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Social stability is crucial for enhancing the quality of life as it recognizes the interconnectedness of individuals within the society. To foster students' understanding of the National Security Law and related issues, The Hong Kong Polytechnic University provided an online national education program for research postgraduate students during the 2022/23 Semester 1. The program included a 3-hour self-paced lecture and accompanying learning materials for self-study of three hours. A total of 256 participants were subjected to a 19-item questionnaire to evaluate the program's effectiveness in several ways. We conducted confirmatory factor analyses to evaluate the scale's structure and multiple regression analyses to examine the relationships between different dimensions of students' perceptions of the program and their overall satisfaction. The results of the confirmatory factor analyses revealed three distinct dimensions (perceptions of course attributes, understanding of national education and law-abiding behaviors, and perceptions of self-paced learning) that are consistent with previous findings. The results indicated that students generally held positive views of the program across all dimensions. Furthermore, the multiple regression analysis demonstrated that these dimensions significantly predicted the overall evaluation. These findings imply that the research postgraduate students appreciated the online program and that it promoted their understanding of national education and law-abiding behaviors. [ABSTRACT FROM AUTHOR]

This study evaluated a national education program that covers "the history of China and Hong Kong", "law-abiding leadership", and "the Hong Kong National Security Law (HKNSL)" in taught postgraduate students at a university in Hong Kong. This study examined students' perceptions of the course attributes, understanding of national education and law-abiding behaviors, and self-paced learning, as well as the role of student perceptions of the program in predicting the overall satisfaction rate. We collected data from 1,808 taught postgraduate students via an online survey at a university in Hong Kong. Results revealed that students demonstrated high satisfaction with the national education program, and they had a favorable perception of the national education program. Moreover, multiple regression analyses indicated that different aspects of students' perceptions significantly predicted their overall satisfaction with the program. The present study underscores the value of the online national education program and suggests the usefulness of self-paced learning arrangements in delivering sensitive topics such as the HKNSL. Limitations and implications for future studies are discussed. [ABSTRACT FROM AUTHOR]

Keeping track of alumni at a professional graduate-level program is a daunting task. The Master of Health Administration Program ("the Program") struggles with constant updates to alumni jobs, email addresses, and names. To mitigate these struggles and enhance alumni communication, the Program decided to pilot the use of an unlisted group in the LinkedIn professional networking platform ("LinkedIn") as the primary alumni tracking and contact vehicle in academic year 2021/2022. The process involved an assessment of LinkedIn as a tool, a reconciliation of the Program's unlisted group list, and a purposeful effort to improve use of the platform. The assessment pointed out benefits, including the enhanced accuracy of information, and revealed potential obstacles related to varying utilization of the service by members. The reconciliation demonstrated that a sizable percentage of our professionally active alumni are members of the service. The posting of brief alumni profiles was an effective strategy for increasing activity. Despite some key challenges, such as ignored invitations to be added to the group, the Program decided to continue use of an unlisted group on the service as a key tool for alumni engagement due to the advantages it offers: access to the most current professional information for a large percentage of professionally active alumni, the ability to post targeted content of interest to both current students and alumni, and helpful search tools for alumni in specific geographies and organizations. This article shares four lessons learned that may be helpful to other professional graduate programs looking to improve the accuracy of alumni information and enhance communication among their program, students, and alumni. [ABSTRACT FROM AUTHOR]

Aim: The study examines the impact of the acmeological approach to postgraduate education on developing the personal component of nurses' professional skills. Design: An experimental study. Methods: The study involved 72 nurses in postgraduate training (average age 36.3 years old) specializing in family nursing and nurse anesthetists in anesthesiology and intensive care units, with an average working experience of 14.3 years. The following methods were used: the morphological test of life values, the "Need for achievements" inventory, and the "Motivation of professional activity" test. A Student's t-test was used to compare the indicators and assess the validity of the results. The data obtained from the written survey were calculated and entered into Excel spreadsheets for further processing. Results: The use of the acmeological approach in nurses' professional training in advanced training courses statistically significantly (p < 0.05) contributed to an increase in the importance of spiritual and moral values. The research results revealed the increasing importance of internal motives to nurses' professional activity and the positive dynamics of nurses' desire to perform Conclusion: The acmeological approach to developing professional skills in continuing education contributed to the reinforcement of important personal qualities in nurses. [ABSTRACT FROM AUTHOR]

BACKGROUND: Due to the nature of its occupations, the healthcare industry recognizes that manually lifting, transferring, and handling patients are high-risk activities and leading factors for work-related musculoskeletal disorders. Research studies highlight that students are not receiving adequate training in manual patient transfer. OBJECTIVE: The objective of this study was to examine the procedural knowledge in patient transfer of second-year Master of Science in Occupational Therapy students and their practical skills in performing a manual patient transfer. METHODS: This observational, cross-sectional study included 23 occupational therapy students. Students completed the transfer technique knowledge assessment and subsequently performed a real-time manual patient transfer. RESULTS: No significant association was found between the participants' knowledge and performance in MPT (x2(2) = 0.578, p = 0.749). All students scored highly on the knowledge assessment (μ= 9.3, SD =±1.02); however, the performance on real-time manual patient transfer was moderate (μ= 11.57, SD =±3.37) for the majority of students. CONCLUSION: A gap exists between the results of students' knowledge and practice versus real-time performance in manual patient transfer. The practical training students receive on manual patient transfers in the academic setting may not equip them with the necessary skills and techniques to perform safe transfers. [ABSTRACT FROM AUTHOR]

Student pre-departure preparation has been identified as essential if study abroad programs involving workintegrated learning are to deliver the numerous benefits they intend, while mitigating the many risks they involve. However, little is known about what preparation is provided to the academic and professional staff who implement these programs, and the community members who host the students. Interviews with 16 academic and professional staff involved in preparing students, staff, and host communities for Australian study abroad programs reveal inconsistencies in the preparation provided to students, and very limited preparation to staff and host communities. The limited preparation that is offered, is designed and developed in an organic (not structured) and inconsistent manner. Our findings suggest that institutions should consider implementing a more structured, consistent and institutionally driven approach to preparation for students, staff, and host communities to reduce the substantial risks associated with these programs while maximizing the benefits. [ABSTRACT FROM AUTHOR]

ePortfolios are a collection of digital evidence demonstrating learning over time, and are a high-impact practice for students that can be curated for specific audiences. In multidisciplinary programs, such as agriculture/agribusiness, students often have nuanced learning journeys and graduate with a range of skills and work-integrated learning (WIL) experiences. It can be difficult for both students and potential employers to recognize the depth and breadth of the students' individual learning journey, and the skills that they possess. Integrating ePortfolios into an agriculture/agribusiness program has the potential to improve outcomes for student, institution and employer by providing an innovative solution to this tension. It can encourage students to develop technological and reflective skills, as well as highlight their specific WIL experiences, knowledge and understanding. However, while ePortfolios can be a powerful tool, there are challenges to successful implementation. These are addressed via a series of research-driven recommendations. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate the diverse perspectives of English for Specific Purposes Needs of M.A students of Sports Science in Iran based on their language learning needs. A total of 40 male and female students majoring in Sports Science as well as 4 subject instructors who taught ESP at the Sports Science Departments of the universities, took part in the study. The researchers employed a qualitative-quantitative research method encompassing two data-gathering tools: a questionnaire and an interview. Two sets of needs analysis questionnaires were used in this study: the students' questionnaire and ESP instructors' questionnaire. Prior to using students' questionnaire and ESP instructors' questionnaire for data collection, the questionnaires were piloted and validated. The verbal (tape-recorded) data of the semi-structured interviews were analyzed using descriptive statistics. They were thematically categorized to approve the participants' reactions to the related items in the questionnaires. Based on what was revealed by the results, the M.A students of Sports Science often lacked the knowledge and key skills needed in their target language knowledge after graduation. They frequently discover themselves incapable of utilizing what they have learned practically. Additionally, ESP instructors expressed that they were also disappointed with the students' poor writing ability at M.A level. The findings also demonstrated that reading and writing, followed by speaking and listening, were individually recognized as the most vital skills by the participants. Furthermore, the participants expressed dissatisfaction with the lack of translation, writing, and grammar exercises, interesting topics, and pictures in ESP materials. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic. Design/methodology/approach: In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison. Findings: In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students. Research limitations/implications: Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future. Practical implications: This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers. Originality/value: This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme. [ABSTRACT FROM AUTHOR]

'@ReneeStalmeijer and @SNEMeeuwissen use a socio‐cultural perspective, empirical examples, and the cherry‐picking metaphor, to explore interactions between trainees and healthcare teams that impact trainees' selection of learning tasks during workplace learning [ABSTRACT FROM AUTHOR]

The article focuses on the SportsComp Erasmus+ Project initiated by the International Federation of Sports Physical Therapy (IFSPT). Topics discussed include the project's objective to enhance competency in sports physiotherapy through the updating of international competencies, the development of electronic learning courses, and the coordination of a consortium to implement and assess the project's outcomes.

This viewpoint critically examines the New Education Policy (NEP) 2020's decision to discontinue M.Phil. programs in Clinical Psychology and Psychiatric Social Work in India. It explores the crucial roles these programs play in addressing the country's shortage of mental health professionals and evaluates the potential impact of this decision on mental healthcare. The article advocates for the necessity of these programs in maintaining the quality and accessibility of mental health services and calls for a reconsidered policy approach that balances educational reforms with the specialized needs of the mental health sector. [ABSTRACT FROM AUTHOR]

The article presents the discussion on established pathway would require two separate tracks to certification one for MDs and DOs. Topics include supported the professional consultation to create the certification framework, which was presented and approved by the ABLM board; and practitioners of lifestyle medicine rather than theoreticians.

Background: Burnout is a syndrome recorded as resulting from chronic workplace burdens that are not successfully managed. Physiotherapy students report high levels of daily hassles, workload, and lack of manageability and understanding throughout their university years. Burnout has been noted in medical students and physiotherapy teachers. Therefore, there is a need to study burnout in physiotherapy students. Aims: The aim of the study was to discover burnout in physiotherapy students using the Oldenberg burnout inventory (OLBI). Setting and Design: A survey of physiotherapy students of Ahmedabad was done through Google Forms. Materials and Methods: Data were obtained from 300 students using convenience sampling. Participants' age, gender, and year of study were asked, and burnout was assessed using OLBI. Statistical Analysis: Descriptive analysis was done, and the Chi-square test was applied between burnout and gender, year of study, and physical activity. Results: Three hundred students with a mean age of (20.95 ± 2.05) years participated in the study, including 234 (78%) females and 66 (22%) males. A total of 239 (79.67%) undergraduate students and 61 (20.33%) postgraduate students participated in the study. The mean OLBI score is (38.71 ± 4.95). The mean exhaustion score is (19.14 ± 2.77) and mean disengagement score is (19.57 ± 2.73). The Chi-square analysis showed no significant impact of participant gender (χ² (1) = 36.211, P = 0.167) and year of study (χ² (1) = 162.060, P = 0.732) but a significant impact of physical activity (χ² (1) = 44.977, P = 0.030) on the burnout in the sample. Conclusion: There is medium burnout present in physiotherapy students of Ahmedabad. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To recognise the issues associated with taking a generic approach to mental health nurse education • To enhance your awareness of the arguments commonly made against genericism in nurse education • To consider actions that could be taken to improve education for mental health nursing students Many mental health nurses and academics believe that the Nursing and Midwifery Council's standards of proficiency for registered nurses, published in 2018, have negatively affected mental health nurse education in the UK. Serious concerns had been raised before the implementation of these standards, but warnings were not heeded and many people think that the 'dilution' of mental health nurse education that they once feared has now become reality. This article presents some of the arguments made by mental health nurses and academics against a generic approach to education, or genericism. The authors suggest that there is now a debate about these issues in the profession, as demonstrated by the emergence of a grassroots movement called Mental Health Deserves Better, and that mental health nurses need to resist the loss of specialist education and look towards the future of the profession. [ABSTRACT FROM AUTHOR]

Learning in the operating theatre forms a critical part of postgraduate medical education. Postgraduate doctors present a diverse cohort of learners with a wide range of learning needs that will vary by their level of experience and curriculum requirements. With evidence of both trainee dissatisfaction with the theatre learning experience and reduced time spent in the operating theatre, which has been exacerbated by the effects of the Covid-19 pandemic, it is vital that every visit to the operating theatre is used as a learning opportunity. We have devised 12 tips aimed at both learners and surgeons to optimise learning in the operating theatre, set out into four domains: educational context, preparation, learning in theatre, feedback and reflection. These tips have been created by a process of literature review and acknowledgment of established learning theory, with further discussion amongst surgical trainees, senior surgical faculty, surgical educators and medical education faculty. [ABSTRACT FROM AUTHOR]

COVID-19 continues to affect the general population, and its impact on MSW students is unknown. Therefore, this study aims to examine resilience, attachment, and other mental health constructs among MSW students during COVID-19. U.S. MSW program directors were emailed the electronic surveys to distribute to their MSW students. Authors evaluated the bivariate relationship between the variables and conducted a multiple hierarchical regression predicting resilience. The findings suggest that individuals with higher levels of resilience have lower levels of depression and PTSD. Finally, attachment avoidance, attachment anxiety, and self-efficacy were statistically significant predictors of resilience in the hierarchical regression. This study adds to the literature on how MSW students have been impacted by COVID-19 stressors and the role resilience, self-efficacy, and attachment styles have in terms of mental health outcomes during the pandemic. These results are important when considering interventions to assist MSW students during and after the pandemic, especially regarding stress reduction and student success. [ABSTRACT FROM AUTHOR]

Few studies have explored the experiences of Black, Indigenous, and people of color (BIPOC) MSW students during the pandemic. The purpose of this mixed-methods study was to examine the experiences of BIPOC MSW students in a predominantly white institution in the Northeast during the pandemic and how it affected their mental health. Findings presented were drawn from 29 students who participated in online surveys and focus groups. About 69% of our sample experienced psychological distress, with higher proportions among those who identified as Latine/Latinx, womxn, straight, first-generation, full-time and part-time students, and clinical students. Qualitative findings highlighted three main themes: (1) the experiences and needs of white MSW students were prioritized, (2) inconsistencies in the response to the pandemic forced students to advocate for themselves in their classes and field placements, and (3) virtual learning provided a reprieve for students from experiencing racism that helped improve their perceived well-being. Findings indicate that MSW programs need to commit to acknowledging how systemic racism affects the learning experiences of BIPOC MSW students, work toward dismantling these oppressive structures, and allocate resources that center the health and well-being of BIPOC students and their lived experiences. [ABSTRACT FROM AUTHOR]

Objectives: For decades, there have been calls to action to change the status quo of public health education in the United States to respond to workforce needs and help reinforce capacity. During the last 10 years, schools and programs of public health have planned and implemented programmatic and curricular changes. This study explored the focus of master of public health (MPH) education in the United States today. Methods: We used a 3-phase mixed-methods study to compile data to describe the current state and focus of MPH education in the United States via survey data collection (November–December 2019), semistructured interviews (January–February 2020), and document reviews. Results: Survey responses represented at least 43% (93/215) of eligible MPH programs in the United States. Most respondents (86%, 99/115) reported that the primary focus of MPH education in the United States is to prepare graduates for public health practice and employment linked to public health, and 54% (59/109) reported that their MPH programs adopted this focus in the last 5 years. MPH programs invested in student learning, competence development, and supporting workforce readiness, including a focus on leadership abilities. Programs noted that they seek to develop strategic thinkers and engaged leaders with abilities to understand and address emergent public health needs. Conclusions: Public health education in the United States is in a period of change. MPH programs reported responding to workforce needs by closing gaps in workforce capacity and developing compassionate and professional leaders who can understand needs, collaborating with communities, and facilitating action that will ameliorate health disparities and promote social injustice by practicing public health in new ways. [ABSTRACT FROM AUTHOR]

Background: Team-based learning (TBL) refers to the application of an active-learning method that has gained popularity across all health-care disciplines. This study aimed to assess nutrition students' perceptions of the roles of student versus faculty facilitators. Methods: Participants in the study included, 117 2nd-year nutrition students registered in the "Introduction to Medicine" course in the 2022 academic year at a Japanese university. The first TBL session was faculty-led, whereas three students served as facilitators in the second. Upon completion of the course, learners and student facilitators completed a questionnaire on the student-led TBL. Responses to close-ended questions were analyzed using descriptive statistics, and those to open-ended questions were categorized into common themes. Results: A total of 114 learners and 3 student facilitators responded to the questions. Learners found student-led TBL to be just as or more effective than faculty-led TBL in three respects: comprehension (93.0%), active participation (96.5%), and expectation of academic performance improvement (93.9%). According to student facilitators, it improved their knowledge, confidence, communication skills, and leadership abilities. Learners and facilitators indicated that student-led TBL was significantly more effective than faculty-led TBL. Thus, student-led TBL can enhance the ability of all students at different academic levels. Discussion: Student-led TBL appears to be an effective learning strategy in higher education and further shifts toward student-centered learning in the course curriculum. [ABSTRACT FROM AUTHOR]

The study aims to compare the differences in stigma and attitudes regarding seeking psychological professional help for mental health issues between undergraduate students who major in Psychology andother majors. Methods: There were 408 participants. All participants are undergraduate students in Hanoi, Vietnam. Results: The results indicated that students who major in Psychology had significantly lower stigma and more positive attitudes towards seeking professional mental health services compared to their counterparts. Majoring in Psychology might inform the students more about the effectiveness ofmental health services, which can lead to a decrease in stigma against seeking treatment. Conclusion: The study's results highlight the importance of providing appropriate mental health education to undergraduate students to reduce stigma and improve help-seeking attitude. [ABSTRACT FROM AUTHOR]

The Indiana Geriatrics Workforce Enhancement Program (GWEP) implemented a new longitudinal geriatrics curriculum for advanced practice registered nurse (APRN) and master of social work (MSW) learners to prepare them for interprofessional collaborative practice in the care of older adults. This paper reports program outcomes of a novel longitudinal interprofessional geriatrics curriculum involving immersive learning for these learners. Outcomes are described in terms of learner reaction, modification of attitudes/perceptions, acquisition of knowledge/skills, behavior change, impact on the organization, and impact on the patient or client using the Freeth/Kirkpatrick evaluation model. Program participation influenced graduates' knowledge of and their perceived ability to participate in team care and job selection in geriatric-focused positions. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the context of suicide in master's level counselling courses in Australia. The sample comprised courses accredited by the Australian Counselling Association (ACA) and the Psychotherapy and Counselling Federation of Australia (PACFA). A mixed methods content analysis was used to identify the explicitness of suicide in these courses and identify themes that emerged during the analysis. The sample consisted of 405 units of study contained in 26 courses. Suicide was explicit in 23 units in 17 courses. Suicide content was overshadowed by cultural diversity, ethics, morality and philosophy, research and self‐awareness, which was explicit in all 26 courses. [ABSTRACT FROM AUTHOR]

The Athletic Trainers' Self-Confidence Scale (ATSCS) is a nine-item Likert-scale questionnaire assessing the respondent's level of agreement with statements regarding confidence in recognizing and managing exertional heat illnesses. Test–retest reliability of this instrument has not yet been established. The purpose of this study was to investigate the internal consistency, test–retest reliability, and minimum detectable change score for the composite score of the ATSCS. A total of 18 professional master of science in athletic training students (nine first-year and nine second-year students) completed the ATSCS at three testing sessions with 48 hr between sessions. The nine items of the ATSCS demonstrated good internal consistency (α =.86; 95% confidence interval [.78,.94]). The composite scores of the ATSCS demonstrated moderate test–retest reliability (intraclass correlation coefficient =.75; 95% confidence interval [.497,.893]). The calculated minimal detectable change for the composite change score was 6.19. The ATSCS has good internal reliability as well as test–retest reliability. These results display that the tool will provide consistent, reliable results of changes in athletic training students' self-confidence. [ABSTRACT FROM AUTHOR]

Aim: To evaluate a teaching experience in evidence‐based nursing learning through case‐based learning (CBL) and flipped learning (FL). Design: Embedded mixed methods study. Methods: In the first phase, a questionnaire on utility, satisfaction and perceived competency development is used to collect quantitative data, and the open question instrument is used to collect qualitative data. After the first phase, an in‐depth semi‐structured interview is used. Results: Five themes are identified: the enhancement of learning content, knowledge integration and transfer, the development of teamwork competency, the didactic support of FL and the difficulties and challenges faced by students. Regarding utility, 'combine theory and practice' and 'select the best evidence from what is found in the search' have the highest values. The most developed skills are communication and critical thinking ability. Finally, most participants are satisfied. Conclusions: The combination of CBL and FL is an innovative strategy for learning evidence‐based nursing courses. No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

Background: Dental technologies have increasingly been implemented in orthodontic practice to offer better experiences for orthodontists and patients, however, there is no scientific evidence yet whether which technologies should be implemented into the postgraduate programs. Objectives: To investigate perceptions of orthodontic residents toward the confidence and importance of dental technologies, as well as to determine their necessity in postgraduate programs. Materials and methods: The online questionnaire was designed to collect data from residents from all accredited orthodontic postgraduate programs in Thailand. The questionnaire consisted of four sections, which were (1) demographic data, (2) self-perceived importance of orthodontic technologies, (3) self-perceived confidence toward orthodontic technologies, and (4) the necessity of orthodontic technologies in postgraduate programs. The data were analyzed using descriptive statistics, Spearman correlation, and a chi-square test. Results: Intraoral scanner was found to be an orthodontic technology with the highest scores for both self-perceived importance (4.37 ± 0.59) and confidence (4.23 ± 0.75), followed by cone-beam computed tomography, digital treatment planning software, and lab-produced aligners. These orthodontic technologies were also considered as mandatory in orthodontic postgraduate programs. CAD/CAM technologies appeared to be least important, and their training may be arranged as short course training. There was no significant influence of training locations on the necessity of all orthodontic technologies (P > 0.05), except CBCT. Self-perceived importance and confidence in all technologies were found to have significant positive correlations (P < 0.05), except teledentistry and in-office aligners. Conclusion: Orthodontic technologies were perceived as important in clinical workflow. Intraoral Scanners, CBCT, digital treatment planning software, lab-produced aligners, and digital modeling software appeared to be necessary for clinical practice and should be considered for orthodontic postgraduate programs, while other technologies may be arranged as short course training. Further research should investigate how to arrange and organize training sessions in orthodontic postgraduate programs. [ABSTRACT FROM AUTHOR]

Background: Increasing the GP workforce will not necessarily level up healthcare provision. Instead, increasing GP training numbers could worsen health inequity and inequalities. This is especially true if there are fewer opportunities to learn, train, and build confidence in underserved, socioeconomically deprived areas. Aim: To investigate the representation of socioeconomic deprivation in postgraduate GP training practices in Northern Ireland (NI). Design & setting: An analysis of socioeconomic deprivation indices and scores of GP practices in NI involved in postgraudate GP training. Method: The socioeconomic deprivation indices and scores of GP postgraduate training practices were compared against general practice in NI by examining the representation of practices whose patients live in areas of blanket deprivation, higher deprivation, and higher affluence. Results: Of 319 practices in NI, 195 (61%) were registered as postgraduate training practices and had a statistically significantly lower deprivation score (3.02±0.21) compared with non-training practices (3.2±0.32), t(255) –2.02, P = 0.041. The proportion of training practices with blanket deprivation and higher levels of deprivation was underrepresented, with the current postgraduate GP training practices having more affluent populations. Conclusion: Postgraduate training practices had a statistically significant lower deprivation score and did not fully reflect the socioeconomic make-up of wider NI general practice. The results, however, are more favourable than in other areas of the UK and better than undergraduate teaching opportunities in general practice. Health inequalities will worsen if the representation of general practice training in areas of greater socioeconomic deprivation is not increased. [ABSTRACT FROM AUTHOR]

Background: Graduate-level education programs use capstone experiences for students to demonstrate achieving essential learning and programmatic outcomes. However, a lack of standardization of these experiences and outcome measurements could result in varying competencies among students with the same degree. Employers seeking specific skills may find this problematic, and graduates may feel unprepared for new roles, which could hinder transition. Method: A systematic search of nine databases was conducted to identify: (1) the essential characteristics of master in nursing capstones and (2) the assessments programs use to demonstrate achievement of program outcomes. Results: Synthesis and analysis of six sources of evidence revealed uniform agreement in purpose, planning, and individualization of experiences, yet ways of assessing student achievement of program outcomes were less clear and varied widely. Conclusion: Capstone experiences should be relevant to graduate-level education and include mapping to program outcomes to ensure students' competency and readiness to transition into their new role. [J Nurs Educ. 2023;62(9):502–508.] [ABSTRACT FROM AUTHOR]

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The objective of this study was to assess the perceptions as well as to explore the facilitators and barriers to the regular use of self-reflection as a pedagogical tool by teachers in public health education during COVID-19. We used a mixed methods approach, comprising a cross-sectional survey followed by in-depth interviews. Quantitative findings revealed that there was a significantly greater proportion of regular users of self-reflection who knew how to incorporate self-reflection elements in their teaching than the infrequent users. Qualitative findings revealed that a recurring reason for using self-reflection in teaching was to better understand students, given the online classroom environment during COVID-19. Teachers expressed the need for support to sustain the regular use of reflection in teaching. Facilitating factors could be external or internal to the teacher. For external factors, a recurring subtheme was institutional support, indicating that teachers expected support (or at least no objections) from their organisation. For internal factors, perceived positive impacts on students was identified as a recurring subtheme. Several barriers to the regular use of reflection were described. These included external factors such as the lack of peer sharing, as well as internal factors such as the prioritisation of other contents to teach. [ABSTRACT FROM AUTHOR]

Since 2014, gender equality has gained momentum in Irish higher education. Feminist organising and media attention resulted in an 'almost-perfect storm of pressure' to which the state responded by developing an 'ambitious and radical' policy. Employing Bacchi's methodology (WPR), this article demonstrates the problem of gender inequality has been gradually narrowed to address the lack of 'women' in senior positions. Competing problematisations were marginalised. The unequal distribution of care work in and out of higher education was ignored, silencing the gendered experiences of academics and non-academics, particularly precarious and outsourced staff. The policy machinery is found to reduce gender transformation to state-led stages and sideline feminist demands, highlighting the need to investigate the role of gender expertise and national statistics. The focus on the glass ceiling (a trend across Europe) is a form of 'gender branding' drawing on and reproducing neo-colonial progress-scales while stalling intersectional agendas. [ABSTRACT FROM AUTHOR]

The continuous advancements in technologies supporting digital health and digital therapeutics (DTx) bring new possibilities to the field of audiology. This study considers a new DTx for tinnitus called Tinnibot and the willingness of a group of Australian university audiology students to consider this new DTx in their future careers as practicing audiologists. A single-group case-series design (pretest/posttest) was used to examine the opinions of 10 university audiology students before and after participating in a 2-hour information workshop on the topics of tinnitus, DTx, cognitive behavioral therapy, and a new digital therapy tool for tinnitus called Tinnibot. Student knowledge levels of the main topic areas increased from poor (before the workshop) to moderate to high after the workshop, with 40% of participants reporting they would very likely use digital therapies for future patients. A common barrier to improving this rating was the need for direct hands-on training on the DTx before the students would be confident to recommend the DTx to patients. Incorporating direct training on DTx into university audiology programs would allow greater uptake of DTx by students as they begin their careers as practicing audiologists. [ABSTRACT FROM AUTHOR]

The dramatic increase in the use of online platforms for work and socialising during the early stages of the COVID-19 pandemic supported greater access for disabled people. However, three years in, online options to participate have dwindled or even disappeared entirely in some spaces. This article discusses the changes in online access and their impact, using personal experiences and reflections focused on the context of academia in the UK. [ABSTRACT FROM AUTHOR]

The article discusses the 2022 American Association of Colleges of Nursing's (ACCN's) annual survey which found that applications in all degree levels have decreased from previous year, validating industry leaders' concerns that the pandemic would discourage enrollment in nursing programs. Topics include reason that nurses were choosing to leave the bedside according to a 2019 survey even prior to the pandemic, determining factor for going back to school, and program options for nurses.

Contemporary person‐centred healthcare and professional education operates within an interconnected and rapidly changing world of challenge and opportunity in the development of curricula that reflect practice. In times characterised by change and uncertainty, with increasing opportunities for networking and collaboration, educational curricula with an emphasis on 'process' rather than a more traditional, mechanistic emphasis on 'product', would seem appropriate in looking towards the future. Learning and emergent professional identity occurs through individuals' social definitions in turn influenced by knowledge and power relationships. The Dialogical Curriculum Framework seeks to promote a more even distribution of knowledge and power through participation and co‐production in the pursuit of tolerance and coherence to support learning and identity. The parameters and dynamics of the Dialogical Curriculum Framework are represented through the interconnected relationship between learner attributes, curriculum themes, and curriculum constructs. The processes of space for reflection, open dialogue, participation and symbolic interactionism drive the curriculum, within the context of UK policy and Society. The emphasis on the pursuit of person‐centred care makes it important for students to make connections with their own and other professions/disciplines to reflect the complexities of contemporary healthcare—an understanding of the 'whole', rather than fragmented parts. By way of example, a co‐produced module of study within a preregistration MSc Physiotherapy programme is highlighted. Students identify, develop, and design small‐group projects working with 'Physiopedia'. Thus, projects hold the potential to contribute to a global educational forum as well as student dialogue for learning. [ABSTRACT FROM AUTHOR]

Higher education data mining and analytics, like learning analytics, may improve learning experiences and outcomes. However, such practices are rife with student privacy concerns and other ethics issues. It is crucial that student privacy expectations and preferences are considered in the design of educational data analytics. This study forefronts the student perspective by researching three unique futurized scenarios rooted in real-life systems and practices. Findings highlight student acceptance of data mining and analytics with particular limitations, namely transparency about analytics and consent mechanisms. Without such limitations, institutions risk losing their students' trust. [ABSTRACT FROM AUTHOR]

Reablement services are intended to make a difference in the daily lives of older adults. Outcomes are often described in terms of independence, improving quality of life, improving ADL functioning, or reducing services. However, little is known if the older adults or next-of-kin experience these outcomes when talking about participating in reablement services. This study aims to explore how older adults, next-of-kin, and professionals narrate the reablement recipients' possible outcomes as gains and changes in everyday life during and after the reablement period. This meta-synthesis included 13 studies. Data were analyzed with a meta-ethnographic approach, searching for overarching metaphors, in three stages. The metaphor 'the jigsaw puzzle of activities for mastering daily life again' illustrates that re-assembling everyday life after reablement is not a straightforward process of gains and changes but includes several daily activities that must be organized and fit together. To obtain a deeper understanding of the participants' gains, and changes after reablement, we use the theoretical framework of 'doing, being, becoming, and belonging'. The findings indicate the complexity of reablement services as well as the need for a holistic approach. Outcome measures should be meaningful for reablement recipients. [ABSTRACT FROM AUTHOR]

The series, 'Mastering your Fellowship', provides examples of the question formats encountered in the written and clinical examinations, Part A of the Fellowship of the College of Family Physicians of South Africa (FCFP [SA]) examination. The series is aimed at helping family medicine registrars (and their supervisors) in preparing for this examination. [ABSTRACT FROM AUTHOR]

Spanish legislation obliges the public administration to ensure equal opportunities and support for access to higher education for people with disabilities. This work has one central goal: to analyse and understand the causes for the potential inequality for people with disabilities in accessing higher education in Spain and the barriers they encounter during their academic life. This paper focuses on the differences in inclusive education between people with disabilities and people without disabilities by sex, age, and type of university. A mixed research design is used: qualitative research of two focus groups and fourteen interviews to sixteen students with disabilities; and statistical analysis of the Social Integration and Health Survey 2012, using two-way and multi-way cross-tables. There are significant differences between presence of disability and learning variables. Controlling by sex and age, almost every age-group is significant. Using sex as independent variable, and controlling by disability, there is no relationship with the variables relating to barriers to accessing education; therefore, the larger differences by sex are in the group of people without disabilities. [ABSTRACT FROM AUTHOR]

Although there has been increased attention to religion and spirituality (RS) in social work and related helping professions over the last few decades, less attention has been given to whether, where, and how RS content is delivered within Master of Social Work (MSW) programs' implicit and explicit curricula. The present study included the results from 781 full-time MSW faculty surveyed across the United States to better understand (a) how RS is integrated within the implicit curriculum at the programmatic level, (b) how RS is integrated within the explicit curriculum through a course offering and content infusion, and (c) how important faculty consider integrating RS to be across the Council on Social Work Education's nine core competencies. The overall results suggest most faculty consider their MSW program to be respectful and sensitive toward RS, cover a majority of the RS topics within their primary area of teaching (although to varying degrees), and consider RS integration to be important across the nine competencies. However, there are distinct topics related to RS in social work education that may benefit from more intentional integration. Considerations and implications for MSW faculty and programs are discussed along with recommendations for future research. [ABSTRACT FROM AUTHOR]

Background Radiology is among India's top five speciality choices pursued by meritorious medical graduates. With the advent of the subspecialization degree courses, fellowships, the requirement of senior residency as faculty eligibility criteria, and the lucrative option of private practice, the final-year postgraduates are given opportunities to choose from but with little guidance on what and how to choose. This study aims to analyze the views of the final-year radiology postgraduate residents in India regarding their understanding of how to proceed in their professional life with options available. Materials and Methods A cross-sectional, questionnaire-based study was conducted online via Google forms distributed via email and social media platforms. The questionnaire was prepared after going through previous literature, video blogs, and media available on the Internet and was further validated for content. Results About half (48%) of them wished to pursue higher studies in the form of Doctorate of Medicine (DM) degree courses or fellowships. Almost three-quarters of the participants preferred short-term subspecialization via fellowships over 3-year DM courses (28%). Regarding clinical practice, 61.9% preferred to take up senior residency, while slightly over one-third (35.7%) expressed their will to move on to private practice. Conclusion A relative conundrum was observed in the decision to take up senior residency or private practice or to go for DM but had to pursue a fellowship due to limited choice in topics and seats available in the country for subspecialization. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Schools are required to have written policies regarding the handling of sexual misconduct cases, but little research has examined the content of these policies. This study explored the content of Title IX sexual misconduct policies for 200 universities in the U.S. specifically assessing if the content is in line with the Title IX regulations set forth by the Trump administration. The results revealed that there were certain areas of high transparency, where the policies inform the students in-depth about their Title IX sexual misconduct procedure (e.g. confidentiality, how and where to report, standard of proof). However, there were notable gaps where the policies require further details in order to fully inform their stakeholders (e.g. cross-examination, rape shield provisions). Given the importance of having a comprehensive Title IX policy, future research and recommendations for improving schools' Title IX policies are discussed. [ABSTRACT FROM AUTHOR]

Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)