Integrative Hope Scale, and UCLA Loneliness Scale. The two groups showed differences in their contextual characteristics, with the HPS group having larger families, lower parents' education levels, and lower family income compared to the MS group. In both groups, ~15% of students reported previous contact for psychological problems. A higher proportion of HPS (23.3%) reported depressive symptoms than MS (10%), and female HPS reported more intense feelings of loneliness than other subgroups of students. No differences were found between the two groups in self-assessed cognitive and affective empathy. In both groups, women showed greater affective scores than men and, at the same time, seemed to be particularly prone to personal distress. The cognitive empathic dimension of “perspective taking” was predicted by young age (OR, 612; 95% CI, 1.395–15.242) and the overall socioeconomic status (OR, 3.175; 95% CI, 1.154–8.734) of the HPS. Self-assessed affective competence was predicted by female gender (OR, 3.112; 95% CI, 1.328–7.288), depressive symptomatology (OR, 2.777; 95% CI, 1.004–7.681), higher mother's level of education (OR, 2.764; 95% CI, 1.147–6.659), and feeling of hope related to social relationships (OR, 1.367; 95% CI, 1.152–1.622). Risk factors for poor self-assessed affective emphatic skills were previous contact for psychological problems (OR, 3.263; 95% CI, 1.238–8.601) and feelings of loneliness (OR, 1.18; 95% CI, 1.09–1.276). Our findings emphasize the need to test psychosocial models to better understand empathic skills.
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Telizhenko, Liudmyla, and Maria Sira. "EUROPEAN REQUIREMENTS FOR THE CULTURE OF THE LAWYER'S PERSONALITY." International scientific journal "Internauka". Series: "Juridical Sciences", no. 4(38) (2017). http://dx.doi.org/10.25313/2520-2308-2021-4-7116.
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The article is devoted to the analysis of the structure and value of the professional culture of the lawyer, taking into account European standards, in particular anthropocentrism, humanism and attitude to person as the highest value in the world. It is noted that it is part of the universal culture, without which it is impossible to form a high moral, comprehensively developed personality. In addition to knowledge of moral norms and values traditionally formed in European society, the lawyer impeccably must have a professional culture presented by many structural elements. Particular attention is paid to the analysis of the psychological and ethical culture of a lawyer as a basis for a given profession. The article proves that the psychological culture of the lawyer is manifested itself in the ability to use psychological knowledge and skills, in the understanding of socio-psychological public phenomena, in the knowledge of the psyche and the nature of the behavior of other people. The lawyer is also obliged to understand how psychological factors can affect his professional actions which are socially important. It is emphasized that a lawyer is necessary to work on self-improvement continuously in order to raise a professional and psychological level of its development. It is shown that the ethical culture of a lawyer involves the awareness of moral rights and responsibilities, the ability to adhere to them in professional activity. The lawyer is inherent in the level of internal conviction and is the basis for making all decisions and actions, especially those not regulated by law. It is concluded that the significance of the professional culture of a lawyer is defined by the specifics of the legal profession, the responsibility of the lawyer for the execution of the functions commissioned to him. The psychological and ethical culture of the lawyer is his professional competence, which allows the lawyer to understand his place among colleagues and in society. It reflects the level of its professional training, experience in the profession, as well as the expectation of society regarding the level of professionalism, responsibility, attitude towards man as the highest value.
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Khmyz, Mariana. "REQUIREMENTS FOR INCOMPATIBILITY OF A JUDGE POSITION WITH OTHER TYPES OF ACTIVITY: COMPARATIVE CONSTITUTIONAL AND LEGAL ASPECT." International scientific journal "Internauka". Series: "Juridical Sciences", no. 8(42) (2021). http://dx.doi.org/10.25313/2520-2308-2021-8-7429.
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The article reveals the requirements for the incompatibility of the position of a judge with other activities in the comparative constitutional and legal aspect. It is determined that the requirements for incompatibility of a judge's position with other activities in Ukraine are regulated by the Constitution of Ukraine, the Law of Ukraine «On the Judiciary and the Status of Judges», the Law of Ukraine «On Purification of Power», the Convention for the Protection of Human Rights and Fundamental Freedoms, Rules of Court adopted by the Council of Europe and the European Court of Human Rights, the Rome Statute of the International Criminal Court, the General (Universal) Charter of Judges. It is established that the legislative and constitutional requirements for judges stipulate that judges must meet high moral, ethical and professional standards. It has been established that persons may not engage in administrative, political or professional activities during their tenure as judges, which is incompatible with their impartiality, independence or the requirements for permanent performance of their duties. It is determined that while in the position of a judge, it is not allowed to engage in other activities, in particular, to carry out activities in other public authorities, local governments or activities related to the representative mandate. It has been proved that a judge cannot combine the activities defined by the position of a judge with advocacy and business activities. It was found that judges are prohibited by law from holding paid positions and performing paid work, except for teaching, research or creative work. It is established that a judge has no right to be a member of the governing of the body or supervisory board of an enterprise or organization whose main purpose is to make a profit. It is determined that a judge has no right to belong to a political party or trade union, as well as to show support for such a party or union. It has been proven that judges are prohibited from participating in election campaigns, political rallies, rallies or strikes. It was found that the judge is obliged to comply with the requirements for incompatibility established by the legislation of Ukraine in the direction of preventing and combating corruption. It is determined that a judge has the right to activities related to the administration of justice, to participate in judicial self-government, to membership in national or international associations, as well as in other organizations that operate to protect the interests of judges, increase the authority of the judiciary, in society or for the development of legal science and profession, for the formation of public associations, as well as for participation in the activities of such associations in order to protect their rights and interests, as well as to improve the level of professionalism and skills. It is proposed, in the future of the following studies, to reveal the grounds for dismissing a judge from office in a comparative constitutional and legal aspect.
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Gallagher, Maeve Ann, and Niamh Flynn. "Making a case for behaviour based learning strategies in supporting students' academic performance." Journal of Learning Development in Higher Education, no. 6 (December 4, 2013). http://dx.doi.org/10.47408/jldhe.v0i6.215.
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The aim of this article is to raise the profile of time and resource management interventions, not just as part of the delivery of Student Learning Development Services but as a core strategy, supported with interventions and resources that can be systematically evaluated, to help students (both undergraduate and postgraduate) maximise academic and employment potential. This opinion piece puts forward a case for Student Learning Development practitioners to design and deliver interventions aimed at improving students' self-regulated learning skills. The case is illustrated by examples from research on self-regulated learning (e.g. Pintrich, 2004) and from reports on graduate employment figures (e.g. OECD Heckmann, 2013) and employers' perceptions of graduates' employability skills (e.g. Council for Industry and Higher Education, Archer and Davison, 2008). There are also examples of interventions delivered by the Student Learning Development Service, Trinity College Dublin Ireland to help students improve self-efficacy and time management skills. The aim of this opinion piece is to stimulate discussion and ideas as to how educationalists and, in particular, professionals working in Student Learning Development Services in third level environments, can help students to develop these behavioural skills to enhance both their academic and employment potential.
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Tiller, Jane, Aideen McInerney-Leo, Andrea Belcher, Tiffany Boughtwood, Penny Gleeson, Martin Delatycki, Kristine Barlow-Stewart, et al. "Study protocol: the Australian genetics and life insurance moratorium—monitoring the effectiveness and response (A-GLIMMER) project." BMC Medical Ethics 22, no. 1 (May 21, 2021). http://dx.doi.org/10.1186/s12910-021-00634-2.
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Abstract Background The use of genetic test results in risk-rated insurance is a significant concern internationally, with many countries banning or restricting the use of genetic test results in underwriting. In Australia, life insurers’ use of genetic test results is legal and self-regulated by the insurance industry (Financial Services Council (FSC)). In 2018, an Australian Parliamentary Inquiry recommended that insurers’ use of genetic test results in underwriting should be prohibited. In 2019, the FSC introduced an industry self-regulated moratorium on the use of genetic test results. In the absence of government oversight, it is critical that the impact, effectiveness and appropriateness of the moratorium is monitored. Here we describe the protocol of our government-funded research project, which will serve that critical function between 2020 and 2023. Methods A realist evaluation framework was developed for the project, using a context-mechanism-outcome (CMO) approach, to systematically assess the impact of the moratorium for a range of stakeholders. Outcomes which need to be achieved for the moratorium to accomplish its intended aims were identified, and specific data collection measures methods were developed to gather the evidence from relevant stakeholder groups (consumers, health professionals, financial industry and genetic research community) to determine if aims are achieved. Results from each arm of the study will be analysed and published in peer-reviewed journals as they become available. Discussion The A-GLIMMER project will provide essential monitoring of the impact and effectiveness of the self-regulated insurance moratorium. On completion of the study (3 years) a Stakeholder Report will be compiled. The Stakeholder Report will synthesise the evidence gathered in each arm of the study and use the CMO framework to evaluate the extent to which each of the outcomes have been achieved, and make evidence-based recommendations to the Australian federal government, life insurance industry and other stakeholders.
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Tiller, Jane M., Louise A. Keogh, Aideen M. McInerney-Leo, Andrea Belcher, Kristine Barlow-Stewart, Tiffany Boughtwood, Penny Gleeson, et al. "A step forward, but still inadequate: Australian health professionals’ views on the genetics and life insurance moratorium." Journal of Medical Genetics, September 20, 2021, jmedgenet—2021–107989. http://dx.doi.org/10.1136/jmedgenet-2021-107989.
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BackgroundIn 2019, the Australian life insurance industry introduced a partial moratorium (ban) limiting the use of genetic test results in life insurance underwriting. The moratorium is industry self-regulated and applies only to policies below certain financial limits (eg, $500 000 of death cover).MethodsWe surveyed Australian health professionals (HPs) who discuss genetic testing with patients, to assess knowledge of the moratorium; reported patient experiences since its commencement; and HP views regarding regulation of genetic discrimination (GD) in Australia.ResultsBetween April and June 2020, 166 eligible HPs responded to the online survey. Of these, 86% were aware of the moratorium, but <50% had attended related training/information sessions. Only 16% answered all knowledge questions correctly, yet 69% believed they had sufficient knowledge to advise patients. Genetics HPs’ awareness and knowledge were better than non-genetics HPs’ (p<0.05). There was some reported decrease in patients delaying/declining testing after the moratorium’s introduction, however, 42% of HPs disagreed that patients were more willing to have testing post-moratorium. Although many (76%) felt the moratorium resolved some GD concerns, most (88%) still have concerns, primarily around self-regulation, financial limits and the moratorium’s temporary nature. Almost half (49%) of HPs reported being dissatisfied with the moratorium as a solution to GD. The majority (95%) felt government oversight is required, and 93% felt specific Australian legislation regarding GD is required.ConclusionWhile the current Australian moratorium is considered a step forward, most HPs believe it falls short of an adequate long-term regulatory solution to GD in life insurance.
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Shen, Jun, Lily Dongxia Xiao, Yue Liu, Hong Zhang, and Lin Wu. "A Phenomenological Study on New Care Needs of Maslow’s Need-Hierarchy Among Disabled Residents at Nursing Homes in Modern Chinese Society." Journal of Transcultural Nursing, October 25, 2020, 104365962096742. http://dx.doi.org/10.1177/1043659620967426.
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Introduction: Meeting the care needs of disabled residents of nursing homes is a vital element to providing high-quality care in modern society. Therefore, this study aimed to explore the disabled residents’ new care needs in nursing homes based on Maslow’s hierarchy of needs theory from their perspectives in modern society. Method: This was a qualitative study. Semi-structured interviews were conducted with a purposeful sample of 23 disabled residents in a nursing home in China. All data were transcribed and coded for emerging themes. Results: A qualitative data analysis generated 4 dimensions and 12 aspects of needs: intelligent technology (including intelligent health management, intelligent life care, and intelligent psychological care), security (including air and food safety, network security, and protecting privacy), participation (including social relations, self-regulated learning, and volunteer service), and spirituality (including religious beliefs needs, maintaining dignity, and self-determination). Discussion: These findings can inform nursing home health care professionals about the new care needs of disabled residents to improve nursing home care protocols to accommodate residents’ expressed needs, thus fostering better care.
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Lazcano-Ponce, Eduardo, Angelica Angeles-Llerenas, Rocío Rodríguez-Valentín, Luis Salvador-Carulla, Rosalinda Domínguez-Esponda, Claudia Iveth Astudillo-García, Eduardo Madrigal-de León, and Gregorio Katz. "Communication patterns in the doctor–patient relationship: evaluating determinants associated with low paternalism in Mexico." BMC Medical Ethics 21, no. 1 (December 2020). http://dx.doi.org/10.1186/s12910-020-00566-3.
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Abstract Background Paternalism/overprotection limits communication between healthcare professionals and patients and does not promote shared therapeutic decision-making. In the global north, communication patterns have been regulated to promote autonomy, whereas in the global south, they reflect the physician’s personal choices. The goal of this study was to contribute to knowledge on the communication patterns used in clinical practice in Mexico and to identify the determinants that favour a doctor–patient relationship characterized by low paternalism/autonomy. Methods A self-report study on communication patterns in a sample of 761 mental healthcare professionals in Central and Western Mexico was conducted. Multiple ordinal logistic regression models were used to analyse paternalism and associated factors. Results A high prevalence (68.7% [95% CI 60.0–70.5]) of paternalism was observed among mental health professionals in Mexico. The main determinants of low paternalism/autonomy were medical specialty (OR 1.67 [95% CI 1.16–2.40]) and gender, with female physicians being more likely to explicitly share diagnoses and therapeutic strategies with patients and their families (OR 1.57 [95% CI 1.11–2.22]). A pattern of highly explicit communication was strongly associated with low paternalism/autonomy (OR 12.13 [95% CI 7.71–19.05]). Finally, a modifying effect of age strata on the association between communication pattern or specialty and low paternalism/autonomy was observed. Conclusions Among mental health professionals in Mexico, high paternalism prevailed. Gender, specialty, and a pattern of open communication were closely associated with low paternalism/autonomy. Strengthening health professionals’ competencies and promoting explicit communication could contribute to the transition towards more autonomist communication in clinical practice in Mexico. The ethical implications will need to be resolved in the near future.
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Milligan, Colin, and Allison Littlejohn. "Supporting professional learning in a massive open online course." International Review of Research in Open and Distributed Learning 15, no. 5 (October 3, 2014). http://dx.doi.org/10.19173/irrodl.v15i5.1855.
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<p>Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs), providing free and flexible access to formal education for millions of learners worldwide. MOOCs present a potentially useful mechanism for supporting and enabling professional learning, allowing opportunities to link formal and informal learning. However, there is limited understanding of their effectiveness as professional learning environments. Using self-regulated learning as a theoretical base, this study investigated the learning behaviours of health professionals within Fundamentals of Clinical Trials, a MOOC offered by edX. Thirty-five semi-structured interviews were conducted and analysed to explore how the design of this MOOC supported professional learning to occur. The study highlights a mismatch between learning intentions and learning behaviour of professional learners in this course. While the learners are motivated to participate by specific role challenges, their learning effort is ultimately focused on completing course tasks and assignments. The study found little evidence of professional learners routinely relating the course content to their job role or work tasks, and little impact of the course on practice. This study adds to the overall understanding of learning in MOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how professional learning could be integrated with formal, online learning. </p>
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Alagha, M. Abdulhadi, and Linda Jones. "Listening to student voice-understanding student and faculty experience at two UK graduate entry programmes." BMC Medical Education 21, no. 1 (April 5, 2021). http://dx.doi.org/10.1186/s12909-021-02634-7.
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Abstract Context Shortage of physicians in the UK has been a long-standing issue. Graduate entry medicine (GEM) may offer a second point of entry for potential doctors. However, the challenges of developing and implementing these programmes are still unrecognised. This small-scale study aimed to briefly explore the opportunities and challenges facing students at two UK GEM programmes. Methods Two case studies were conducted at Imperial College and Scotland’s GEM (ScotGEM) and used a triangulated qualitative approach via semi-structured and elite interviews. Data analysis, informed by grounded theory, applied thematic and force-field analysis in an empirical approach to generate evidence and instrumental interpretations for Higher Education Institutions. Results Although GEM forms an opportunity for graduates to enter medicine, the different drivers of each programme were key in determining entry requirements and challenges experienced by postgraduates. Three key dilemmas seem to influence the experiences of learners in GEM programmes: (a) postgraduate identity and the everchanging sense-of-self; (b)self-directed and self-regulated learning skills, and (c) servicescape, management and marketing concepts. Conclusions Graduate entry programmes may support policy makers and faculty to fill the workforce gap of healthcare professionals. However, their successful implementation requires careful considerations to the needs of graduates to harness their creativity, resilience and professional development as future healthcare workers.