Online Platform as a Tool to Support Postgraduate Training in General Practice – A Case Report

PubMed Central

Dini, Lorena; Galanski, Claire; Döpfmer, Susanne; Gehrke-Beck, Sabine; Bayer, Gudrun; Boeckle, Martin; Micheel, Isabel; Novak, Jasminko; Heintze, Christoph

2017-01-01

Objective: Physicians in postgraduate training (PPT) in General Practice (GP) typically have very little interaction with their peers, as there is usually only one resident physician working in their respective department or GP office at a given time. Therefore, the online platform KOLEGEA, presented here, aims to support postgraduate training in general practice (PT in GP) in Germany through virtual interaction. Methodology: In 2012, the interdisciplinary research project KOLEGEA set up an online platform that any physicians in PT in GP can use for free after registration with their unitary continuous education number (Einheitliche Fortbildungsnummer, EFN). It offers problem-based learning and allows to discuss self-published anonymized patient cases with the community that can be classified and discussed with experienced mentors (specialists in general practice - GPs) in small virtual groups. Results: An anonymous online survey carried out as part of the 2014 project evaluation showed a good acceptance of the platform, even though shortage of time was mentioned as a limiting factor for its use. Data analysis showed that KOLEGEA was used by PPT in GP in all federal states. Patterns of passive use were predominant (90%). This report also describes the further development of the platform (in 2015 and 2016) that integrates an activity monitor as part of a gamification concept. Conclusions: Due to a low response rate of the 2014 online survey and the preliminary evaluations of usage patterns we could identify only initial trends regarding the role of KOLEGEA in supporting PPT. The platform was perceived as a helpful supplement to better structure PT in GP. PMID:29226227

Development and Validation of the Scan of Postgraduate Educational Environment Domains (SPEED): A Brief Instrument to Assess the Educational Environment in Postgraduate Medical Education

PubMed Central

Schönrock-Adema, Johanna; Visscher, Maartje; Raat, A. N. Janet; Brand, Paul L. P.

2015-01-01

Introduction Current instruments to evaluate the postgraduate medical educational environment lack theoretical frameworks and are relatively long, which may reduce response rates. We aimed to develop and validate a brief instrument that, based on a solid theoretical framework for educational environments, solicits resident feedback to screen the postgraduate medical educational environment quality. Methods Stepwise, we developed a screening instrument, using existing instruments to assess educational environment quality and adopting a theoretical framework that defines three educational environment domains: content, atmosphere and organization. First, items from relevant existing instruments were collected and, after deleting duplicates and items not specifically addressing educational environment, grouped into the three domains. In a Delphi procedure, the item list was reduced to a set of items considered most important and comprehensively covering the three domains. These items were triangulated against the results of semi-structured interviews with 26 residents from three teaching hospitals to achieve face validity. This draft version of the Scan of Postgraduate Educational Environment Domains (SPEED) was administered to residents in a general and university hospital and further reduced and validated based on the data collected. Results Two hundred twenty-three residents completed the 43-item draft SPEED. We used half of the dataset for item reduction, and the other half for validating the resulting SPEED (15 items, 5 per domain). Internal consistencies were high. Correlations between domain scores in the draft and brief versions of SPEED were high (>0.85) and highly significant (p<0.001). Domain score variance of the draft instrument was explained for ≥80% by the items representing the domains in the final SPEED. Conclusions The SPEED comprehensively covers the three educational environment domains defined in the theoretical framework. Because of its validity

Exploring factors affecting registered nurses' pursuit of postgraduate education in Australia.

PubMed

Ng, Linda; Eley, Robert; Tuckett, Anthony

2016-12-01

The aim of this study was to explore the factors influencing registered nurses' pursuit of postgraduate education in specialty nursing practice in Australia. Despite the increased requirement for postgraduate education for advanced practice, little has been reported on the contributory factors involved in the decision to undertake further education. The Nurses' Attitudes Towards Postgraduate Education instrument was administered to 1632 registered nurses from the Nurses and Midwives e-Cohort Study across Australia, with a response rate of 35.9% (n = 568). Data reduction techniques using principal component analysis with varimax rotation were used. The analysis identified a three-factor solution for 14 items, accounting for 52.5% of the variance of the scale: "facilitators," "professional recognition," and "inhibiting factors." Facilitators of postgraduate education accounted for 28.5% of the variance, including: (i) improves knowledge; (ii) increases nurses' confidence in clinical decision-making; (iii) enhances nurses' careers; (iv) improves critical thinking; (v) improves nurses' clinical skill; and (vi) increased job satisfaction. This new instrument has potential clinical and research applications to support registered nurses' pursuit of postgraduate education. © 2016 John Wiley & Sons Australia, Ltd.

Online Students' Perceptions of Interactive Tools to Support Postgraduate Learning of Mathematics

ERIC Educational Resources Information Center

Prieto, Elena; Holmes, Kathryn

2014-01-01

With the advent of new technologies, methods of blended learning are used in online mathematics classrooms to facilitate interactions and provide a richer experience for students. This paper analyses data obtained from practising teachers during their participation in two postgraduate mathematics courses. We conclude that discussion forum…

Service Quality in Postgraduate Education

ERIC Educational Resources Information Center

Angell, Robert J.; Heffernan, Troy W.; Megicks, Phil

2008-01-01

Purpose: Measuring service quality in higher education is increasingly important for attracting and retaining tuition-based revenues. Nonetheless, whilst undergraduates have received substantial academic exposure, postgraduate-based research has been scant. Consequently, the objectives of this paper are threefold: first, to identify the service…

Quo Vadis? LIS Postgraduate Education in the Philippines

ERIC Educational Resources Information Center

Dizon, Fernan R.; Sagun, Karryl Kim A.; Alfiler-Macalalad, Ana Grace P.

2011-01-01

The paper intends to shed light on the predicament faced by many Filipino. Librarians: the lack of local institutions offering a library and information science (LIS) postgraduate degree. The paper aims to reveal the state of Philippine LIS postgraduate education by considering the number of librarians who have pursued and are still pursuing…

Rethinking Postgraduate Geography Education in the USA: Issues and Concerns

ERIC Educational Resources Information Center

Foote, Kenneth; Bednarz, Sarah; Monk, Janice; Solem, Michael; Stoltman, Joseph

2012-01-01

Postgraduate geography education in the USA is growing and changing. In recent years, the number of postgraduate programs has increased at both the doctoral and master's levels. Interest in improving and reforming doctoral education has increased dramatically both inside and outside geography, and geography has been involved in these reforms.…

A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

PubMed Central

Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

2012-01-01

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

Communications In Postgraduate Medical Education.

ERIC Educational Resources Information Center

Meyer, Thomas C.

1970-01-01

A consequence of the knowledge explosion in the medical sciences is that health care professionals are pressed for time to keep up with developments in their fields. To deal with this problem, the Department of Postgraduate Education of the University of Wisconsin has experimented with three methods of making current pertinent and authoritative…

Evaluation of the educational environment of postgraduate surgical teaching.

PubMed

Khan, Junaid Sarfraz

2008-01-01

Medical Education is becoming increasingly community-oriented, student-centred, self-learning and self & peer-assessing process especially in the undergraduate years. This is happening because of increasing patient awareness of their rights in our new healthcare world of increased consultant responsibility; and implementation in the U.K. health institutions of the 'European Working Time Directive' and 'Modernization of Medical Careers'. The study was conducted to determine the change if any in the education environment of postgraduate surgical teaching in a leading teaching hospital in London when a teacher-centred, old-fashioned postgraduate teaching approach was replaced with a student-centred, self-assessment, portfolio-based approach. Postgraduate Hospital Educational Environment Measure (PHEEM). Twenty postgraduate trainees filled in the questionnaire before and after the change in their learning/teaching pattern. The response rate was 100%. No statistically significant difference in the overall score for the two teaching environments (p = 0.8024, 95% CI = -5.549273 to 4.349273) was found, because the loss of on-call rooms, trainee's mess and catering services statistically significantly deteriorated the social support subscale of the PHEEM scale (p < 0.0001, 95% CI = 6.66752 to 13.03248) to counteract any statistically significant improvement in the teaching role perception subscale of the instrument (p = 0.001, 95% CI= -12.443896 to -4.856104). There was no statistically significant difference in the role autonomy perception subscale in the two methods (p = 0.3663, 95% CI = -5.870437 to 2.270437). A student-centred approach to postgraduate teaching is better than a teacher-centred approach. However, further studies will be needed to evaluate both postgraduate teaching and training environment.

Motivational factors influencing nurses to undertake postgraduate hospital-based education.

PubMed

Kinsella, Danny; Fry, Margaret; Zecchin, Alison

2018-05-01

Specialist postgraduate education improves patient health outcomes, and assists in meeting the emerging specialisation of nursing practice. The aim of this study was to investigate the motivational factors that influence nurses' engagement with hospital-based postgraduate education. The research design was descriptive and exploratory, using a survey method. The survey consisted of demographic details, the Participation Reasons Scale (PRS) and open-ended questions. Thirty-four participants (100%) completed the survey. Of the PRS extrinsic and intrinsic factors, Professional Improvement and Development (Factor 1) and Professional Service (Factor 2), both intrinsic factors, ranked the highest. Therefore, this study identified that intrinsic motivation factors influenced engagement with postgraduate specialty programs for early career nurses. These results highlight the importance of intrinsic motivation factors for a nursing workforce and how this can potentially drive behaviour and decision making. A better understanding of motivation factors across a nurse's career could lead to educational strategies that optimise postgraduate program engagement to better support healthcare delivery and a culture of lifelong learning. Copyright © 2018. Published by Elsevier Ltd.

International Entrepreneurship Education: Postgraduate Business Student Experiences of Entrepreneurship Education

ERIC Educational Resources Information Center

Rae, David; Woodier-Harris, Naomi

2012-01-01

Purpose: International postgraduate education in business-related subjects has grown substantially in the UK. Both MBA and specialist Masters' programmes increasingly offer entrepreneurship as a core or option. The purpose of this paper is to explore the effectiveness of entrepreneurship education in meeting the expectations and motivations of…

Geoinformation postgraduate education at Universiti Teknologi Malaysia - towards a centre of high quality postgraduate education and research

NASA Astrophysics Data System (ADS)

Peters, S.; Kanniah, K. D.; Rahman, A. A.

2015-10-01

Studying at Universiti Teknologi Malaysia (UTM) will ensure academic and technological excellence. The Faculty of Geoinformation and Real Estate (FGHT), established in 1972, focus on education and research for undergraduate as well as postgraduate programs in the related disciplines such as geomatic engineering, geoinformatics, remote sensing, property management and land administration & development. FGHT strives to be a leading academic center in geoinformation and real estate in Southeast Asia. Graduates and alumni form major strong professional societies and work force in the related industries. Many of our graduates end up with good jobs not just in Malaysia but also in other countries (Asian, Middle East, Africa and Europe). The strong team and knowledgeable academic members in this faculty provide excellent ingredients for the success of the programs (i.e. with the relevant and up-to-date curriculum and syllabus). FGHT is continuously working to provide and offer first-class geoinformation and real estate education and research in the country and be at a par with other leading institutions in other parts of the globe. The Department of Geoinformation at FGHT runs a Bachelor of Engineering in Geomatic and a Bachelor of Science in Geoinformatics. At the postgraduate levels, namely M.Sc. and PhD programs, the offered disciplines are Geomatic Engineering, Geoinformatics and Remote Sensing. In the following, the state of the art of FGHT's postgraduate education in Geoinformation is presented, including a comparison with other universities in Malaysia, program content and curriculum information, alumni statistics as well as future strategies.

Evaluating PLATO: postgraduate teaching and learning online.

PubMed

Brown, Menna; Bullock, Alison

2014-02-01

  The use of the Internet as a teaching medium has increased rapidly over the last decade. PLATO (postgraduate learning and teaching online) was launched in 2008 by the e-learning unit (ELU) of Wales Deanery. Located within Learning@NHSWales, a Moodle virtual learning environment (VLE), it hosts a wide range of freely available courses and resources tailored to support the education, training and continuing professional development (CPD) needs of health care professionals working across the National Health Service (NHS) Wales. The evaluation aimed to identify the costs and benefits of PLATO, report its value as attributed by users, identify potential cost savings and make recommendations.   Five courses (case studies) were selected, representing the range of available e-learning resources: e-induction; fetal heart monitoring; cervical screening; GP prospective trainers; and tools for trainers. Mixed methods were used: one-to-one qualitative interviews, focus group discussions and surveys explored user views, and identified individual and organisational value.   Qualitative findings identified six key areas of value for users: ELU support and guidance; avoidance of duplication and standardisation; central reference; local control; flexibility for learners; and specific features. Survey results (n=72) indicated 72 per cent of consultants reported that PLATO was easy to access and user friendly. E-learning was rated as 'very/important' for CPD by 79 per cent of respondents. Key challenges were: access, navigation, user concerns, awareness and support.   PLATO supports education and helps deliver UK General Medical Council standards. Future plans should address the suggested recommendations to realise cost savings for NHS Wales and the Wales Deanery. The findings have wider applicability to others developing or using VLEs. © 2014 John Wiley & Sons Ltd.

Postgraduate Outcomes in American Higher Education

ERIC Educational Resources Information Center

Coughlin, Mary Ann; Laguilles, Jerold S.; Kelly, Heather A.; Walters, Allison M.

2016-01-01

This chapter provides a big-picture view of the postgraduate outcomes landscape. In an effort to promote understanding and to communicate the value of a higher education credential to various stakeholders, five national efforts are described, each of which provides a different perspective for defining, measuring, and collecting postgraduate…

Online vs. face-to-face discussion in a Web-based research methods course for postgraduate nursing students: a quasi-experimental study.

PubMed

Campbell, Malcolm; Gibson, Will; Hall, Andy; Richards, David; Callery, Peter

2008-05-01

Web-based technologies are increasingly being used to create modes of online learning for nurses but their effect has not been assessed in nurse education. Assess whether participation in face-to-face discussion seminars or online asynchronous discussion groups had different effects on educational attainment in a web-based course. Non-randomised or quasi-experimental design with two groups-students choosing to have face-to-face discussion seminars and students choosing to have online discussions. The Core Methods module of a postgraduate research methods course. All 114 students participating in the first 2 yr during which the course teaching material was delivered online. Assignment mark for Core Methods course module. Background details of the students, their choices of modules and assignment marks were collected as part of the routine course administration. Students' online activities were identified using the student tracking facility within WebCT. Regression models were fitted to explore the association between available explanatory variables and assignment mark. Students choosing online discussions had a higher Core Methods assignment mark (mean 60.8/100) than students choosing face-to-face discussions (54.4); the difference was statistically significant (t=3.13, df=102, p=0.002), although this ignores confounding variables. Among online discussion students, assignment mark was significantly correlated with the numbers of discussion messages read (Kendall's tau(b)=0.22, p=0.050) and posted (Kendall's tau(b)=0.27, p=0.017); among face-to-face discussion students, it was significantly associated with the number of non-discussion hits in WebCT (Kendall's tau(b)=0.19, p=0.036). In regression analysis, choice of discussion method, whether an M.Phil./Ph.D. student, number of non-discussion hits in WebCT, number of online discussion messages read and number posted were associated with assignment mark at the 5% level of significance when taken singly; in combination

WHAT MOTIVATES POLISH COMMUNITY PHARMACISTS TO PURSUIT OF POSTGRADUATE EDUCATION?.

PubMed

Jasinska-Stroschein, Magdalena; Kurczewska, Urszula; Orszulak-Michalak, Daria

2017-03-01

Due to increasing importance of the advisory role for physicians and patients played by the pharmacist over the last decade, it seems appropriate to evaluate if and why pharmacists are interested in postgraduate medical education. The purpose of the study was to develop and validate an instrument to assess such motives, with special interest to Polish community pharmacists. A self-administered questionnaire was completed by a sample of participants of community pharmacist specialization programs and it was analyzed in relation to participants of other postgraduate courses. They were asked to rank their motives on a Likert-like scale and the underlying dimensions for study motives were identified using exploratory and confirmatory techniques. The reasons for taking specialization for community pharmacists were similar as compared to participants of other postgraduate studies. However, the autotelic factor was not so strong and the crucial reason was that such postgraduate training was required to be promoted in work. Basing on Polish results, we propose the division of motives into three groups - autotelic, instrumental and coincidental. The validated self-administered questionnaire based on this division displayed acceptable construct validity and internal consistency, and therefore can be proposed as an example tool to assess the particular motives and expectations of potential postgraduate students and employees in the pharmaceutical job market. The promotion of postgraduate education among pharmacists can improve the quality of pharmaceutical service.

Existing and Future Educational Needs in Graduate and Postgraduate Education.

PubMed

Eardley, Ian; Reisman, Yacov; Goldstein, Sue; Kramer, Andrew; Dean, John; Coleman, Eli

2017-04-01

This review was designed to make recommendations on future educational needs, principles of curricular development, and how the International Society for Sexual Medicine (ISSM) should address the need to enhance and promote human sexuality education around the world. To explore the ways in which graduate and postgraduate medical education in human sexuality has evolved and is currently delivered. We reviewed existing literature concerning sexuality education, curriculum development, learning strategies, educational formats, evaluation of programs, evaluation of students, and faculty development. We reviewed literature relating to four main areas: (i) the current status of the international regulation of training in sexual medicine; (ii) the current delivery of education and training in sexual medicine; (iii) resident and postgraduate education in sexual medicine surgery; and (iv) education and training for allied health professionals. The main findings in these four areas are as follows. Sexual medicine has grown considerably as a specialty during the past 20 years, with many drivers being identified. However, the regulatory aspects of training, assessment, and certification are currently in the early stages of development and are in many ways lagging behind the scientific and clinical knowledge in the field. However, there are examples of the development of curricula with accompanying assessments that have attempted to set standards of education and training that might underlie the delivery of high-quality care to patients in sexual medicine. The development of competence assessment has been applied to surgical training in sexual medicine, and there is increasing interest in simulation as a means of enhancing technical skills training. Although the focus of curriculum development has largely been the medical profession, there is early interest in the development of standards for training and education of allied health professionals. Organizations of professionals

An Analysis of the Demand for Postgraduate Educational Science Programs

ERIC Educational Resources Information Center

Aslan, Gulay

2014-01-01

This study, aimed to determine the variables that have a role in the emergence of individual demand for postgraduate educational sciences programs, is a descriptive one. The sample of the study consisted of 222 postgraduate students from Ankara University, a developed university, and Gaziosmanpasa University, a developing university. The data was…

Postgraduate Education for Nurses: The Middlesex Model.

ERIC Educational Resources Information Center

Caldwell, Kay

2001-01-01

A British university's curriculum model for master's and postgraduate diploma nursing education is characterized by structured collaboration among students, clinical mentors, and academic supervisors. A professional development portfolio individualizes the program and facilitates autonomous learning. (Contains 21 references.) (SK)

Cooperative Education and Employment Outcomes for Post-Graduation Business Students

ERIC Educational Resources Information Center

Sprandel, Heather

2009-01-01

This research study examined the post-graduation employment outcomes of business undergraduate college students who have participated in a cooperative education (co-op) program. The co-op students' post-graduate employment outcomes were compared to those of non-program (co-op) participants. This data was gathered from the Sam M. Walton College of…

Evaluation and assessment of the online postgraduate critical care nursing course.

PubMed

Patel, Reena

2007-01-01

During challenging times facing the health service, strategies for sustaining further education for nurses in highly specialised areas call for alternate means for learning. Nurses, who were accustomed to traditional methods of learning and had no formal computer training as part of their curriculum, are now being confronted with new methods of learning. Evaluation of the effectiveness of a newly developed postgraduate critical care course delivered online for nurses was examined. A pre test and post test of 16 participants were conducted. Participants found coursework intellectually stimulating and their preference to learn from websites demonstrated the effect size (tau-b=.677) to be significant at the 0.01 level. The pre and post test results from the knowledge assessment tool indicated an advancement of mean test scores and at a significant difference value of p=.055. Ninety four percent of the participants agreed that they were able to integrate their learning from the coursework towards their clinical practice. Improvement in nurses critical care knowledge impacts positively on delivery of safe and effective health care.

Postgraduate Research in Pacific Education: Interpretivism and Other Trends

ERIC Educational Resources Information Center

Burnett, Greg; Lingam, Govinda Ishwar

2012-01-01

This article examines research by postgraduate students in education at the University of the South Pacific (USP) between 1968 and 2009. These experienced educators, who later return to their original education sector to influence policy and practice in some way, are producing new knowledge intimately connected to Pacific education systems. The…

Dynamics of Rate of Returns for Postgraduate Education in Taiwan: The Impact of Higher Education Expansion

ERIC Educational Resources Information Center

Yang, Chih-Hai; Lin, Chun-Hung A.; Lin, Chien-Ru

2011-01-01

This paper analyzes the dynamics of rate of returns for postgraduate education and the determinants of wage premiums for postgraduate labor, especially for the impact of higher education expansions, in terms of quantity and quality, since the late 1990s in Taiwan. Utilizing quasi-panel data over the 1990-2004 period and employing the double fixed…

When Compelled to FB around Academic Texts: Postgraduate Students Reflected on Their Online Experience

ERIC Educational Resources Information Center

Abdullah, Sarimah Shaik; Yaacob, Aizan; Rahim, Fauziah Abdul

2013-01-01

Purpose: This paper is part of a larger study which explored postgraduate students talk around academic texts via Facebook (FB). Our exploration is largely guided by the idea of reading as a social practice. In this paper, we specifically focus on the students' reflections of their online experience of talking around academic texts. Method: The…

Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM)

PubMed Central

2013-01-01

Background Teaching the steps of evidence-based medicine (EBM) to undergraduate as well as postgraduate health care professionals is crucial for implementation of effective, beneficial health care practices and abandonment of ineffective, harmful ones. Stellenbosch University in Cape Town, South Africa, offers a 12-week, completely online module on EBM within the Family Medicine division, to medical specialists in their first year of training. The aim of this study was to formatively evaluate this module; assessing both the mode of delivery; as well as the perceived effectiveness and usefulness thereof. Methods We used mixed methods to evaluate this module: A document review to assess whether the content of the module reflects important EBM competencies; a survey of the students to determine their experiences of the module; and semi-structured interviews with the tutors to explore their perspectives of the module. Ethics approval was obtained. Results The document review indicated that EBM competencies were covered adequately, although critical appraisal only focused on randomised controlled trials and guidelines. Students had a positive attitude towards the module, but felt that they needed more support from the tutors. Tutors felt that students engaged actively in discussions, but experienced difficulties with understanding certain concepts of EBM. Furthermore, they felt that it was challenging explaining these via the online learning platform and saw the need to incorporate more advanced technology to better connect with the students. In their view the key to successful learning of EBM was to keep it relevant and applicable to everyday practice. Tutors also felt that an online module on EBM was advantageous, since doctors from all over the world were able to participate. Conclusion Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors

Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM).

PubMed

Rohwer, Anke; Young, Taryn; van Schalkwyk, Susan

2013-05-27

Teaching the steps of evidence-based medicine (EBM) to undergraduate as well as postgraduate health care professionals is crucial for implementation of effective, beneficial health care practices and abandonment of ineffective, harmful ones. Stellenbosch University in Cape Town, South Africa, offers a 12-week, completely online module on EBM within the Family Medicine division, to medical specialists in their first year of training. The aim of this study was to formatively evaluate this module; assessing both the mode of delivery; as well as the perceived effectiveness and usefulness thereof. We used mixed methods to evaluate this module: A document review to assess whether the content of the module reflects important EBM competencies; a survey of the students to determine their experiences of the module; and semi-structured interviews with the tutors to explore their perspectives of the module. Ethics approval was obtained. The document review indicated that EBM competencies were covered adequately, although critical appraisal only focused on randomised controlled trials and guidelines. Students had a positive attitude towards the module, but felt that they needed more support from the tutors. Tutors felt that students engaged actively in discussions, but experienced difficulties with understanding certain concepts of EBM. Furthermore, they felt that it was challenging explaining these via the online learning platform and saw the need to incorporate more advanced technology to better connect with the students. In their view the key to successful learning of EBM was to keep it relevant and applicable to everyday practice. Tutors also felt that an online module on EBM was advantageous, since doctors from all over the world were able to participate. Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors. Students and tutors experienced generic

Quality Assurance in Postgraduate Education. ENQA Workshop Report 12

ERIC Educational Resources Information Center

Bitusikova, Alexandra; Bohrer, Janet; Borosic, Ivana; Costes, Nathalie; Edinsel, Kerim; Hollander, Karoline; Jacobsson, Gunilla; Jakopovic, Ivan Filip; Kearney, Mary-Louise; Mulder, Fred; Negyesi, Judith; Pietzonka, Manuel

2010-01-01

The present report follows an ENQA (European Association for Quality Assurance in Higher Education) Workshop on Quality Assurance and Postgraduate Education, hosted by the Romanian Agency for Quality Assurance in Higher Education (ARACIS) in Brasov, Romania on 12-13 March 2009. The workshop was an excellent opportunity for ENQA members to exchange…

The impact of postgraduate education on registered nurses working in acute care.

PubMed

Barnhill, Dianne; McKillop, Ann; Aspinall, Cathleen

2012-07-01

Since 2007, Health Workforce New Zealand has provided District Health Boards (DHBs) with funding to support nurses undertaking postgraduate education. As a result, a significant number of nurses, many working in general medical and surgical wards, have now completed a postgraduate qualification. Anecdotal evidence for one DHB indicated that there were mixed views with respect to how the increase in the number of nurses with postgraduate education had impacted on patient outcomes. Following a review of relevant literature the researchers aimed to ascertain from registered nurses working in acute medical and surgical wards their perception of the impact that further study had on their practice. A quantitative descriptive study was undertaken to answer the question of what impact postgraduate study had on the practice of those nurses working in medical and surgical wards of a District Health Board hospital? An anonymous postal survey was sent to registered nurses (N = 57), and senior nurses (N=25) working in acute medical and surgical areas of practice. The latter group consisted of 16 nurse managers and 9 nurse educators. The results showed that registered nurses, nurse managers and nurse educators all perceived the clinical practice of registered nurses as having improved in some degree as a consequence of postgraduate education. There is also a need for further research to be undertaken in other District Health Boards, especially in non-hospital based areas such as primary health care; and also to investigate ways of linking post graduate education with career pathways, as well as identifying and minimising potential barriers likely to prevent application of post graduate learning in the workplace.

European Initiatives in Postgraduate Education in Gerontology

ERIC Educational Resources Information Center

van Rijsselt, Rene J. T.; Parkatti, Terttu; Troisi, Joseph

2007-01-01

This paper describes three innovative European initiatives in postgraduate education in gerontology. The first is the European Masters Program in Gerontology (EuMaG), developed as an interdisciplinary joint program, supported and delivered by 22 European universities. Second, the Nordplus initiative to increase mobility of students and staff in…

Mentoring portfolio use in undergraduate and postgraduate medical education.

PubMed

Dekker, Hanke; Driessen, Erik; Ter Braak, Edith; Scheele, Fedde; Slaets, Joris; Van Der Molen, Thys; Cohen-Schotanus, Janke

2009-10-01

Mentoring is widely acknowledged as being crucial for portfolio learning. The aim of this study is to examine how mentoring portfolio use has been implemented in undergraduate and postgraduate settings. The results of interviews with six key persons involved in setting up portfolio use in medical education programmes were used to develop a questionnaire, which was administered to 30 coordinators of undergraduate and postgraduate portfolio programmes in the Netherlands and Flanders. The interviews yielded four main aspects of the portfolio mentoring process--educational aims, individual meetings, small group sessions and mentor characteristics. Based on the questionnaire data, 16 undergraduate and 14 postgraduate programmes were described. Providing feedback and stimulating reflection were the main objectives of the mentoring process. Individual meetings were the favourite method for mentoring (26 programmes). Small group sessions to support the use of portfolios were held in 16 programmes, mostly in the undergraduate setting. In general, portfolio mentors were clinically qualified academic staff trained for their mentoring tasks. This study provides a variety of practical insights into implementing mentoring processes in portfolio programmes.

Journeys across Educational and Cultural Borders: International Postgraduate Students with Young Children

ERIC Educational Resources Information Center

Loveridge, Judith; Doyle, Stephanie; Faamanatu-Eteuati, Niusila

2018-01-01

There is substantial research about international postgraduate students but little research about their experiences as parents or their children's experiences. We focus on four postgraduate international students with young children navigating early childhood education and care in New Zealand. A narrative analysis, informed by socio-cultural…

An innovative approach to post-graduate education in veterinary public health.

PubMed

Toribio, Jenny-Ann L M L; Forsyth, Hannah; Laxton, Ruth; Whittington, Richard J

2009-01-01

The past decade has seen a substantially increased need for animal health professionals who have advanced education in areas that impact on veterinary public health (VPH). The University of Sydney has made a significant contribution to the international capacity for training in this field by developing an online, distance program in Veterinary Public Health Management. This paper describes the distinctive characteristics of this program, which combines technical material in a range of units that influence VPH with leadership and project management. It then describes the educational model developed for delivery of its course material, including the four modalities that are structured to support engaged learning by busy animal health professionals who are working full-time (self-led, facilitator-led, peer-led, and assessment-led instructional approaches). Finally, having reflected on the efficacy of this model for post-graduate training in VPH, we discuss the progress of the program since its inception in 2002, reflecting on the challenges it has encountered and defining the factors that are critical to the success of this program.

77 FR 61402 - Notice of Submission for OMB Review; Office of Postsecondary Education; Survey of Post-Graduate...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-09

... DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Office of Postsecondary Education; Survey of Post-Graduate Outcomes for International Education Fellowship Recipients SUMMARY: This survey will focus on the post-graduate outcomes of students who received international education fellowships...

An online survey of chiropractors' opinions of continuing education

PubMed Central

Stuber, Kent J; Grod, Jaroslaw P; Smith, Dean L; Powers, Paul

2005-01-01

Background Continuing Education (CE) for chiropractors is mandatory for licensure in most North American jurisdictions. Numerous chiropractic colleges have begun collaborating with universities to offer master's degree programs. Distance education master's degree programs may be desirable to allow full-time practicing doctors to further their post-graduate education. The present survey sought to answer three questions. First, what is the level of satisfaction of chiropractors with their continuing education? Second, what is the level of interest of chiropractors in online master's degree programs? Lastly, what is the response rate of chiropractors to an online survey? Methods An online survey consisting of 22 multiple choice questions was e-mailed to 1000 chiropractors randomly selected from the mailing list of an online chiropractic newsletter. Upon completion of the questionnaire, participants' answers were saved on a secure site. Data analysis included evaluation of the demographic characteristics of the respondents, their opinions of and patterns of taking CE including online education, preferred learning formats, and their interest in proposed online master's degree programs. A survey response rate was determined. Results Nearly 86% of respondents felt their previously completed CE courses were either somewhat or extremely satisfactory. Over ninety percent of respondents who had completed online or distance CE coursesfound them to be somewhat or extremelysatisfactory. Almost half the respondents indicated that they most preferred online distance learning, while 34.08% most preferred face-to-face interaction. Fifty-three percent of respondents indicated an interest in starting a master's degree program; however 70.46% of respondents were interested in an online master's degree program that would offer CE credit. A response rate of 35.8% was obtained. Conclusion Satisfaction among chiropractors with CE programs is high. The notion of completing a part

Evaluating Standards-Based Assessment Rubrics in a Postgraduate Public Health Subject

ERIC Educational Resources Information Center

Kite, James; Phongsavan, Philayrath

2017-01-01

Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face…

European postgraduate training in geriatric medicine: data of a systematic international survey.

PubMed

Singler, Katrin; Holm, Ellen Astrid; Jackson, Thomas; Robertson, Gillian; Müller-Eggenberger, Eva; Roller, Regina Elisabeth

2015-10-01

High-quality education and training standards in geriatric medicine are important to develop the profession of geriatric medicine. The objective of the study was to give a structured update on postgraduate specialty training in geriatric medicine throughout Europe to assess the need for further developments in postgraduate education. The study was performed as a cross-sectional structured quantitative online survey with qualitative comments. The survey content covered organization, content and educational aspects of specialty training in geriatric medicine in European countries. After piloting, the questionnaire was sent to experts in geriatric medicine with a special interest in postgraduate training who are members of one of the following organizations; European Union of Medical Specialists (UEMS), European Academy for the Medicine of Aging (EAMA), and European Union Geriatric Medicine Society (EUGMS). Respondents to the survey represented 31 European countries. Geriatric medicine is recognized as an independent postgraduate specialty in 61.3 % (19/31) and as a subspecialty in 29.0 % (9/31) of the countries. In 5 of the 31 countries geriatric medicine is not recognized at all. Nearly all countries offering postgraduate training in geriatric medicine have written, competence-based curricula covering different learning domains. 20/31 countries (64.5 %) have some kind of specialist assessment. The survey tries to give an actual condensed picture of postgraduate specialty training in geriatric medicine across Europe. Results show a consistent improvement in the recognition of geriatric medicine as independent specialty over the last decade. Continuous development of specialty training in geriatric medicine is required to medical address the public health needs of an aging population. Competence-based educational models including adequate forms of assessment should be targeted throughout Europe. To emphasize the importance of postgraduate geriatric training, it

Rethinking Postgraduate Education in Geography: International Perspectives on Improving Practice

ERIC Educational Resources Information Center

Monk, Janice; Foote, Kenneth; Solem, Michael

2012-01-01

This symposium brings together multi-national assessments of the current state of and challenges facing postgraduate education in geography. Contributors from Europe, Australia, South Africa and the USA identify ways in which restructuring of educational systems and wider political contexts affect programmes within the field. While highlighting…

The postgraduate medical education pathway: an international comparison.

PubMed

Weggemans, Margot M; van Dijk, Bruce; van Dooijeweert, Birgit; Veenendaal, Anne G; Ten Cate, Olle

2017-01-01

An at first sight seemingly coherent, global medical workforce, with clearly recognizable specialities, subspecialties and primary care doctors, appears at a closer look quite variable. Even within the most progressive countries as to the development of medical education, with educators who regularly meet at conferences and share major journals about medical education, the differences in structures and regulations are big. This contribution focuses on the preparation, admission policy, duration, examinations, and national competency frameworks in postgraduate speciality training in Germany, the USA, Canada, the UK, Australia and the Netherlands. While general objectives for postgraduate training programs have not been very clear, only recently competency-frameworks, created in a limited number of countries, serve harmonize objectives. This process appears to be a challenge and the recent creation of milestones for the reporting on progress of individual trainees (in the US and in Canada in different ways) and the adoption of entrustable professional activities, a most recent concept that is quickly spreading internationally as a framework for teaching and assessing in the clinical workplace is an interesting and hopeful development, but time will tell whether true harmonization across countries will happen.

Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education.

PubMed

Hallinan, Christine M; Hegarty, Kelsey L

2016-01-01

The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the

Effective and ineffective supervision in postgraduate dental education: a qualitative study.

PubMed

Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

2013-02-01

Research suggests that students' perceptions should be considered in any discussion of their education, but there has been no systematic examination of New Zealand postgraduate dental students' learning experiences. This study aimed to obtain in-depth qualitative insights into student and graduate perceptions of effective and ineffective learning in postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included final-year students and graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe atleast one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process, and the physical learning environment. This paper considers students' and graduates' perceptions of postgraduate supervision in dentistry as it promotes or precludes effective learning. Effective learning was associated by participants with approachable and supportive supervisory practices, and technique demonstrations accompanied by explicit explanations. Ineffective learning was associated with minimal supervisor demonstrations and guidance (particularly when beginning postgraduate study), and aggressive, discriminatory and/or culturally insensitive supervisory approaches. Participants' responses provided rich, in-depth insights into their reflections and understandings of effective and ineffective approaches to supervision as it influenced their learning in the clinical and research settings. These findings provide a starting point for the development of curriculum and supervisory practices, enhancement of supervisory and mentoring approaches, and the design of continuing education programmes for supervisors at an institutional level. Additionally, these findings might also

A Structured Educational Curriculum Including Online Training Positively Impacts American Board of Surgery In-Training Examination Scores.

PubMed

Kelly, Dympna M; London, Daniel A; Siperstein, Allan; Fung, John J; Walsh, Matthew R

2015-01-01

To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. This was a retrospective cohort study. The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Developing a multisource feedback tool for postgraduate medical educational supervisors.

PubMed

Archer, Julian; Swanwick, Tim; Smith, Daniel; O'Keeffe, Catherine; Cater, Nerys

2013-01-01

Supervisors play a key role in the development of postgraduate medical trainees both in the oversight of their day-to-day clinical practice but also in the support of their learning experiences. In the UK, there has been a clear distinction made between these two activities. In this article, we report on the development of a web-based multisource feedback (MSF) tool for educational supervisors in the London Deanery, an organisation responsible for 20% of the UK's doctors and dentists in training. A narrative review of the literature generated a question framework for a series of focus groups. Data were analysed using an interpretative thematic approach and the resulting instrument piloted online. Instrument performance was analysed using a variety of tools including factor analysis, generalisability theory and analysis of performance in the first year of implementation. Two factors were initially identified. Three questions performed inadequately and were subsequently discarded. Educational supervisors scored well, generally rating themselves lower than they were by their trainees. The instrument was launched in July 2010, requiring five respondents to generate a summated report, with further validity evidence collated over the first year if implementation. Arising out of a robust development process, the London Deanery MSF instrument for educational supervisors is a tool that demonstrates considerable evidence of validity and can provide supervisors with useful evidence of their effectiveness.

Fostering integrity in postgraduate research: an evidence-based policy and support framework.

PubMed

Mahmud, Saadia; Bretag, Tracey

2014-01-01

Postgraduate research students have a unique position in the debate on integrity in research as students and novice researchers. To assess how far policies for integrity in postgraduate research meet the needs of students as "research trainees," we reviewed online policies for integrity in postgraduate research at nine particular Australian universities against the Australian Code for Responsible Conduct of Research (the Code) and the five core elements of exemplary academic integrity policy identified by Bretag et al. (2011 ), i.e., access, approach, responsibility, detail, and support. We found inconsistency with the Code in the definition of research misconduct and a lack of adequate detail and support. Based on our analysis, previous research, and the literature, we propose a framework for policy and support for postgraduate research that encompasses a consistent and educative approach to integrity maintained across the university at all levels of scholarship and for all stakeholders.

Reflections on using a postgraduate educational environment measure.

PubMed

Joiner, Adam B; Dearman, Samuel P

2016-10-01

The aim was to use an educational environment measure to learn more about our postgraduate psychiatry education program, in order to gain further insights into areas for development. The educational environment includes such things as atmosphere and facilities. A secondary aim was to explore if different types of trainees experienced any aspects of the educational environment differently. The education environment measure used was able to reveal areas of the educational environment which trainees did not feel were adequate, as well as differences between how different trainees perceive some aspects of the educational environment. This allowed us to understand where improvements which we had not previously considered should be made to the educational environment. © The Royal Australian and New Zealand College of Psychiatrists 2016.

Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

PubMed

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.

Barriers and solutions to online learning in medical education - an integrative review.

PubMed

O'Doherty, Diane; Dromey, Marie; Lougheed, Justan; Hannigan, Ailish; Last, Jason; McGrath, Deirdre

2018-06-07

The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. This review has identified barriers and solutions amongst medical educators to the implementation of

Conceptualizing the Research Culture in Postgraduate Medical Education: Implications for Leading Culture Change.

PubMed

O'Brien, Jennifer M

2015-12-01

By recognizing symbols of research culture in postgraduate medical education, educators and trainees can gain a deeper understanding of the existing culture and mechanisms for its transformation. First, I identify symbolic manifestations of the research culture through a case narrative of a single anesthesia residency program, and I offer a visual conceptualization of the research culture. In the second part, I theorize the application of Senge's (1994) disciplines of a learning organization and discuss leverage for enhancing research culture. This narrative account is offered to inform the work of enhancing the broader research culture in postgraduate medical education.

The Erasmus programme for postgraduate education in orthodontics in Europe: an update of the guidelines.

PubMed

Huggare, J; Derringer, K A; Eliades, T; Filleul, M P; Kiliaridis, S; Kuijpers-Jagtman, A; Martina, R; Pirttiniemi, P; Ruf, S; Schwestka-Polly, R

2014-06-01

In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

The future of postgraduate training.

PubMed

Walsh, Kieran

2014-01-01

Improvements to postgraduate training have included newly designed postgraduate curricula, new forms of delivery of learning, more valid and reliable assessments, and more rigorous evaluation of training programmes. All these changes have been necessary and have now started to settle in. Now therefore is an appropriate time to look to the future of postgraduate training. Predicting the future is difficult in any course of life-however an examination of recent trends is often a good place to start. In this regard the recent trend to start to produce more doctors and healthcare professionals of the type that the population needs is likely to continue for some time to come. Medical education will also need to be more flexible in the future. The more flexible that training programmes are, the more likely that we will have experts that are sufficiently flexible to meet a range of different challenges throughout the rest of their careers. Medical education will also become more seamless in the future (at present there are probably too many major milestones and transitions in medical education). In the future educators will make much more use of technology enhanced learning, e-learning and simulation in postgraduate medical education. There will also be more pressure on postgraduate training programmes to offer value for money and to be able to demonstrate such value for money. Postgraduate medical education of the future will also be a more personalised and adaptive experience. It will be far more based on learners' individual needs and will be more responsive to those needs. Lastly postgraduate education will be much more closely supervised than it has been in the past. A common theme running through these changes will be patient centredness. This will mean safer training programmes that produce the type of doctors that patients and populations need.

The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands

ERIC Educational Resources Information Center

Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne

2013-01-01

This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology…

Online Education Forum--Part Three: A Quality Online Educational Experience

ERIC Educational Resources Information Center

Dykman, Charlene A.; Davis, Charles K.

2008-01-01

This is the third in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forum." This paper deals with the question: "What approaches help assure a quality online educational experience?" Clearly achieving quality is the chief concern of everyone involved with online education. This article…

China's postgraduate education practices and its academic impact on publishing: is it proportional?

PubMed

Zhu, Yuan; Zhang, Chun-jie; Hu, Cheng-liang

2014-12-01

Though postgraduate education started before the founding of new China in 1949, it was not until the implementation of the policy reform and the opening-up in 1978 that China's postgraduate productivity began to take off. Since the introduction of Regulations of the People's Republic of China on Academic Degrees in 1981, the number of graduate students enrolled each year has increased 50 times since 1978. China is now the second largest producer of publications indexed by the database of Science Citation Index (SCI) (Web of Science™, Thomson Reuters), which reflects great strides being made in the postgraduate education. In this paper, we discuss the relationship between the increasingly high enrollments of graduate students and the quantity (the number) and quality (the academic impact and the originality) of their publications, to see whether there is a correlation.

Promotion of Sustainability in Postgraduate Education in the Asia Pacific Region

ERIC Educational Resources Information Center

Naeem, Malik A.; Peach, Neil W.

2011-01-01

Purpose: The purpose of this paper is to describe how a consortium of universities in the Asia Pacific region are endeavouring to make a contribution to the implementation of education for sustainable development (ESD) through their participation with and the operation of the Promotion of Sustainability in Postgraduate Education and Research Net…

Is the modernisation of postgraduate medical training in the Netherlands successful? Views of the NVMO Special Interest Group on Postgraduate Medical Education.

PubMed

Scheele, Fedde; Van Luijk, Scheltus; Mulder, Hanneke; Baane, Coby; Rooyen, Corry Den; De Hoog, Matthijs; Fokkema, Joanne; Heineman, Erik; Sluiter, Henk

2014-02-01

Worldwide, the modernisation of medical education is leading to the design and implementation of new postgraduate curricula. In this article, the Special Interest Group for postgraduate medical education of the Netherlands Association for Medical Education (NVMO) reports on the experiences in the Netherlands. To provide insight into the shift in the aims of postgraduate training, as well as into the diffusion of distinct curricular activities, introduced during the process of modernisation. Based on three levels of training described by Frenk et al., the process of modernisation in the Netherlands is reviewed in a narrative way, using the expert views of the NVMO-SIG on PGME as a source of information. Educational science has effectively been incorporated and has until now mainly been applied on the level of informative learning to create 'medical expertise'. Implementing change on the level of formative learning for 'professional performance' has until now been a slow and arduous process, but the concept of reflection on practice has been firmly embraced. The training on the level of transformative learning is still in its early stages. The discussion about the aims of modern medical education could benefit from a more structured and transdisciplinary approach. Research is warranted on the interface between health care provision and those sciences that specialise in generic professional skills and in the societal context. Training professionals and educating 'enlightened change agents' for transformation in health care requires more governance and support from academic leaders with a broader perspective on the future of health care.

The cost of postgraduate medical education and continuing medical education: re-examining the status fifty years back.

PubMed

Walsh, Kieran

2015-03-01

The subject of the cost and value of medical education is becoming increasingly important. However, this subject is not a new one. Fifty years ago, Mr. DH Patey, Dr. OF Davies, and Dr. John Ellis published a report on the state of postgraduate medical education in the UK. The report was wide-ranging, but it made a considerable mention of cost. In this short article, I have presented the documentary research that I conducted on their report. I have analyzed it from a positivist perspective and have concentrated on the subject of cost, as it appears in their report. The authors describe reforms within postgraduate medical education; however, they are clear from the start that the issue of cost can often be a barrier to such reforms. They state the need for basic facilities for medical education, but then outline the financial barriers to their development. The authors then discuss the costs of library services for education. They state that the "annual spending on libraries varies considerably throughout the country." The authors also describe the educational experiences of newly graduated doctors. According to them, the main problem is that these doctors do not have time to attend formal educational events, and that this will not be possible until there is "a more graduated approach to responsible clinical work," something which is not possible without financial investment. While concluding their report, the authors state that the limited money invested in postgraduate medical education and continuing medical education has been well spent, and that this has had a dual effect on improving medical education as well as the standards of medical care.

The Cost of Postgraduate Medical Education and Continuing Medical Education: Re-Examining the Status Fifty Years Back

PubMed Central

2015-01-01

The subject of the cost and value of medical education is becoming increasingly important. However, this subject is not a new one. Fifty years ago, Mr. DH Patey, Dr. OF Davies, and Dr. John Ellis published a report on the state of postgraduate medical education in the UK. The report was wide-ranging, but it made a considerable mention of cost. In this short article, I have presented the documentary research that I conducted on their report. I have analyzed it from a positivist perspective and have concentrated on the subject of cost, as it appears in their report. The authors describe reforms within postgraduate medical education; however, they are clear from the start that the issue of cost can often be a barrier to such reforms. They state the need for basic facilities for medical education, but then outline the financial barriers to their development. The authors then discuss the costs of library services for education. They state that the "annual spending on libraries varies considerably throughout the country." The authors also describe the educational experiences of newly graduated doctors. According to them, the main problem is that these doctors do not have time to attend formal educational events, and that this will not be possible until there is "a more graduated approach to responsible clinical work," something which is not possible without financial investment. While concluding their report, the authors state that the limited money invested in postgraduate medical education and continuing medical education has been well spent, and that this has had a dual effect on improving medical education as well as the standards of medical care. PMID:25802685

Rethinking Postgraduate Education in Geography: The Case of the Netherlands

ERIC Educational Resources Information Center

Fortuijn, Joos Droogleever

2012-01-01

This paper discusses reforms in postgraduate education in geography in the Netherlands in the context of Europeanization and globalization. Europeanization and globalization have resulted in challenges as well as opportunities for students and universities. In terms of internationalization, Europeanization and the global economic crisis have…

Tensions related to implementation of postgraduate degree projects in specialist nursing education.

PubMed

German Millberg, Lena; Berg, Linda; Lindström, Irma; Petzäll, Kerstin; Öhlén, Joakim

2011-04-01

In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

Competence formation and post-graduate education in the public water sector in Indonesia

NASA Astrophysics Data System (ADS)

Kaspersma, J. M.; Alaerts, G. J.; Slinger, J. H.

2012-01-01

A framework is introduced, describing three aggregate competences for technical issues, management and governance, and a meta-competence for continuous learning and innovation, for the water sector. The four competences are further organised in a T-shaped competence profile. The framework and an assessment methodology were tested in a case study on post-graduate water education for professional staff in the Directorate General Water Resources (DGWR) in Indonesia. Though DGWR professionals have a firmly "technical" orientation, both the surveys and interviews show strong interest in the other competences: in particular the learning meta-competence, as well as the aggregate competence for management. The aggregate competence for governance systematically scores lower. A discrepancy appears to exist between the competences that staff perceive as needed in daily work, and those that could be acquired during post-graduate water education. In both locally-based and international post-graduate water education, the aggregate competences for management as well as governance are reportedly addressed modestly, if at all. With only little competence in these disciplines, it will be difficult for professionals to communicate and collaborate effectively in an interdisciplinary way. As a result, the horizontal bar of the T-shaped profile remains weakly developed. In international post-graduate education, this seems partly compensated by the attention for continuous learning and innovation. The exposure to a different culture and learning format is reported as fundamentally formative. The policies of DGWR have gone through three distinct phases. In the first phase (1970-1987) technical competence and learning were valued highly and training was arranged effectively; in the current phase the need to develop new competences is raising new challenges.

Adopting Online Taster Courses in Postgraduate Recruitment: The Case of a British Business School

ERIC Educational Resources Information Center

Papagiannidis, Savvas

2013-01-01

Given the increasing competition faced by higher education institutions when it comes to attracting postgraduate students, and the implications of the global financial crisis, technology can play a critical role in not only promoting courses, but also enhancing the student recruitment experience, especially for international students. This article…

Postgraduate Educational Program for Primary Care Physicians in Remote Areas in Lebanon

ERIC Educational Resources Information Center

Saab, Bassem Roberto; Kanaan, Nabil; Hamadeh, Ghassan; Usta, Jinan

2003-01-01

Introduction: Continuing medical education (CME) is a requirement in many developed countries. Lebanon lacks such a rule; hence, the dictum "once a doctor always a doctor" holds. This article describes a pioneering postgraduate educational program for primary care physicians in remote areas of Lebanon. Method: The Lebanese Society of…

Teacher Education--Online.

ERIC Educational Resources Information Center

Leach, Jenny

1996-01-01

The Open University of United Kingdom's Postgraduate Certificate of Education program is an 18-month, part-time course that annually trains over 1000 graduate teachers via electronic conferencing and open learning methods. The program provides every student and tutor with a Macintosh computer, printer, and modem and builds on face-to-face contacts…

The "Campus Imaginary": Online Students' Experience of the Masters Dissertation at a Distance

ERIC Educational Resources Information Center

Ross, Jen; Sheail, Philippa

2017-01-01

Higher education research has overlooked online distance Masters students' experiences of independent research, and this is an important gap at a time when increasing numbers of taught postgraduate programmes are delivered online. This article discusses findings from interviews with eighteen graduates from four online Masters programmes. It…

An Empirical Study of Online Discussion Forums by Library and Information Science Postgraduate Students Using Technology Acceptance Model 3

ERIC Educational Resources Information Center

Adetimirin, Airen

2015-01-01

E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as…

Reflecting on some of the challenges facing postgraduate nursing education in South Africa.

PubMed

Essa, Ilhaam

2011-04-01

Considering the dearth of professional nurses in South Africa today, and the fact that postgraduate nursing education can contribute towards enhancing the competences of those in the profession, I shall examine some of the challenges faced by a group of previously enrolled postgraduate nursing students which resulted in their non-completion of a formal qualification. The focus of this investigation was a 2008 cohort of students that did not complete their non-clinical postgraduate diplomas at the institution where I work. Of the 29 students who did not complete their studies, I have selected a group of 8 students through a purposive non-random sample with the objective to ascertain some of the reasons for them not completing their diploma. My aim was to examine some of the reasons as to why postgraduate nursing students do not complete their qualification and to suggest ways as to how the curriculum can be reconstructed as to counteract some of students' pitfalls. Based on my qualitative interpretive analysis, I shall argue that these students did not complete their diplomas on the grounds of, having experienced a lack of institutional and social support; their inability to cope with the demands of academic rigour; their experiences of isolation and exclusion; and, the inability to cope with unimagined realities. My contention is that if postgraduate nursing is not adequately attended to, the possibility that nursing education would not contribute to the transformation of the profession, is highly possible. Copyright © 2010 Elsevier Ltd. All rights reserved.

The Vision of Digital Intelligence for Postgraduate Education: Improving Both Student Experience and Administrative Ease

ERIC Educational Resources Information Center

James, E. Alana; Leasure, David

2017-01-01

Postgraduate education is poised for rapid development and if Deans and administrators will embrace lessons from industry it can actually be a smooth transition. The cost of doing nothing is greater than it has ever been before. Hit and miss development has left Postgraduate Schools (PGS) with disjointed student analytics and student experience is…

Digital technologies in occupational therapy and physiotherapy undergraduate and postgraduate education: a scoping review protocol.

PubMed

Olivier, Benita; Verdonck, Michele; Casteleijn, Daleen

2017-11-01

How have digital technologies been used in occupational therapy and physiotherapy undergraduate and postgraduate education?Specifically, the objective of this scoping review is to present an overview of research on the use of digital technologies in terms of type of digital technology used, pedagogy associated with the use of digital technology, subject/topic/area of application, experiences/perception of digital technology used, outcomes of the digital technology used and challenges to the use of digital technologies in occupational therapy and physiotherapy undergraduate and postgraduate education.

A review of the organization, regulation, and financing practices of postgraduate education in clinical nursing in 12 European countries.

PubMed

Rautiainen, Elina; Vallimies-Patomäki, Marjukka

2016-01-01

The aim of this study was to generate information of postgraduate education in clinical nursing in the EU member states. Data were collected via a structured electronic questionnaire and the questionnaire was sent to the government chief nurses in 26 EU countries in May 2013. Response rate was 46% (n=12). In total, 42 domains of specialization were identified. The most common domains were intensive care, mental health, operating room, emergency care, and pediatrics. Specialization programs were organized by university in two of the respondent countries, as residency program in one country, and as a mix of them in four countries. Regulation practices varied remarkably between the countries: scope of practice, subjects, entry requirements, length of education, description of the minimum competence requirements, and education standards related to the specialization programs were most often regulated by act, decree or other regulation. In some of the countries, no registration was required beyond the initial registration, whereas in some others, registration practices varied depending on the specialization program. New information was gathered on the regulation practices of postgraduate education in clinical nursing in the European Region concerning title provision, entry requirements, and financing practices. The awarded title on specialization programs depended on the level of postgraduate education, and the title might vary between the domains. General clinical experience was included in the entry requirements in seven countries. The government was mainly responsible for financing the postgraduate education in four countries, employer in three countries, and in the rest of the countries, there was a combination of different financiers. The importance of knowledge exchange on postgraduate education across the European countries needs to be acknowledged. Information provided by this study on international regulation practices provides useful information for the policy

Postgraduate education in noninvasive laser therapy

NASA Astrophysics Data System (ADS)

Navratil, Leos; Kymplova, Jaroslava; Navratilova, Blanka

2002-10-01

Non-invasive lasertherapy became today an appreciated treatment method. To avoid its degradation, it is necessary that every physician, who indicates it, would pass out the basic course in these problems. So the error danger by its application would be reduced. As we have verified, in every country the education process is different; we don't consider this fact as right. In the Czech Republic the Radiobiologic Society of Czech Medical Society J. E. Purkynje in co-operation with the Institute of Further Physician's Education, having wide experiences in postgraduate education, organizes already five years such courses. The basic course has 20 lessons, in which the graduates are acquainted with physical base of laser, hygienic rulings for working with laser and biologic changes induced by low level laser in the tissue in vivo. A considerable attention is dedicated to clinical practice and practical education on clinical departments in the fields of dermatology, physiotherapy, stomatology and gynaecology. This course is completed with a lecture of the recent marketing in health service. Participants document their knowledge's in the closing test. Every physician can perfect his knowledge's in a continuation course. Our experiences proved that the education in phototherapy in Czech Republic is on high level in comparison with number of other countries.

An Exploration into the Impact of Blogs on Students' Learning: Case Studies in Postgraduate Business Education

ERIC Educational Resources Information Center

Mansouri, S. Afshin; Piki, Andriani

2016-01-01

The research draws from four case studies to investigate the impact of using blogs within postgraduate education. The study explores how postgraduate business students engage with blogs, whether students' learning preferences correlate with their degree of contribution and how student participation relates with overall achievement. A mixed…

Postgraduate education for nurses: the Middlesex model.

PubMed

Caldwell, K

2001-04-01

Nurse education has been subject to many changes and much debate and criticism over recent years. What has become increasingly evident is that with the changing nature of nursing within society, nursing curricula have to be more flexible and dynamic if they are to meet a multiplicity of needs. There is also a need to recognize that many levels of curricula will be required to prepare the nurses of the future. At Middlesex University the development of specialist practice programmes at postgraduate diploma level, and preparation of nurses for a higher level of practice at masters level has required the development of a new curriculum model which allows both the individualization of academic programmes to meet the needs of nurses, their clients and the organization in which they work, and the integration of development and learning through practice. This model is built on the results of an evaluation of an existing postgraduate programme in interprofessional health care. Key features of the curriculum development include a structured collaboration between student, practice mentor and academic supervisor, and the use of a professional development portfolio to individualize the academic programme and facilitate autonomous learning. Copyright 2001 Harcourt Publishers Ltd.

Oncology education in Canadian undergraduate and postgraduate medical programs: a survey of educators and learners

PubMed Central

Tam, V.C.; Berry, S.; Hsu, T.; North, S.; Neville, A.; Chan, K.; Verma, S.

2014-01-01

Background The oncology education framework currently in use in Canadian medical training programs is unknown, and the needs of learners have not been fully assessed to determine whether they are adequately prepared to manage patients with cancer. Methods To assess the oncology education framework currently in use at Canadian medical schools and residency training programs for family (fm) and internal medicine (im), and to evaluate opinions about the content and utility of standard oncology education objectives, a Web survey was designed and sent to educators and learners. The survey recipients included undergraduate medical education curriculum committee members (umeccms), directors of fm and im programs, oncologists, medical students, and fm and im residents. Results Survey responses were received from 677 educators and learners. Oncology education was felt to be inadequate in their respective programs by 58% of umeccms, 57% of fm program directors, and 50% of im program directors. For learners, oncology education was thought to be inadequate by 67% of medical students, 86% of fm residents, and 63% of im residents. When comparing teaching of medical subspecialty–related diseases, all groups agreed that their trainees were least prepared to manage patients with cancer. A standard set of oncology objectives was thought to be possibly or definitely useful for undergraduate learners by 59% of respondents overall and by 61% of postgraduate learners. Conclusions Oncology education in Canadian undergraduate and postgraduate fm and im training programs are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives might address the needs of learners. PMID:24523624

Post-Graduate Student Performance in "Supervised In-Class" vs. "Unsupervised Online" Multiple Choice Tests: Implications for Cheating and Test Security

ERIC Educational Resources Information Center

Ladyshewsky, Richard K.

2015-01-01

This research explores differences in multiple choice test (MCT) scores in a cohort of post-graduate students enrolled in a management and leadership course. A total of 250 students completed the MCT in either a supervised in-class paper and pencil test or an unsupervised online test. The only statistically significant difference between the nine…

Development of ACLEEM questionnaire, an instrument measuring residents' educational environment in postgraduate ambulatory setting.

PubMed

Riquelme, Arnoldo; Padilla, Oslando; Herrera, Cristian; Olivos, Trinidad; Román, José Antonio; Sarfatis, Alberto; Solís, Nancy; Pizarro, Margarita; Torres, Patricio; Roff, Sue

2013-01-01

Students' perceptions of their educational environment (EE) have been studied in undergraduate and postgraduate curricula. Postgraduate EE has been measured in hospital settings. However, there are no instruments available to measure the EE in postgraduate ambulatory settings. The aim of this study was to develop the "ambulatory care learning education environment measure" (ACLEEM). A mixed methodology was used including three stages: (1) Grounded theory (focus groups); (2) Delphi technique to identify consensus; and (3) Pilot study. Three quota samples of approximately 60 stakeholders were formed, one as focus groups and two as Delphi panels. Eight focus groups were carried out including 58 residents (Latin-American Spanish speakers). The results were analysed and 173 items were offered to a National Delphi panel (61 residents and teachers). They reduced in two rounds the number of important items to 54. The 54-item questionnaire was then piloted with 63 residents and refined to the final version of the ACLEEM with 50 items and three domains. The 50-item inventory is a valid instrument to measure the EE in postgraduate ambulatory setting in Chile. Large-scale administration of the ACLEEM questionnaire to evaluate its construct validity and reliability are the next steps to test the psychometric properties of the instrument.

Educational needs of health professionals working in rheumatology in Europe.

PubMed

Vliet Vlieland, Theodora P M; van den Ende, Cornelia H M; Alliot-Launois, Francoise; Beauvais, Catherine; Gobbo, Milena; Iagnocco, Annamaria; Lundberg, Ingrid E; Munuera-Martínez, Pedro V; Opava, Christina H; Prior, Yeliz; Redmond, Anthony; Smucrova, Hana; Wiek, Dieter

2016-01-01

To explore the availability of postgraduate education for health professionals (HPs) working in rheumatology in Europe, and their perceived educational needs and barriers for participation in current educational offerings. Structured interviews were conducted with national representatives of rheumatology HPs' organisations and an online survey among individual HPs was disseminated through existing European League Against Rheumatism (EULAR) networks (10 languages including English). These comprised questions on: availability of postgraduate education, familiarity with EULAR and its educational offerings, unmet needs regarding the contents and mode of delivery and potential barriers to participate in education (0-10 scales). According to 17 national representatives, postgraduate rheumatology education was most common for nurses, physical and occupational therapists. There were 1041 individuals responding to the survey, of whom 48% completed all questions. More than half (56%) were familiar with EULAR as an organisation, whereas <25% had attended the EULAR congress or were familiar with EULAR online courses. Educational needs regarding contents were highest for 'inflammatory arthritis' and 'connective tissue diseases' and regarding modes of delivery for 'courses organised in own country' and 'online courses'. Important barriers to participation included lack of 'resources', 'time' and 'English language skills'. Overall, there was considerable variation in needs and barriers among countries. There is a lack of postgraduate rheumatology education for HPs in most countries. There are opportunities to raise awareness regarding EULAR educational offerings and to develop courses provided in HPs' own country, tailored to national needs and barriers and taking language barriers into consideration.

A study of videoconferencing for postgraduate continuing education in dentistry in the UK--the teachers' view.

PubMed

Odell, E W; Francis, C A; Eaton, K A; Reynolds, P A; Mason, R D

2001-08-01

Videoconferencing is an established method for providing medical education over long distances. Our aims were to assess the feasibility of videoconferencing in dental postgraduate education, to evaluate its practicability, teacher satisfaction and evaluate equipment. Twenty-seven teachers from the 4 London Dental Schools provided 41 postgraduate dental education sessions on a range of topics to regional postgraduate centres and dental practices as part of the Thames Health Region's programme. Videoconferencing was carried out using a relatively inexpensive personal computer system link using ISDN2 telephone lines and Z350 protocol. Presenter views and assessment were obtained by questionnaire, interview and videotape. Teachers felt that minimal additional preparation time was required for videoconferencing and 21/27 preferred it to in-person teaching, most noting the saving in travel time. Only 3 of the teachers were dissatisfied with their ability to communicate, 4 were equivocal and 20 were either pleased or very pleased. The teachers largely enjoyed the experience and performed well in the new medium. However, sound quality proved inadequate in 5/41 links and most sessions included some periods of suboptimal sound. Only 4 teachers were satisfied with their ability to perform question and answer interaction with the audience. We conclude that experienced teachers adapt readily to videoconferencing and learn to communicate effectively very quickly. Teachers were positive about the medium despite its shortcomings and improvements in sound quality would allow a rapid expansion of postgraduate dental education by videoconference.

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

PubMed

De Leeuw, R A; Westerman, Michiel; Nelson, E; Ket, J C F; Scheele, F

2016-07-08

E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

The Future of Postgraduate Medical Education in Canada.

PubMed

Busing, Nick; Harris, Ken; MacLellan, Anne-Marie; Moineau, Geneviève; Oandasan, Ivy; Rourke, James; Saxena, Anurag

2015-09-01

The Future of Medical Education in Canada Postgraduate (FMEC PG) Project was launched in 2010 by a consortium of four organizations: the Association of Faculties of Medicine of Canada, the Collège des Médecins du Québec, the College of Family Physicians of Canada, and the Royal College of Physicians and Surgeons of Canada. The FMEC PG study set out to review the state of the Canadian postgraduate medical education (PGME) system and make recommendations for improvements and changes. The extensive process included literature reviews, commissioned papers, stakeholder interviews, international consultations, and dialogue with the public and learners. The resulting key findings and 10 recommendations, published in a report in 2012, represent the collective vision of the consortium partner organizations for PGME in Canada. Implementation of the recommendations began in 2013 and will continue beyond 2016.In this article, the authors describe the complex process of developing the recommendations, highlight several recommendations, consider implementation processes and issues, and share lessons learned to date. They reflect on the ways in which the transformation of a very complex and complicated PGME system has required many stakeholders to work together on multiple interventions simultaneously. Notwithstanding the challenges for the participating organizations, changes have been introduced and sustainability is being forged. Throughout this process, the consortium partners and other stakeholders have continued to address the social accountability role of all physicians with respect to the public they serve.

Student Perception of Online Learning in ESL Bilingual Teacher Preparation

ERIC Educational Resources Information Center

Daniel, Mayra C.; Schumacher, Gail; Stelter, Nicole; Riley, Carolyn

2016-01-01

Current technologies are changing delivery options for post-graduate teacher education. Many practicing teachers who return to school to prepare to educate English learners choose distance learning. This article explores teachers' perceived satisfaction with the quality of online courses, with the collaborative tasks required in these, and the…

Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

PubMed

Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

2014-08-01

Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

Confidence in Their Own Ability: Postgraduate Early Childhood Students Examining Their Attitudes towards Inclusive Education

ERIC Educational Resources Information Center

Cologon, Kathy

2012-01-01

This study explores reflections of a group of postgraduate early childhood students in relation to their self-reported attitudes towards inclusive education. Participant self-reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the…

Strengthening medical education in haematology and blood transfusion: postgraduate programmes in Tanzania

PubMed Central

Makani, Julie; Lyimo, Magdalena; Magesa, Pius; Roberts, David J.

2017-01-01

Summary Haematology and blood transfusion, as a clinical and laboratory discipline, has a far-reaching impact on healthcare both through direct patient care as well as provision of laboratory and transfusion services. Improvement of haematology and blood transfusion may therefore be significant in achieving advances in health in Africa. In 2005, Tanzania had one of the lowest distributions of doctors in the world, estimated at 2·3 doctors per 100 000 of population, with only one haematologist, a medical doctor with postgraduate medical education in haematology and blood transfusion. Here, we describe the establishment and impact of a postgraduate programme centred on Master of Medicine and Master of Science programmes to build the capacity of postgraduate training in haematology and blood transfusion. The programme was delivered through Muhimbili University of Health and Allied Sciences (MUHAS) with partnership from visiting medical and laboratory staff from the UK and complemented by short-term visits of trainees from Tanzania to Haematology Departments in the UK. The programme had a significant impact on the development of human resources in haematology and blood transfusion, successfully training 17 specialists with a significant influence on delivery of health services and research. This experience shows how a self-sustaining, specialist medical education programme can be developed at low cost within Lower and Middle Income Countries (LMICs) to rapidly enhance delivery of capacity to provide specialist services. PMID:28369755

[Psychological features of the motivation component in the training of doctors in the system of postgraduate education].

PubMed

Koshova, Svitlana; Horachuk, Viktoriia; Pishchykov, Valerii

2018-01-01

Introduction: Тhe problem of motivating adult learning in postgraduate education has so far been the subject of study primarily in methodological and pedagogical studies. They focus on the analysis of the content side of the motivation of adult learning activities. As for the problem of the dynamics of motivation for adult learning activities, including for doctors in the system of postgraduate medical education with continuous professional development, it has not been sufficiently studied so far. The aim: This work is to analyze information and psychological features of the motivational sphere of doctors, which contribute to their successful training during continuous professional development in the system of postgraduate medical education. Materials and methods: In the work is used a range of methods: content analysis, bibliosemantic, systematic approach, analysis of products of activity. Review: At the present stage of social and economic transformations in Ukraine, the development of the general abilities of a person, his professional self-awareness, motivation for postgraduate education and obtaining a new specialization (E.О. Klimov, N.S. Glukhanyuk, I.V. Dubrovin, D.N. Zabrodin, T.V. Kudryavtsev, V.D. Shadrikov, etc.) The existing system of professional retraining does not pay enough attention to the study of conscious motives in adult learning activity. The practical relevance of this problem is determined, on the one hand, by the dynamic processes in the system of vocational training and retraining, the requirements for high efficiency of the results of the work of trained specialists. On the other hand, there is need to create conditions in the system of continuing education, the result of which is the effectiveness of adult learning activities. Conclusions: The study of the dynamics of motivation of adult learning activities is, in our opinion, relevant and has great theoretical as well as practical interest. It will allow to expand the idea of

An exploration of contextual dimensions impacting goals of care conversations in postgraduate medical education.

PubMed

Roze des Ordons, Amanda L; Lockyer, Jocelyn; Hartwick, Michael; Sarti, Aimee; Ajjawi, Rola

2016-03-21

Postgraduate medical trainees are not well prepared difficult conversations about goals of care with patients and families in the acute care clinical setting. While contextual nuances within the workplace can impact communication, research to date has largely focused on individual communication skills. Our objective was to explore contextual factors that influence conversations between trainees and patients/families about goals of care in the acute care setting. We conducted an exploratory qualitative study involving five focus groups with Internal Medicine trainees (n = 20) and a series of interviews with clinical faculty (n = 11) within a single Canadian centre. Thematic framework analysis was applied to categorize the data and identify themes and subthemes. Challenges and factors enabling goals of care conversations emerged within individual, interpersonal and system dimensions. Challenges included inadequate preparation for these conversations, disconnection between trainees, faculty and patients, policies around documentation, the structure of postgraduate medical education, and resource limitations; these challenges led to missed opportunities, uncertainty and emotional distress. Enabling factors were awareness of the importance of goals of care conversations, support in these discussions, collaboration with colleagues, and educational initiatives enabling skill development; these factors have resulted in learning, appreciation, and an established foundation for future educational initiatives. Contextual factors impact how postgraduate medical trainees communicate with patients/families about goals of care. Attention to individual, interpersonal and system-related factors will be important in designing educational programs that help trainees develop the capacities needed for challenging conversations.

Educational needs of health professionals working in rheumatology in Europe

PubMed Central

Vliet Vlieland, Theodora P M; van den Ende, Cornelia H.M; Alliot-Launois, Francoise; Beauvais, Catherine; Gobbo, Milena; Iagnocco, Annamaria; Lundberg, Ingrid E; Munuera-Martínez, Pedro V; Opava, Christina H; Prior, Yeliz; Redmond, Anthony; Smucrova, Hana; Wiek, Dieter

2016-01-01

Objective To explore the availability of postgraduate education for health professionals (HPs) working in rheumatology in Europe, and their perceived educational needs and barriers for participation in current educational offerings. Methods Structured interviews were conducted with national representatives of rheumatology HPs' organisations and an online survey among individual HPs was disseminated through existing European League Against Rheumatism (EULAR) networks (10 languages including English). These comprised questions on: availability of postgraduate education, familiarity with EULAR and its educational offerings, unmet needs regarding the contents and mode of delivery and potential barriers to participate in education (0–10 scales). Results According to 17 national representatives, postgraduate rheumatology education was most common for nurses, physical and occupational therapists. There were 1041 individuals responding to the survey, of whom 48% completed all questions. More than half (56%) were familiar with EULAR as an organisation, whereas <25% had attended the EULAR congress or were familiar with EULAR online courses. Educational needs regarding contents were highest for ‘inflammatory arthritis’ and ‘connective tissue diseases’ and regarding modes of delivery for ‘courses organised in own country’ and ‘online courses’. Important barriers to participation included lack of ‘resources’, ‘time’ and ‘English language skills’. Overall, there was considerable variation in needs and barriers among countries. Conclusions There is a lack of postgraduate rheumatology education for HPs in most countries. There are opportunities to raise awareness regarding EULAR educational offerings and to develop courses provided in HPs' own country, tailored to national needs and barriers and taking language barriers into consideration. PMID:27933210

The International Research Training Group (GRK532): Practicing Cross-Border Postgraduate Education

ERIC Educational Resources Information Center

Ehses, Markus; Veith, Michael

2009-01-01

In 1999, the International Research Training Group "GRK532" was founded as a pilot project for cross-border European postgraduate education along the German/French/Luxembourg borders. The project consists of an interdisciplinary research programme on synthesis, isolation and characterization of new materials accompanied by an ambitious…

How the PhD Came to Britain. A Century of Struggle for Postgraduate Education. SRHE Monograph 54.

ERIC Educational Resources Information Center

Simpson, Renate

The development of postgraduate studies and the establishment of the Ph.D. in Britain are discussed. Events leading to the introduction of the Ph.D. degree between 1917 and 1920 are traced, and Germany and America's influence on the acceptance of postgraduate education and research in Britain is addressed. An analysis of the highly developed…

Problem-based learning versus lecture-based learning in postgraduate medical education.

PubMed

Smits, Paul B; de Buisonjé, Cathelijn D; Verbeek, Jos H; van Dijk, Frank J; Metz, Jaap C; ten Cate, Olle J

2003-08-01

The objective of this study was to investigate the effectiveness of problem-based learning in comparison with lecture-based learning in a postgraduate medical training program concerning the management of mental health problems for occupational health physicians. A randomized controlled trial in 1999, with a mean follow-up of 14 months after the educational intervention, was used involving postgraduate medical education and training for occupational health physicians in The Netherlands, with 118 physicians in training as occupational health physicians. The experimental program was based on the principles of problem-based learning; the control program used the traditional lecture-based approach. Both programs were aimed at improving knowledge of and performance in the occupational management of work-related mental health problems. As the main outcome measures, knowledge tests consisting of true-or-false and open-answer questions and performance in practice based on self-reports and performance indicators were used. Satisfaction with the course was rated by the participants. In both groups, knowledge had increased equally directly after the programs and decreased equally after the follow-up. The gain in knowledge remained positive. The performance indicator scores also increased in both groups, but significantly more so in the problem-based group. The problem-based group was less satisfied with the course. Both forms of postgraduate medical training are effective. In spite of less favorable evaluations, the problem-based program appeared to be more effective than the lecture-based program in improving performance. Both programs, however, were equally effective in improving knowledge levels.

Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development.

PubMed

Mattheos, N; de Bruyn, H; Hultin, M; Jepsen, S; Klinge, B; Koole, S; Sanz, M; Ucer, C; Lang, N P

2014-03-01

Implant dentistry is a treatment modality which has mainstream clinical practice of comprehensive care, which however is not adequately represented in the undergraduate dental curricula. A consensus workshop organised by ADEE in 2008, set the benchmarks for the knowledge and competences a modern dental practitioner must possess with regard to implant dentistry, as well as defined undergraduate and postgraduate pathways for the acquisition of these competences. Today, 5 years later, there exist several challenges for the implementation of these benchmarks in both undergraduate curricula but also post-graduation educational pathways. A consensus workshop was organised by ADEE, bringing together 48 opinion leaders, including academic teachers of all disciplines related to implant dentistry, specialists, representatives of relevant scientific and professional associations, as well as industry delegates. The objectives of the workshop were to evaluate the existing scientific literature, reported experience and best practices in order to identify potential and limitations for the implementation of implant dentistry in the undergraduate curriculum, as well produce recommendations for the optimal educational structures for postgraduate programmes and continuing professional development. The scientific committee conducted two European-wide questionnaire surveys to better document the current state of education in implant dentistry. Upon completion of the surveys, reviewers were appointed to produce three scientific review papers, identifying current achievements and future challenges. Finally, during the 3 days of the workshop, all the evidence was reviewed and the main conclusions and recommendations that were adopted by all participants are reported in the present Consensus Paper. Implementation of implant dentistry in the undergraduate curriculum has improved significantly, but still lags behind the benchmarks set in 2008 and the diversity between institutions remains

[The training of medical and scientific manpower in the system of postgraduate medical education].

PubMed

Kabanova, S A; Lozhkevich, I Iu

2010-01-01

The research was held within Petrovsky National surgery center and revealed certain regularities and trends testifying the necessity of further strategic and tactic development of training of graduated specialists through the innovative optimization of effectiveness of post-graduate training of medical personnel. The inclusion of social psychological monitoring of educational process is obligatory. The implementation of sociological monitoring in any institution providing post-graduate training has to be a powerful tool for enhancing quality and efficiency of training of medical professionals. This approach presupposes modernization of training programs accounting the innovations and research data.

The Spectre of Educational Policy Spreads throughout Europe. Its Presence as a Discipline in Postgraduate Education

ERIC Educational Resources Information Center

Jiménez Eguizábal, Alfredo; Palmero Cámara, Carmen; Luis Rico, Isabel

2013-01-01

The aim of this paper is to identify and analyse the ways educational policy is understood, taught and practiced as a training discipline at postgraduate level in the European context. We have validated its epistemological solvency through a quantitative, comparative and ethnographic study of its main features as a discipline--such as ideological…

The use of the OSCE in postgraduate education.

PubMed

Arnold, R C; Walmsley, A D

2008-08-01

The Objective Structured Clinical Examination (OSCE) is a method of assessing the clinical skills of undergraduates in medicine, dentistry and other health sciences and is employed increasingly in postgraduate education. To describe the application of the OSCE to the development of Lifelong Learning and Continuing Professional Development (CPD) for General Dental Practitioners (GDPs). A postgraduate course was designed as an OSCE for GDPs. The OSCE comprised 12 stations covering different aspects of general dentistry. After an introductory seminar outlining the aim of the course, the participants spent 7 min at each station. Each question or task required 10 answers and was designed to highlight areas of weakness or interest and to stimulate further study of the presenting topic. Solutions and answers were provided at each station for self-assessment along with a list of locally presented courses related to that subject. Participants were invited to leave contact details and to make suggestions for future postgraduate courses. The final session consisted of a group discussion and participants were invited to complete an evaluation form to express opinions on the course. The evaluation demonstrated that most candidates found participation in the OSCE stimulated their interest in CPD. The OSCE also highlighted areas of weakness in knowledge of certain clinical procedures. Group discussion confirmed that practitioners found the hands-on component valuable and that they were likely to participate in further OSCEs to enhance their CPD. Suggestions received during the discussion were used to modify the course. The OSCE course fulfilled its aim of assisting practitioners to organise their CPD. The reflective nature of the course was helpful in evaluating clinical knowledge and the unique multidisciplinary style fulfilled its objective in promoting thoughts regarding future study.

Strengthening medical education in haematology and blood transfusion: postgraduate programmes in Tanzania.

PubMed

Makani, Julie; Lyimo, Magdalena; Magesa, Pius; Roberts, David J

2017-06-01

Haematology and blood transfusion, as a clinical and laboratory discipline, has a far-reaching impact on healthcare both through direct patient care as well as provision of laboratory and transfusion services. Improvement of haematology and blood transfusion may therefore be significant in achieving advances in health in Africa. In 2005, Tanzania had one of the lowest distributions of doctors in the world, estimated at 2·3 doctors per 100 000 of population, with only one haematologist, a medical doctor with postgraduate medical education in haematology and blood transfusion. Here, we describe the establishment and impact of a postgraduate programme centred on Master of Medicine and Master of Science programmes to build the capacity of postgraduate training in haematology and blood transfusion. The programme was delivered through Muhimbili University of Health and Allied Sciences (MUHAS) with partnership from visiting medical and laboratory staff from the UK and complemented by short-term visits of trainees from Tanzania to Haematology Departments in the UK. The programme had a significant impact on the development of human resources in haematology and blood transfusion, successfully training 17 specialists with a significant influence on delivery of health services and research. This experience shows how a self-sustaining, specialist medical education programme can be developed at low cost within Lower and Middle Income Countries (LMICs) to rapidly enhance delivery of capacity to provide specialist services. © 2017 John Wiley & Sons Ltd.

Perceived barriers to online education by radiologic science educators.

PubMed

Kowalczyk, Nina K

2014-01-01

Radiologic science programs continue to adopt the use of blended online education in their curricula, with an increase in the use of online courses since 2009. However, perceived barriers to the use of online education formats persist in the radiologic science education community. An electronic survey was conducted to explore the current status of online education in the radiologic sciences and to identify barriers to providing online courses. A random sample of 373 educators from radiography, radiation therapy, and nuclear medicine technology educational programs accredited by the Joint Review Committee on Education in Radiologic Technology and Joint Review Committee on Educational Programs in Nuclear Medicine Technology was chosen to participate in this study. A qualitative analysis of self-identified barriers to online teaching was conducted. Three common themes emerged: information technology (IT) training and support barriers, student-related barriers, and institutional barriers. Online education is not prevalent in the radiologic sciences, in part because of the need for the clinical application of radiologic science course content, but online course activity has increased substantially in radiologic science education, and blended or hybrid course designs can effectively provide opportunities for student-centered learning. Further development is needed to increase faculty IT self-efficacy and to educate faculty regarding pedagogical methods appropriate for online course delivery. To create an excellent online learning environment, educators must move beyond technology issues and focus on providing quality educational experiences for students.

Improving the Quality of Postgraduate Education in Traditional Japanese Kampo Medicine for Junior Residents: An Exploratory Survey Conducted in Five Institutions in the Tohoku Area.

PubMed

Takayama, Shin; Kobayashi, Seiichi; Kaneko, Soichiro; Tabata, Masao; Sato, Shinya; Ishikawa, Keiichi; Suzuki, Saya; Arita, Ryutaro; Saito, Natsumi; Kamiya, Tetsuharu; Nishikawa, Hitoshi; Ikeno, Yuka; Tanaka, Junichi; Ohsawa, Minoru; Kikuchi, Akiko; Numata, Takehiro; Kuroda, Hitoshi; Abe, Michiaki; Ishibashi, Satoru; Yaegashi, Nobuo; Ishii, Tadashi

2016-11-01

Traditional Japanese (Kampo) medicine has been widely applied in general medicine in Japan. In 2001, the model core curriculum for Japanese medical education was revised to include Kampo medicine. Since 2007, all 80 Japanese medical schools have incorporated it within their programs. However, postgraduate training or instruction of Kampo medicine has not been recognized as a goal for the clinical training of junior residents by Japan's Ministry of Health, Labour and Welfare; little is known about postgraduate Kampo medicine education. This exploratory study investigated attitudes about Kampo medicine among junior residents in Japanese postgraduate training programs. A questionnaire survey was administered to junior residents at five institutions in the Tohoku area of Japan. Questions evaluated residents' experiences of prescribing Kampo medicines and their expectations for postgraduate Kampo education and training. As a result, 121 residents responded (response rate = 74%). About 96% of participants had previously received Kampo medicine education at their pre-graduate medical schools and 64% had prescribed Kampo medications. Specifically, daikenchuto was prescribed to prevent ileus and constipation after abdominal surgery and yokukansan was prescribed to treat delirium in the elderly. Residents received on-the-job instruction by attending doctors. Over 70% of participants indicated that there was a need for postgraduate Kampo medicine education opportunities and expected lectures and instruction on how to use it to treat common diseases. In conclusion, we have revealed that junior residents require Kampo medicine education in Japanese postgraduate training programs. The programs for comprehensive pre-graduate and postgraduate Kampo education are expected.

Competence formation and post-graduate education in the public water sector in Indonesia

NASA Astrophysics Data System (ADS)

Kaspersma, J. M.; Alaerts, G. J.; Slinger, J. H.

2012-07-01

The water sector is dependent on effective institutions and organisations, and, therefore, on strong competences at the individual level. In this paper we describe competence formation and competence needs in a case study of the Directorate General of Water Resources (DGWR) in the Ministry of Public Works in Indonesia. A framework is introduced for the water sector comprising three aggregate competences for technical issues, management, and governance, and a meta-competence for continuous learning and innovation. The four competences are further organised in a T-shaped competence profile. Though DGWR professionals have a firmly "technical" orientation, both surveys and interviews reveal a strong perceived requirement for other competences: in particular the learning meta-competence, as well as the aggregate competence for management. The aggregate competence for governance systematically scores lower. Further, a discrepancy appears to exist between the competences that staff perceive as needed in daily work, and those that can be acquired during post-graduate water education. In both locally-based and international post-graduate water education, the aggregate competences for management as well as governance are reportedly addressed modestly, if at all. With low competence in these fields, it is difficult for professionals to communicate and collaborate effectively in a multidisciplinary way. As a result, the horizontal bar of the T-shaped profile remains weakly developed. In international post-graduate education, this is partially compensated by the attention to continuous learning and innovation. The exposure to a different culture and learning format is experienced as fundamentally formative.

The Role of Data Analysis Software in Graduate Programs in Education and Post-Graduate Research

ERIC Educational Resources Information Center

Harwell, Michael

2018-01-01

The importance of data analysis software in graduate programs in education and post-graduate educational research is self-evident. However the role of this software in facilitating supererogated statistical practice versus "cookbookery" is unclear. The need to rigorously document the role of data analysis software in students' graduate…

"Who Am I?": Exploring Identity in Online Discussion Forums

ERIC Educational Resources Information Center

Delahunty, Janine

2012-01-01

Identity became apparent as an important theme while investigating the role of interaction in the asynchronous discussion forums of an online post-graduate TESOL (Teaching English to Speakers of Other Languages) education subject. Identity emerged through dialogic choices as students projected an impression of themselves, negotiated their…

Teachers' and postgraduate nursing students' experience of the educational environment in Iran: A qualitative Research.

PubMed

Hajihosseini, Fatemeh; Tafreshi, Mansoureh Zagheri; Hosseini, Meimanat; Baghestani, Ahmad Reza

2017-08-01

The learning environment has a significant role in determining nursing students' academic achievements and course satisfaction. Creating a proper educational environment is therefore necessary for improving the quality of teaching and learning, and for delivering competent graduates to society. The present study was conducted to explore teachers' and postgraduate nursing students' experience of the educational environment in Iran. This qualitative study uses an inductive approach and conventional content analysis. Data were collected through semi-structured face-to-face interviews with seven PhD students, seven faculty members (directors) and two focus groups comprising of fourteen master's students in total, selected from three major universities in Tehran, Iran. Seven subcategories were extracted from the data, including the organizational context, interactive climate, teachers' competency, student appreciation, research centeredness, educational guidance and professionalism. The educational environment of postgraduate nursing programs in Iran encompasses different dimensions that can serve as both key points for educational environment evaluators and as guidelines for officials at different levels, to modify the weaknesses and improve the strengths of the system.

Teachers’ and postgraduate nursing students’ experience of the educational environment in Iran: A qualitative Research

PubMed Central

Hajihosseini, Fatemeh; Tafreshi, Mansoureh Zagheri; Hosseini, Meimanat; Baghestani, Ahmad Reza

2017-01-01

Background The learning environment has a significant role in determining nursing students’ academic achievements and course satisfaction. Creating a proper educational environment is therefore necessary for improving the quality of teaching and learning, and for delivering competent graduates to society. Objective The present study was conducted to explore teachers’ and postgraduate nursing students’ experience of the educational environment in Iran. Methods This qualitative study uses an inductive approach and conventional content analysis. Data were collected through semi-structured face-to-face interviews with seven PhD students, seven faculty members (directors) and two focus groups comprising of fourteen master’s students in total, selected from three major universities in Tehran, Iran. Results Seven subcategories were extracted from the data, including the organizational context, interactive climate, teachers’ competency, student appreciation, research centeredness, educational guidance and professionalism. Conclusion The educational environment of postgraduate nursing programs in Iran encompasses different dimensions that can serve as both key points for educational environment evaluators and as guidelines for officials at different levels, to modify the weaknesses and improve the strengths of the system. PMID:28979741

A Review of Global Health Competencies for Postgraduate Public Health Education

PubMed Central

Sawleshwarkar, Shailendra; Negin, Joel

2017-01-01

During the last decade, the literature about global health has grown exponentially. Academic institutions are also exploring the scope of their public health educational programs to meet the demand for a global health professional. This has become more relevant in the context of the sustainable development goals. There have been attempts to describe global health competencies for specific professional groups. The focus of these competencies has been variable with a variety of different themes being described ranging from globalization and health care, analysis and program management, as well as equity and capacity strengthening. This review aims to describe global health competencies and attempts to distill common competency domains to assist in curriculum development and integration in postgraduate public health education programs. A literature search was conducted using relevant keywords with a focus on public health education. This resulted in identification of 13 articles that described global health competencies. All these articles were published between 2005 and 2015 with six from the USA, two each from Canada and Australia, and one each from UK, Europe, and Americas. A range of methods used to describe competency domains included literature review, interviews with experts and employers, surveys of staff and students, and description or review of an academic program. Eleven competency domains were distilled from the selected articles. These competency domains primarily referred to three main aspects, one that focuses on burden of disease and the determinants of health. A second set focuses on core public health skills including policy development, analysis, and program management. Another set of competency domains could be classified as “soft skills” and includes collaboration, partnering, communication, professionalism, capacity building, and political awareness. This review presents the landscape of defined global health competencies for postgraduate

Multiplying a Force for Good? the Impact of Security Sector Management Postgraduate Education in Ethiopia

ERIC Educational Resources Information Center

Macphee, Paula-Louise; Fitz-Gerald, Ann

2014-01-01

This paper argues for the importance, benefits and wider impact of a donor-funded, locally supported postgraduate programme in security sector management (SSM) for government officials in Ethiopia. With the exception of specialised education and training programmes within the field of peace and conflict studies, the role of education in…

Unpacking the Predominance of Case Study Methodology in South African Postgraduate Educational Research, 1995-2004

ERIC Educational Resources Information Center

Rule, P.; Davey, B.; Balfour, R. J.

2011-01-01

The Project Postgraduate Educational Research (PPER) data indicate that case study is the most popular methodology among South African education masters and doctorate students in the period 1995-2004. This article reflects on the reasons for the preference for case study by considering epistemological and contextual factors. It unpacks the links…

Educational climate seems unrelated to leadership skills of clinical consultants responsible of postgraduate medical education in clinical departments.

PubMed

Malling, Bente; Mortensen, Lene S; Scherpbier, Albert J J; Ringsted, Charlotte

2010-09-21

The educational climate is crucial in postgraduate medical education. Although leaders are in the position to influence the educational climate, the relationship between leadership skills and educational climate is unknown. This study investigates the relationship between the educational climate in clinical departments and the leadership skills of clinical consultants responsible for education. The study was a trans-sectional correlation study. The educational climate was investigated by a survey among all doctors (specialists and trainees) in the departments. Leadership skills of the consultants responsible for education were measured by multi-source feedback scores from heads of departments, peer consultants, and trainees. Doctors from 42 clinical departments representing 21 specialties participated. The response rate of the educational climate investigation was moderate 52% (420/811), Response rate was high in the multisource-feedback process 84.3% (420/498). The educational climate was scored quite high mean 3.9 (SD 0.3) on a five-point Likert scale. Likewise the leadership skills of the clinical consultants responsible for education were considered good, mean 5.4 (SD 0.6) on a seven-point Likert scale. There was no significant correlation between the scores concerning the educational climate and the scores on leadership skills, r = 0.17 (p = 0.29). This study found no relation between the educational climate and the leadership skills of the clinical consultants responsible for postgraduate medical education in clinical departments with the instruments used. Our results indicate that consultants responsible for education are in a weak position to influence the educational climate in the clinical department. Further studies are needed to explore, how heads of departments and other factors related to the clinical organisation could influence the educational climate.

Implementing Online Physical Education

ERIC Educational Resources Information Center

Mohnsen, Bonnie

2012-01-01

Online physical education, although seemingly an oxymoron, appears to be the wave of the future at least for some students. The purpose of this article is to explore research and options for online learning in physical education and to examine a curriculum, assessment, and instructional model for online learning. The article examines how physical…

Patterns, Drivers and Challenges Pertaining to Postgraduate Taught Study: An International Comparative Analysis

ERIC Educational Resources Information Center

Morgan, Michelle

2014-01-01

The global growth in postgraduate (PG) study since the mid-1990s has been attributed to the expansion in Masters by Coursework participation (Bekhradnia, B. (2005). Postgraduate education in the UK: Trends and challenges higher education policy institute. Paper presented at a conference "The future of postgraduate education supporting the…

An assessment of implementation of Community-Oriented Primary Care in Kenyan family medicine postgraduate medical education programmes

PubMed Central

Shabani, Jacob; Taché, Stephanie; Mohamoud, Gulnaz; Mahoney, Megan

2016-01-01

Background and objectives Family medicine postgraduate programmes in Kenya are examining the benefits of Community-Oriented Primary Care (COPC) curriculum, as a method to train residents in population-based approaches to health care delivery. Whilst COPC is an established part of family medicine training in the United States, little is known about its application in Kenya. We sought to conduct a qualitative study to explore the development and implementation of COPC curriculum in the first two family medicine postgraduate programmes in Kenya. Method Semi-structured interviews of COPC educators, practitioners, and academic stakeholders and focus groups of postgraduate students were conducted with COPC educators, practitioners and academic stakeholders in two family medicine postgraduate programmes in Kenya. Discussions were transcribed, inductively coded and thematically analysed. Results Two focus groups with eight family medicine postgraduate students and interviews with five faculty members at two universities were conducted. Two broad themes emerged from the analysis: expected learning outcomes and important community-based enablers. Three learning outcomes were (1) making a community diagnosis, (2) understanding social determinants of health and (3) training in participatory research. Three community-based enablers for sustainability of COPC were (1) partnerships with community health workers, (2) community empowerment and engagement and (3) institutional financial support. Conclusions Our findings illustrate the expected learning outcomes and important community-based enablers associated with the successful implementation of COPC projects in Kenya and will help to inform future curriculum development in Kenya. PMID:28155322

Informal learning in postgraduate medical education: from cognitivism to 'culturism'.

PubMed

Swanwick, Tim

2005-08-01

Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.

The education, training, and specialization of surgeons: turn-of-the-century America and its postgraduate medical schools.

PubMed

Rutkow, Ira

2013-12-01

To understand the institutions, personnel, and events that shaped postgraduate medical schools in late 19th- and early 20th-century America. In a little remembered chapter of American surgical medical history, postgraduate medical schools played a decisive role in surgery's march toward professionalization and specialization. While William Halsted was first establishing his training program in Baltimore, medical facilities such as the New York Polyclinic and the New York Post-Graduate were already turning out thousands of physicians who considered themselves "specialists" in surgery. An analysis of the published and unpublished medical and lay literature relating to the nation's postgraduate medical schools. The founding of postgraduate medical schools in turn-of-the-century America was a key event in the acceptance of surgery as a legitimate specialty within the whole of medicine. These little remembered institutions laid the foundation for the blossoming of surgical care and the extraordinary clinical advances that followed. Postgraduate medical schools, particularly the New York Polyclinic and the New York Post-Graduate, were dominant influences in shaping the early history of surgery in America. These institutions brought the pressure for specialization in surgery to the forefront of discussions about medical education and training. For the first time, a large number of practitioners were offered a formalized surgical experience in a busy urban medical facility. As a result, and despite their being long forgotten, the importance of postgraduate medical schools in our nation's surgical history cannot be overstated.

The readiness of postgraduate health sciences students for interprofessional education in iran.

PubMed

Vafadar, Zohreh; Vanaki, Zohreh; Ebadi, Abbas

2015-01-01

Interprofessional education has been recognized as an effective educational approach towards enabling students to provide comprehensive and safe team care for promotion of health outcomes of patients. This study was conducted in order to assess the readiness of postgraduate health science students for interprofessional education/learning, as well as identify barriers to the implementation of such an approach in Iran from the students' point of view. This was a cross-sectional and descriptive-analytical study conducted in 2013 on 500 postgraduate students in three main professional groups: medical, nursing and other allied health professions across a number of Iranian Universities using the convenience sampling method. Quantitative Data were collected through self-administering the Readiness for InterProfessional Learning Scale (RIPLS) questionnaire with acceptable internal consistency (? = 0.86). The data were analyzed by SPSS18. Qualitative data were gathered by an open-ended questionnaire and analyzed by qualitative content analysis method. The mean score of the students' readiness (M=80, SD=8.6) was higher than the average score on the Scale (47.5). In comparison between groups, there was no statistically significant difference between groups in their readiness (p>0.05). Also four main categories were identified as barriers to implementation of interprofessional education from the students' point of view; the categories were an inordinately profession-oriented, individualistic culture, style of management and weak evidence. An acceptable degree of readiness and a generally favorable attitude among students towards interprofessional education show that there are appropriate attitudinal and motivational backgrounds for implementation of interprofessional education, but it is necessary to remove the barriers by long-term strategic planning and advancing of interprofessional education in order to address health challenges.

A Compilation of Postgraduate Theses Written in Turkey on Computer Assisted Instruction in Chemistry Education

ERIC Educational Resources Information Center

Bozdogan, Aykut Emre; Demirbas, Murat

2014-01-01

The purpose of the study conducted is to present in-depth information about the postgraduate theses written within the context of Computer Assisted Instruction in Chemistry Education in Turkey. The theses collected in National Thesis Centre of Turkish Council of Higher Education were examined. As a result of an examination, it was found that about…

Application of Research-Informed Teaching in the Taught-Postgraduate Education of Maritime Law

ERIC Educational Resources Information Center

Zhu, Ling; Pan, Wei

2017-01-01

Despite numerous studies of the research-teaching nexus, applying research-informed teaching (RiT) to taught-postgraduate education has been largely overlooked. This knowledge gap is particularly significant in the maritime law discipline given the fast-growing business of international shipping and logistics. This paper aims to examine the impact…

The Socio-Cultural, Financial and Education Problems of International Postgraduate Students in Turkey

ERIC Educational Resources Information Center

Titrek, Osman; Erkiliç, Ali; Süre, Emrah; Güvenç, Mehmet; Pek, Nurcan Temür

2016-01-01

The aim of this study is to analyze and investigate the predicaments that are categorized by the investigators according to education and life conditions of postgraduate international students in Sakarya University. Qualitative research method was conducted in this research and standardized and tightly structured interview form was used to address…

New Doctors' Perceptions of Their Educational Development during Their First Year of Postgraduate Training.

ERIC Educational Resources Information Center

Hesketh, E. A.; Allan, M. S.; Harden, R. M.; MacPherson, S. G.

2003-01-01

Explores new doctors' perceptions of their educational development during the first year of postgraduate training. Uses semi-structured open interviews with pre-registration house officers and investigates their views on the importance of their experience to the General Medical Council's competencies. (Author/KHR)

Developing guidelines for postgraduate dental educators in the UK.

PubMed

Bullock, A D; Firmstone, V R; Falcon, H C

2010-01-09

Commissioned by the UK Committee of Postgraduate Dental Deans and Directors (COPDEND), the purpose of this work was to establish UK guidelines for dental educators. The final document comprises 79 statements, in eight domains. Each domain has four zones related to what dental educators (1) know, (2) do with members of the dental team as learners, (3) do with other dental educators as learners and (4) lead on. Launched in November 2008, the document provides a framework of good practice for use in the employment, development and management of dental educators in the UK. The guidelines are readily available from the COPDEND website. A key purpose of this paper is to report on the process of development and a central part of that was the integration of feedback and consultation on early drafts. These processes elicited a total of 102 responses. Issues raised in consultation included: (1) how the zones interrelate; (2) differentiation between domains; (3) measurability; and (4) implementation challenges. This paper includes our responses to these issues.

From Theory to Practice: Beginner Teachers' Experiences of the Rigour of the Postgraduate Certificate in Education Programme

ERIC Educational Resources Information Center

Nomlomo, Vuyokazi; Sosibo, Zilungile

2016-01-01

This article focuses on how recent graduates perceive the rigour of the Postgraduate Certificate in Education (PGCE) initial teacher education (ITE) programme. The article is based on qualitative data collected from a purposely selected sample of 19 beginner teachers who graduated from two higher education institutions that offer PGCE programmes…

Going the Distance with Online Education

ERIC Educational Resources Information Center

Larreamendy-Joerns, Jorge; Leinhardt, Gaea

2006-01-01

This article charts the promissory notes and concerns related to college-level online education as reflected in the educational literature. It is argued that, to appreciate the potential and limitations of online education, we need to trace the issues that bind online education with distance education. The article reviews the history of distance…

A Content Analysis of the Postgraduate Thesis Written on Special Education in Turkey Based on Various Variables (2009-2014)

ERIC Educational Resources Information Center

Demirok, Mukaddes Sakalli; Besgul, Meyrem; Baglama, Basak

2016-01-01

The aim of this study was to examine postgraduate thesis studies conducted between the years of 2009 and 2014 in special education field in Turkey based on various variables and figure out how many of these thesis is related with hearing disability. A total number of 146 postgraduate thesis have been found in the thesis scanning center of Higher…

The Readiness of Postgraduate Health Sciences Students for Interprofessional Education in Iran

PubMed Central

Vafadar, Zohreh; Vanaki, Zohreh; Ebadi, Abbas

2015-01-01

Aim: Interprofessional education has been recognized as an effective educational approach towards enabling students to provide comprehensive and safe team care for promotion of health outcomes of patients. This study was conducted in order to assess the readiness of postgraduate health science students for interprofessional education/learning, as well as identify barriers to the implementation of such an approach in Iran from the students’ point of view. Methods: This was a cross–sectional and descriptive-analytical study conducted in 2013 on 500 postgraduate students in three main professional groups: medical, nursing and other allied health professions across a number of Iranian Universities using the convenience sampling method. Quantitative Data were collected through self-administering the Readiness for InterProfessional Learning Scale (RIPLS) questionnaire with acceptable internal consistency (α = 0.86). The data were analyzed by SPSS18. Qualitative data were gathered by an open–ended questionnaire and analyzed by qualitative content analysis method. Results: The mean score of the students’ readiness (M=80, SD=8.6) was higher than the average score on the Scale (47.5). In comparison between groups, there was no statistically significant difference between groups in their readiness (p>0.05). Also four main categories were identified as barriers to implementation of interprofessional education from the students’ point of view; the categories were an inordinately profession-oriented, individualistic culture, style of management and weak evidence. Conclusion: An acceptable degree of readiness and a generally favorable attitude among students towards interprofessional education show that there are appropriate attitudinal and motivational backgrounds for implementation of interprofessional education, but it is necessary to remove the barriers by long-term strategic planning and advancing of interprofessional education in order to address health

Online Educators' Recommendations for Teaching Online: Crowdsourcing in Action

ERIC Educational Resources Information Center

Dunlap, Joanna C.; Lowenthal, Patrick R.

2018-01-01

Over the years, online educators have learned a great deal about what works and does not work when designing and facilitating online courses. During the past few years, we have used crowdsourcing to invite experienced online educators to share their recommendations for teaching online. In this article, we describe our use of crowdsourcing to…

Postgraduate education of traditional Japanese (Kampo) medicine: a current survey on the training hospitals in Kanagawa prefecture.

PubMed

Arai, Makoto; Arai, Ayako; Izumi, Shun-ichiro

2014-12-20

There is no precise survey of postgraduate Kampo education in Japan. We aimed to survey the current status of postgraduate Kampo education and to identify major problems and suggest solutions to promote Kampo education during internship. The questionnaire, for the 58 training hospitals, including the 4 university hospitals, in Kanagawa prefecture, was mailed to the director of each hospital and the instructors responsible for clinical training. There were 49 responses (84%): 84% of the instructors recognized clinicians' need to prescribe Kampo medicine; 63% thought Kampo education should be introduced into the clinical training; 55% thought a standardized form of education was necessary; 14% had Kampo education programs; 69%, 13%, and 9% of instructors at hospitals without Kampo educational programs noted the lack of Kampo instructors, time, and need to teach Kampo medicine, respectively; 82% had no plans for Kampo education; 44%, 29%, 24%, and 5% of hospitals permitted future Kampo instruction through voluntary study, lectures sponsored by Kampo manufacturers, study sessions with other hospitals, and independent study, respectively. Kampo education should be introduced into large training hospitals, where qualified Kampo instructors are more easily found, and where many interns and residents work.

Syrian Pharmacy Students’ Intentions and Attitudes Toward Postgraduate Education

PubMed Central

2012-01-01

Objective. To investigate Syrian pharmacy students’ intentions and attitudes toward postgraduate study, and to determine and evaluate the factors that influence their preferences. Methods. A questionnaire was developed and used to collect data from final-year bachelor of pharmacy (BPharm) students at Damascus University. Results. Of the 265 students who responded to the survey, approximately 50% intended to work, 25% intended to pursue further study, and 25% were undecided. Personal fulfillment was the factor that most influenced students’ intentions concerning future education. Men were more concerned over their financial future, while women’s intentions were more influenced by scientific issues. The 3 most preferred pharmaceutical areas of further study were biochemistry and laboratory diagnosis, pharmaceutics and pharmaceutical industry, and clinical pharmacy. More students favored pursuing graduate school abroad rather than in Syria. The majority of those who intended to enroll in local graduate programs were interested in academic programs while less than a fifth favored residency programs. Conclusions. The graduate programs in Syria do not appear to satisfy pharmacy students' ambitions or have the capacity to accommodate the growing demand associated with the rapid increase in the number of pharmacy graduates in the country. Consequently, a majority of students prefer to pursue postgraduate study abroad. PMID:23129846

Syrian pharmacy students' intentions and attitudes toward postgraduate education.

PubMed

El-Hammadi, Mazen

2012-10-12

To investigate Syrian pharmacy students' intentions and attitudes toward postgraduate study, and to determine and evaluate the factors that influence their preferences. A questionnaire was developed and used to collect data from final-year bachelor of pharmacy (BPharm) students at Damascus University. Of the 265 students who responded to the survey, approximately 50% intended to work, 25% intended to pursue further study, and 25% were undecided. Personal fulfillment was the factor that most influenced students' intentions concerning future education. Men were more concerned over their financial future, while women's intentions were more influenced by scientific issues. The 3 most preferred pharmaceutical areas of further study were biochemistry and laboratory diagnosis, pharmaceutics and pharmaceutical industry, and clinical pharmacy. More students favored pursuing graduate school abroad rather than in Syria. The majority of those who intended to enroll in local graduate programs were interested in academic programs while less than a fifth favored residency programs. The graduate programs in Syria do not appear to satisfy pharmacy students' ambitions or have the capacity to accommodate the growing demand associated with the rapid increase in the number of pharmacy graduates in the country. Consequently, a majority of students prefer to pursue postgraduate study abroad.

Teachers' roles in light of massive open online courses (MOOCs): Evolution and challenges in higher distance education

NASA Astrophysics Data System (ADS)

Gil-Jaurena, Inés; Domínguez, Daniel

2018-03-01

This article analyses the challenges teachers face when entering a digital and open online environment in higher education. Massive open online courses (MOOCs) have become a popular phenomenon, making online learning more visible in the educational agenda; therefore, it is appropriate to analyse their expansion and diversification to help inform the next generation of courses. In this article, MOOCs are contextualised in a historical and wider approach to online education, building upon lessons learned from open and distance education, and exploring the introduction of technologies in providing higher education to massive populations over the past 45 years. In particular, the research study presented in this article used the open scholarship approach to analyse many of the changes that can occur in teaching when an open context applies, as in the case of MOOCs. Taking into account that a collaborative online learning experience is influenced by the simultaneous presence and overlap of cognitive, social and teaching elements, the study also used the community of inquiry model as a theoretical framework. In the study, 24 teachers (from the Universidad Nacional de Educación a Distancia [UNED] in Madrid, Spain) were surveyed about their experiences of MOOCs in terms of their current tasks, and the main changes they have observed compared to teaching in a more traditional electronic learning (e-learning) environment (at both graduate and postgraduate levels). These changes in roles, as well as teachers' views about the impact of "massiveness" and "openness" on their understanding and teaching practice, are presented and analysed. Finally, the article also discusses how the evolution towards adapted learning, collaborative learning and assessment supported by technical tools, for example, was already in progress at UNED before MOOCs were initiated.

Why Online Education Will Attain Full Scale

ERIC Educational Resources Information Center

Sener, John

2010-01-01

Online higher education has attained scale and is poised to take the next step in its growth. Although significant obstacles to a full scale adoption of online education remain, we will see full scale adoption of online higher education within the next five to ten years. Practically all higher education students will experience online education in…

Implementing a Flipped Classroom Approach in Postgraduate Education: An Unexpected Journey into Pedagogical Redesign

ERIC Educational Resources Information Center

Howitt, Christine; Pegrum, Mark

2015-01-01

This paper describes the implementation of a flipped approach by two lecturers teaching different postgraduate education courses at an Australian university. Case studies, written as chronological stories, were developed with data collected from email correspondence between the two lecturers as critical friends, as well as from student feedback in…

Chinese Postgraduate Students' Perspectives on Developing Critical Thinking on a UK Education Masters

ERIC Educational Resources Information Center

Fakunle, Labake; Allison, Pete; Fordyce, Ken

2016-01-01

Statistics on enrolment of international students in higher education, and studies on limitations of their adaptation to other (usually Western) cultural and learning norms dominate literature. There is much less emphasis on a specific aspect of the student experience. This study examined Chinese postgraduate students' perspectives on how they…

Evaluation Policy in Education: The Effects of International Standards and Performativity on Brazil's Postgraduate Programmes of Excellence

ERIC Educational Resources Information Center

Hostins, Regina Célia Linhares

2015-01-01

The educational reforms that began in the 1990s have changed Brazilian universities' direction from welfare state institutions to market organisations. In postgraduate education, strategic alliances with international agencies, governments and corporations have become closer. At the same time, there has been a push for internationalisation of…

Exploring the potential uses of value-added metrics in the context of postgraduate medical education.

PubMed

Gregory, Simon; Patterson, Fiona; Baron, Helen; Knight, Alec; Walsh, Kieran; Irish, Bill; Thomas, Sally

2016-10-01

Increasing pressure is being placed on external accountability and cost efficiency in medical education and training internationally. We present an illustrative data analysis of the value-added of postgraduate medical education. We analysed historical selection (entry) and licensure (exit) examination results for trainees sitting the UK Membership of the Royal College of General Practitioners (MRCGP) licensing examination (N = 2291). Selection data comprised: a clinical problem solving test (CPST); a situational judgement test (SJT); and a selection centre (SC). Exit data was an applied knowledge test (AKT) from MRCGP. Ordinary least squares (OLS) regression analyses were used to model differences in attainment in the AKT based on performance at selection (the value-added score). Results were aggregated to the regional level for comparisons. We discovered significant differences in the value-added score between regional training providers. Whilst three training providers confer significant value-added, one training provider was significantly lower than would be predicted based on the attainment of trainees at selection. Value-added analysis in postgraduate medical education potentially offers useful information, although the methodology is complex, controversial, and has significant limitations. Developing models further could offer important insights to support continuous improvement in medical education in future.

Nurses' perceptions of their professional growth on completion of two years of postgraduate education.

PubMed

Pelletier, D; Donoghue, J; Duffield, C; Adams, A

In a climate of diminishing financial resources in service industries such as health care and education, it is not surprising that a focus on measuring and ensuring appropriate outcomes is widespread. Graduate education has the potential to make a significant difference to the professional behaviour of graduates. Postgraduate nursing coursework programs have been developed and offered in such a climate, many now charging full course fees, which no doubt stimulates participants and employers to look for value for money in terms of outcomes. A ten year longitudinal study began in 1992 and was designed to determine the impact of postgraduate coursework nursing education on the careers and the professional and personal development of graduates. This paper reports graduates' perception of their personal and professional growth in terms of professional activities such as writing for publication, research, mentoring, and involvement in professional organisations at the completion of their university course. Respondents indicated the course had contributed to increased professional behaviours in all aspects and to a marked improvement in their clinical confidence. Improved self esteem and increased participation in professional activities reflects changing attitudes towards nursing work that have important implications for improved quality of patient care.

Online Education in the USA

ERIC Educational Resources Information Center

Lancaster, S.; Yen, D. C.; Wang, J-C.

2003-01-01

Online education has become a highly debated topic. While some educators see it as a commercialized and prepackaged form of education, one that limits the verbal skills of students, others see it as breaking down the geographical and financial barriers that many students face. Online delivery has changed education in a number of ways, increasing…

Online Education: Panacea or Plateau

ERIC Educational Resources Information Center

Seirup, Holly J.; Tirotta, Rose; Blue, Elfreda

2016-01-01

As online education continues to grow, understanding faculty and student perceptions seems to be an imperative piece of the decision to continue to expand online offerings. The purpose of this study was to review faculty and students perceptions of online learning and to gain an understanding of the current status of distance education. This study…

Distance Learning in Clinical Transplantation: A Successful Model in Post-Graduate Education

ERIC Educational Resources Information Center

Halawa, Ahmed; Sharma, Ajay; Bridson, Julie M.; Lyon, Sarah; Prescott, Denise; Guha, Arpan; Taylor, David

2017-01-01

Background and Purpose: There are misconceptions among clinicians and educational bodies that online courses would not suit clinically orientated medical education, where bedside management and direct contact with real patients is the key to the learning process. Whereas, the proponents of online education believe that a well-designed and properly…

Does dental undergraduate education and postgraduate training enable intention to provide inhalation sedation in primary dental care? A path analytical exploration.

PubMed

Yuan, S; J Carson, S; Rooksby, M; McKerrow, J; Lush, C; Humphris, G; Freeman, R

2017-08-01

To examine how quality standards of dental undergraduate education, postgraduate training and qualifications together with confidence and barriers could be utilised to predict intention to provide inhalation sedation. All 202 dentists working within primary dental care in NHS Highland were invited to participate. The measures in the questionnaire survey included demographic information, undergraduate education and postgraduate qualifications, current provision and access to sedation service, attitudes towards confidence, barriers and intention to provide inhalation sedation. A path analytical approach was employed to investigate the fit of collected data to the proposed mediational model. One hundred and nine dentists who completed the entire questionnaire participated (response rate of 54%). Seventy-six per cent of dentists reported receiving lectures in conscious sedation during their undergraduate education. Statistically significantly more Public Dental Service dentists compared with General Dental Service (GDS) dentists had postgraduate qualification and Continuing Professional Development training experience in conscious sedation. Only twenty-four per cent of the participants stated that they provided inhalation sedation to their patients. The findings indicated that PDS dentists had higher attitudinal scores towards inhalation sedation than GDS practitioners. The proposed model showed an excellent level of fit. A multigroup comparison test confirmed that the level of association between confidence in providing inhalation sedation and intention varied by group (GDS vs. PDS respondents). Public Dental Service respondents who showed extensive postgraduate training experience in inhalation sedation were more confident and likely to provide this service. The quality standards of dental undergraduate education, postgraduate qualifications and training together with improved confidence predicted primary care dentists' intention to provide inhalation sedation. �

Employers' Perceptions of Online Accounting Education

ERIC Educational Resources Information Center

Tabatabaei, Manouchehr; Solomon, Alison; Strickland, Emily; Metrejean, Eddie

2014-01-01

The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting education online. An online survey of accounting professionals was conducted, and the findings suggest that a candidate with a traditional education is more suitable for employment than a candidate with an online education.…

Supervisory and Digital Literacy Practices in Postgraduate Supervision: A Case Study

ERIC Educational Resources Information Center

Kaur, Sarjit; Sidhu, Gurnam Kaur; Fong, Lee Lai; Jamian, Leele Suzana

2015-01-01

The twin forces of globalisation and internationalisation witnessed the global democratisation of higher education leading to the mushrooming of institutions of higher learning alongside with the rapid increase in student enrolments at all levels including postgraduate study. Despite the rapid developments in higher education, postgraduate study…

Intelligent Agent-Supported Online Education

ERIC Educational Resources Information Center

Li, Xiaoqing

2007-01-01

With the development of Internet technologies, online distance education is becoming an important format for teaching, learning, and instruction. In the 21st century, bleeding edge technologies make it possible for more and more students, especially adults, to benefit from an online education. This new paradigm in education allows students to…

Workload Management Strategies for Online Educators

ERIC Educational Resources Information Center

Crews, Tena B.; Wilkinson, Kelly; Hemby, K. Virginia; McCannon, Melinda; Wiedmaier, Cheryl

2008-01-01

With increased use of online education, both students and instructors are adapting to the online environment. Online educators must adjust to the change in responsibilities required to teach online, as it is quite intensive during the designing, teaching, and revising stages. The purpose of this study is to examine and update workload management…

[Legal framework of postgraduate nursing education in spain].

PubMed

Fernández, B M

1996-01-01

Being part of the first report of the SEEIUC Forum on the training of nurses in critical care units, this article shows the different postgraduation training paths which Spanish legislation establishes. The "Titulos Oficiales de Especialización Profesional" ("Official Degrees on Professional Specialization") settle the seven nursing specialties regulated by the Decreto 992/1987. Following a second path, "Titulos de Postgraduado no Oficiales" ("Non-official postgraduation degrees"), every University acknowledged by the LRU and creating them as their Own Degrees, may organize Master courses, University experts, University specialists and Postgraduation university degrees, according to their autonomy. So that this autonomous offer is as homogeneous as possible, there is an interuniversity agreement which encompasses 24 national universities and gathers the general criteria for the academic organization of such courses. The report is completed by an analysis of the training offer for critical care nursing, developed during the 1995/1996 course in Spain.

Online Sexuality Education Pedagogy: Translating Five In-Person Teaching Methods to Online Learning Environments

ERIC Educational Resources Information Center

Green, Eli R.; Hamarman, Amelia M.; McKee, Ryan W.

2015-01-01

As higher education expands online course offerings, it is essential that sexuality educators strive to translate success from in-person courses into online pedagogy. While many educators remain anxious about, or sceptical of, the benefits of online sexuality education, the popularity of online courses demands engagement if educators are not to…

Attitude of Postgraduate Students towards the Teaching Profession

ERIC Educational Resources Information Center

Vinodh Kumar, R.

2016-01-01

The purpose of the present study was to investigate postgraduate students' attitude towards the teaching profession according to their gender, locality of residence, locality of educational institution, stream of study, and annual income of the parents. A descriptive survey design was adopted with a sample of 207 postgraduate students selected…

"Not the Same Person Anymore": Groupwork, Identity and Social Learning Online

ERIC Educational Resources Information Center

Jaber, Rowaida; Kennedy, Eileen

2017-01-01

This paper argues that identity may be key to understanding why social presence has been considered so important to successful learning experiences. A qualitative case study of 10 students and 4 tutors in an online postgraduate education program was conducted. The research applied the work of Goffman to explain the relationship between social…

Protocol for a realist review of workplace learning in postgraduate medical education and training.

PubMed

Wiese, Anel; Kilty, Caroline; Bergin, Colm; Flood, Patrick; Fu, Na; Horgan, Mary; Higgins, Agnes; Maher, Bridget; O'Kane, Grainne; Prihodova, Lucia; Slattery, Dubhfeasa; Bennett, Deirdre

2017-01-19

Postgraduate medical education and training (PGMET) is a complex social process which happens predominantly during the delivery of patient care. The clinical learning environment (CLE), the context for PGMET, shapes the development of the doctors who learn and work within it, ultimately impacting the quality and safety of patient care. Clinical workplaces are complex, dynamic systems in which learning emerges from non-linear interactions within a network of related factors and activities. Those tasked with the design and delivery of postgraduate medical education and training need to understand the relationship between the processes of medical workplace learning and these contextual elements in order to optimise conditions for learning. We propose to conduct a realist synthesis of the literature to address the overarching questions; how, why and in what circumstances do doctors learn in clinical environments? This review is part of a funded projected with the overall aim of producing guidelines and recommendations for the design of high quality clinical learning environments for postgraduate medical education and training. We have chosen realist synthesis as a methodology because of its suitability for researching complexity and producing answers useful to policymakers and practitioners. This realist synthesis will follow the steps and procedures outlined by Wong et al. in the RAMESES Publication Standards for Realist Synthesis and the Realist Synthesis RAMESES Training Materials. The core research team is a multi-disciplinary group of researchers, clinicians and health professions educators. The wider research group includes experts in organisational behaviour and human resources management as well as the key stakeholders; doctors in training, patient representatives and providers of PGMET. This study will draw from the published literature and programme, and substantive, theories of workplace learning, to describe context, mechanism and outcome configurations for

Improving the quality of educational strategies in postgraduate dental education using student and graduate feedback: findings from a qualitative study in New Zealand.

PubMed

Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

2013-02-01

Research suggests that students' perceptions should be considered in any discussion of their education. However, to date, there has been no systematic examination of New Zealand postgraduate dental students' learning processes in both the research and clinical settings. This study aimed to obtain in-depth qualitative insights into student and graduate perspectives of effective and ineffective learning experiences during their postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included 2010 final-year students and 2009 graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe at least one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process and characteristics of the physical learning environment. The focus of this article is to report and discuss the learning processes that participants identified as promoting and precluding effective learning experiences in the clinical and research settings. Students and graduates in the study had largely similar perspectives of learning processes likely to result in effective clinical and research learning. These included self-directed and collaborative learning; timely, constructive and detailed feedback with directions for further improvement; and discreet clinical feedback. Learning processes that precluded effective learning included unsupported and isolated learning, delayed and overly critical/destructive feedback and open criticism in the clinical context. The in-depth findings of this study contribute to the scientific literature that identifies learning process characteristics which facilitate effective learning from New Zealand postgraduate students' and graduates' perspectives

Knowledge with Wisdom in Postgraduate Studies and Supervision: Epistemological and Institutional Concerns and Challenges

ERIC Educational Resources Information Center

Bitzer, E. M.

2011-01-01

Publications about postgraduate studies and the supervision address issues and concerns such as supervisory orientations and strategies, ways to handle postgraduate students, challenging postgraduate education practices, factors related to success in postgraduate studies, the benefits of advanced studies, transition to independent research and…

Integrating bioethics into postgraduate medical education: the University of Toronto model.

PubMed

Howard, Frazer; McKneally, Martin F; Levin, Alex V

2010-06-01

Bioethics training is a vital component of postgraduate medical education and required by accreditation organizations in Canada and the United States. Residency program ethics curricula should ensure trainees develop core knowledge, skills, and competencies, and should encourage lifelong learning and teaching of bioethics. Many physician-teachers, however, feel unprepared to teach bioethics and face challenges in developing and implementing specialty-specific bioethics curricula. The authors present, as one model, the innovative strategies employed by the University of Toronto Joint Centre for Bioethics. They postulate that centralized support is a key component to ensure the success of specialty-specific bioethics teaching, to reinforce the importance of ethics in medical training, and to ensure it is not overshadowed by other educational concerns.

Integrating postgraduate and undergraduate general practice education: qualitative study.

PubMed

O'Regan, Andrew; Culhane, Aidan; Dunne, Colum; Griffin, Michael; McGrath, Deirdre; Meagher, David; O'Dwyer, Pat; Cullen, Walter

2013-05-01

Educational activity in general practice has increased considerably in the past 20 years. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' capacity to fulfil this role. To explore the potential for vertical integration in undergraduate and postgraduate education in general practice, by describing the experience of (and attitudes towards) 'vertical integration in general practice education' among key stakeholder groups. Qualitative study of GPs, practice staff, GPs-in-training and medical students involving focus groups which were thematically analysed. We identified four overarching themes: (1) Important practical features of vertical integration are interaction between learners at different stages, active involvement in clinical teams and interagency collaboration; (2) Vertical integration may benefit GPs/practices, students and patients through improved practice systems, exposure to team-working and multi-morbidity and opportunistic health promotion, respectively; (3) Capacity issues may challenge its implementation; (4) Strategies such as recognising and addressing diverse learner needs and inter-agency collaboration can promote vertical integration. Vertical integration, whereby practices support students and trainees at different stages, may enhance general practices' teaching capacity. Recognising the diverse educational needs of learners at different stages and collaboration between agencies responsible for the planning and delivery of specialist training and medical degree programmes would appear to be important.

[Education in postgraduate surgical schools: the role of the surgical tutor as supervisor in the operating room].

PubMed

Alloni, Rossana; Binetti, Paola; Coppola, Roberto; Arullani, Augusto

2005-01-01

The Postgraduate Surgical education is in an era of transition, in order to create physicians with skills and attitudes needed by modern health care. Many studies have examined the impact of surgical tutoring in surgical residency programs in USA Medical Schools, while few experiences are reported from European Universities. The new Italian guidelines for post-graduate education require a structured clinical learning with the supervision of a tutor ("attending surgeon" for surgical residency); it is a challenge to describe the role of this teacher and educator, and to implement an effective evaluation of operating room teachers. Confidential survey was administered to 14 surgical residents of the Authors' University. Questions were related to their surgical activity and their perception of educational role of tutors in operating room and tutors' teaching behaviors. Residents pointed out five behaviors they perceive as signs of tutor excellence in clinical and operating room setting. According with studies from other Universities, residents need a tutor with competency but also with good teaching skills and a mature self-perception as educator. Faculty would provide training programs for surgeons in order to improve their teaching skills and behaviors.

Online Collaborative Learning in Health Care Education

ERIC Educational Resources Information Center

Westbrook, Catherine

2012-01-01

At our University, the Faculty of Health, Social Care and Education has delivered a variety of undergraduate and postgraduate courses via flexible distance learning for many years. Distance learning can be a lonely experience for students who may feel isolated and unsupported. However e-learning provides an opportunity to use technology to…

Internationalisation in Online Distance Learning Postgraduate Education: A Case Study on Student Views on Learning Alongside Students from Other Countries

ERIC Educational Resources Information Center

Gemmell, Isla; Harrison, Roger; Clegg, Judith; Reed, Katie

2015-01-01

Internationalisation in higher education has been shown to provide both intellectual and cultural benefits to students which can help in their future employment. This case study describes student views on learning alongside students from different countries in an online distance learning environment. Seventy-three students undertaking the online…

How lead consultants approach educational change in postgraduate medical education.

PubMed

Fokkema, Joanne P I; Westerman, Michiel; Teunissen, Pim W; van der Lee, Nadine; Scherpbier, Albert J J A; van der Vleuten, Cees P M; Dörr, P Joep; Scheele, Fedde

2012-04-01

  Consultants in charge of postgraduate medical education (PGME) in hospital departments ('lead consultants') are responsible for the implementation of educational change. Although difficulties in innovating in medical education are described in the literature, little is known about how lead consultants approach educational change.   This study was conducted to explore lead consultants' approaches to educational change in specialty training and factors influencing these approaches.   From an interpretative constructivist perspective, we conducted a qualitative exploratory study using semi-structured interviews with a purposive sample of 16 lead consultants in the Netherlands between August 2010 and February 2011. The study design was based on the research questions and notions from corporate business and social psychology about the roles of change managers. Interview transcripts were analysed thematically using template analysis.   The lead consultants described change processes with different stages, including cause, development of content, and the execution and evaluation of change, and used individual change strategies consisting of elements such as ideas, intentions and behaviour. Communication is necessary to the forming of a strategy and the implementation of change, but the nature of communication is influenced by the strategy in use. Lead consultants differed in their degree of awareness of the strategies they used. Factors influencing approaches to change were: knowledge, ideas and beliefs about change; level of reflection; task interpretation; personal style, and department culture.   Most lead consultants showed limited awareness of their own approaches to change. This can lead them to adopt a rigid approach, whereas the ability to adapt strategies to circumstances is considered important to effective change management. Interventions and research should be aimed at enhancing the awareness of lead consultants of approaches to change in PGME. �

Postgraduate students experience in research supervision

NASA Astrophysics Data System (ADS)

Mohamed, Hazura; Judi, Hairulliza Mohamad; Mohammad, Rofizah

2017-04-01

The success and quality of postgraduate education depends largely on the effective and efficient supervision of postgraduate students. The role of the supervisor becomes more challenging with supervisory expectations rising high quality graduates. The main objective of this study was to examine the experiences of postgraduate students towards supervisory services for the duration of their studies. It also examines whether supervisory experience varies based on demographic variables such as level of study and nationality. This study uses a quantitative approach in the form of survey. Questionnaires were distributed to 96 postgraduate students of the Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia. Data collected were analyzed using Statistical Package for the Social Science (SPSS 23.0) to get the frequency, mean and standard deviation. T-test was used to find the difference between demographic variables and supervisory experience. The findings overall showed that postgraduate students gave positive response to the supervisory services. However, there were differences supervisory experiences based on the level of study and nationality. The results of this study hope the parties involved could provide a better support to improve the quality of supervision.

Attitude towards statistics and performance among post-graduate students

NASA Astrophysics Data System (ADS)

Rosli, Mira Khalisa; Maat, Siti Mistima

2017-05-01

For student to master Statistics is a necessity, especially for those post-graduates that are involved in the research field. The purpose of this research was to identify the attitude towards Statistics among the post-graduates and to determine the relationship between the attitude towards Statistics and post-graduates' of Faculty of Education, UKM, Bangi performance. 173 post-graduate students were chosen randomly to participate in the study. These students registered in Research Methodology II course that was introduced by faculty. A survey of attitude toward Statistics using 5-points Likert scale was used for data collection purposes. The instrument consists of four components such as affective, cognitive competency, value and difficulty. The data was analyzed using the SPSS version 22 in producing the descriptive and inferential Statistics output. The result of this research showed that there is a medium and positive relation between attitude towards statistics and students' performance. As a conclusion, educators need to access students' attitude towards the course to accomplish the learning outcomes.

Postgraduate Work-Based Learning Programmes in English Higher Education: Exploring Case Studies of Organizational Practice

ERIC Educational Resources Information Center

Smith, Paul; Preece, David

2009-01-01

The first part of the paper outlines and discusses the nature of work-based learning (WBL) and WBL programmes, and the overall direction of government strategy towards WBL programmes in Higher Education (HE) in England, with particular reference to postgraduate programmes, policy documents, and the WBL literature. Drawing upon case study research,…

Strategies to Improve Retention of Postgraduate Business Students in Distance Education Courses: An Australian Case

ERIC Educational Resources Information Center

Carroll, David; Ng, Eric; Birch, Dawn

2013-01-01

In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of…

Online Education Today

ERIC Educational Resources Information Center

Mayadas, A. Frank; Bourne, John; Bacsich, Paul

2009-01-01

Online education is established, growing, and here to stay. It is creating new opportunities for students and also for faculty, regulators of education, and the educational institutions themselves. Much of what is being learned by the practitioners will flow into the large numbers of blended courses that will be developed and delivered on most…

Supporting Wellness in Adult Online Education

ERIC Educational Resources Information Center

Thompson, Jacklyn J.; Porto, Stella C. S.

2014-01-01

Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies…

Student Success in Online K-12 Education

ERIC Educational Resources Information Center

Ronsisvalle, Tammy; Watkins, Ryan

2005-01-01

While online education has made great strides in recent years to become an accepted component of higher education, with many colleges now offering accredited online degree programs, the current opportunities and challenges of online K-12 education are still awash in the turbulent waters of regional politics, temperamental technologies, changing…

Online Education in Community Colleges

ERIC Educational Resources Information Center

Cejda, Brent

2010-01-01

This chapter explores the tremendous growth in the use of the Internet to deliver distance education at community colleges. The author examines various definitions of online education, including the types of courses, programs, and degrees available and the types of community colleges that offer greater amounts of online programming. Considerations…

The Making of an Exemplary Online Educator

ERIC Educational Resources Information Center

Edwards, Margaret; Perry, Beth; Janzen, Katherine

2011-01-01

What does it take to be an effective online educator? Can those who teach successfully face-to-face be equally effective online? This article details a descriptive qualitative research study of students' perspectives regarding qualities of exceptional online educators. Participants described interactions they had with online teachers they…

Superintendents' Perceptions of Online Education for Principals

ERIC Educational Resources Information Center

Rutledge, David

2017-01-01

The proliferation of online educational leadership programs has led many aspiring principal candidates to complete their entire degree or licensure program online. While the online education is convenient and flexible for the learner, there is sparse research to determine the acceptability of online degrees in educational leadership, especially…

Learning styles of postgraduate and undergraduate medical students.

PubMed

Shukr, Irfan; Zainab, Roop; Rana, Mowadat H

2013-01-01

To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of < 0.001, for activist, and of 0.018 for reflector. The most uncommon 'very strong', and 'strong preference' for learning style was pragmatist in both undergraduate and postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and

Stress and burnout in postgraduate dental education.

PubMed

Divaris, K; Polychronopoulou, A; Taoufik, K; Katsaros, C; Eliades, T

2012-02-01

High levels of stress and burnout have been documented among dental students and practicing dentists, but evidence among dental residents and postgraduate students is lacking. Ninety-nine postgraduate students enrolled in clinical, non-clinical and PhD programmes in the Athens University School of Dentistry completed the Graduate Dental Environment Stress (GDES) questionnaire and the Maslach Burnout Inventory. Perceived stress was measured in two domains, academic (GDES-A) and clinical (GDES-C) and burnout was measured using the scales of emotional exhaustion (EE), depersonalisation (DP) and personal accomplishment (PA). Analyses relied on descriptive, univariate and multivariate methods based on ANOVA and generalised linear models. Participants' mean age was 30 years; two-thirds were women and practised dentistry independently of their graduate studies. Residents in clinical programmes reported significantly higher levels of perceived stress compared to non-clinical and PhD students (P<0.05). There were no gender differences in perceived stress. Forty per cent of respondents were burnout 'cases' on the EE scale, while this proportion was 38% for reduced PA and smaller, 13% for DP. Perceived stress was positively correlated with all burnout dimensions, whereas independent dental practice and higher age had a protective effect. High rates of burnout manifestations were detected among this sample of Greek postgraduate dental students. Perceived stress correlated with burnout and was more pronounced among those enrolled in clinical residency compared to non-clinical and PhD programmes. © 2011 John Wiley & Sons A/S.

Pedagogical Perspectives for the Online Education Skeptic

ERIC Educational Resources Information Center

Brewer, Pam Estes; Brewer, Edward C.

2015-01-01

While online programs continue to grow at an astounding rate in higher education, many faculty remain skeptical of the efficacy of online models. This article provides an overview of some significant benefits of online education while recognizing some common concerns. An examination of the current literature and the authors' own online experiences…

Best Practices of Online Education: A Guide for Christian Higher Education

ERIC Educational Resources Information Center

Maddix, Mark A., Ed.; Estep, James R., Ed.; Lowe, Mary E., Ed.

2012-01-01

The book provides best practices from online educators who are engaged in online teaching and program development in Christian higher education. It also explores the distinct aspects of teaching and developing online courses and programs from a Christian perspective and within Christian higher education institutions. As such it is can serve as a…

Online Education Is Not for Everyone

ERIC Educational Resources Information Center

Sikula, John; Sikula, Andrew, Sr.

2003-01-01

Online education is not for everyone. Although it is becoming increasingly popular, online education has both benefits and limitations. It is certainly convenient, and it allows some people access to education who otherwise might be prevented from involvement. But its impersonal nature and the many resources needed to deliver quality online…

The Value of the Academic Award in Initial Teacher Education: Key Stakeholder Perceptions of the Masters Level Postgraduate Certificate in Education in Two English Universities

ERIC Educational Resources Information Center

Thomas, Lorraine

2018-01-01

The Postgraduate Certificate in Education (PGCE) has been a successful and popular initial teacher education (ITE) programme since the 1950s, with the masters level PGCE being successfully embedded within universities in England since 2007 and having high levels of student satisfaction. Recent White Papers, policy and reviews have undermined the…

Promoting the Affective Domain within Online Education

ERIC Educational Resources Information Center

Roche, Stephen H.

2013-01-01

In the past decade Higher Education Institutions have experienced tremendous growth in enrollments. To meet this demand, many higher education institutions have embraced online education and its requisite technologies. Online education has matured, and studies focusing on the cognitive domain indicate that distance education is as effective as the…

A Mode of Government-Enterprise-University-Institute-Employer Cooperation for Innovative Postgraduate Cultivation

ERIC Educational Resources Information Center

Tu, Yaqing; Yang, Huiyue; Shu, Li; Tu, Wangshu; Chen, Baoxin

2015-01-01

Innovative talent training is an important task of postgraduate education. From the survey of innovative postgraduate training in China, we conclude that there is still much room for improvement in the innovative postgraduate cultivation. The survey shows that insufficient professional practice, simplex training mode and a mismatch between…

Education, postgraduate training, board certification, and experience requirements in advertisements for clinical faculty positions.

PubMed

Murphy, John E; Hawkey, Lisa

2010-05-12

To compare requirements for pharmacy practice faculty positions in advertisements from 2002 through 2006 to those reported from 1990 through 1994. Positions advertised from January 2002 through December 2006 in 3 newsletters and journals were evaluated for required or preferred degree, completion of residencies and/or fellowships, years of work experience, board certification, and other postgraduate training and education. Advertisements were separated by tenure-eligibility and rank. Of 426 advertisements for faculty members, 77% required additional training, including residencies and fellowships or their equivalent in experience. Board certification was required in only 0.9% but preferred in 11%. Advertisements for tenure-eligible positions did not have more extensive requirements than nontenured, nor did upper vs. lower rank. Compared to 1996, the number of advertisements requiring postgraduate training to secure a faculty position almost doubled. Whether the qualifications of faculty members recruited match the requirements is unknown.

Scaling Online Education: Increasing Access to Higher Education

ERIC Educational Resources Information Center

Moloney, Jacqueline F.; Oakley, Burks, II

2010-01-01

Over the past decade, online courses and entire online degree programs have been made available, serving millions of students in higher education. These online courses largely have been designed and taught using the theoretical concepts and practical strategies of Asynchronous Learning Networks (ALN). During 2003-04, approximately two million…

The emergence of online learning in PN Education.

PubMed

Hopkins, David D

2008-01-01

For the fifth year in a row the online learning sector outpaced growth rates of the traditional classroom. Online learning continues to garner increasing levels of positive support from administrators, employers, and students who value the option of online education at increasingly greater levels. PN Education has largely remained on the sidelines of this revolution. However, with the nursing crisis growing, students, governments, and institutions demanding more access and convenience to educational options, and the emergence of the Millennial Generation making up the majority of the students, the time has come for PN programs to embrace the potential of online learning. With its diverse mix of didactic, clinical, and lab requirements, PN education is ideally suited for the newest evolution of online delivery-Blended Learning 2.0. This paper will analyze in detail the overall state of affairs of online learning, especially as it pertains to educating the next generation of practical nurses, and finally to provide an overview of the key components of a quality online program in PN Education.

Primary Teachers' Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience

ERIC Educational Resources Information Center

Gotsuliak, Kateryna

2015-01-01

Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service--Differentiation in Action, Ireland's official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick…

Becoming an "Authorised" Postgraduate Research Writer

ERIC Educational Resources Information Center

James, Bronwyn

2012-01-01

Within the context of postgraduate research education and training in the higher education sector, drafting might be understood as "not quite the final product" produced by the student who is "not yet the final product" of the university. In this paper, I turn this assumption "off centre" to argue instead that writing and subjectivity are mutually…

A Delphi-Based Approach for Detecting Key E-Learning Trends in Postgraduate Education: The Spanish Case

ERIC Educational Resources Information Center

Lopez-Catalan, Blanca; Bañuls, Victor A.

2017-01-01

Purpose: The purpose of this paper is to present the results of national level Delphi study carried out in Spain aimed at providing inputs for higher education administrators and decision makers about key e-learning trends for supporting postgraduate courses. Design/methodology/approach: The ranking of the e-learning trends is based on a…

Student experiences of creating and sharing material in online learning.

PubMed

Potts, Henry W W

2011-01-01

User-generated content in an online environment has significant implications in both education and health. Instead of a model of knowledge being something transferred from the expert to the student or to the patient, Web 2.0 technologies offer the hope of making learning, and healthcare delivery, a more collaborative and participative process. However, some evidence suggests that this supposed democratisation of production is not entirely democratic and, in an educational context, many students are uncomfortable about sharing material they create with their peers. To understand students' affective and other experiences of generating content to be shared online with peers (e.g. in online discussions). Online interviews, face-to-face focus groups and further methods with two student groups in medical education, one undergraduate and one postgraduate. Students were broadly positive about creating and sharing material online, but were also quite anxious about doing so. Many practical issues, including around course design, student workload and assessment pressures, were barriers to students creating and sharing material. Group size is also important, with self-sustaining activity less likely in small groups. Successfully introducing user-generated content into medical education requires attention to practical details and an awareness of the student anxiety that can arise.

Postgraduate Wage Premiums and the Gender Wage Gap in Canada

ERIC Educational Resources Information Center

Waite, Sean

2017-01-01

Since the 1990s, enrolment in postgraduate programs has increased significantly in Canada. In more recent years, this has led to concerns regarding overproduction and the labour market outcomes of those with postgraduate education. Women have played an important role in this growth, but questions remain as to whether women's progress into the…

Education, Postgraduate Training, Board Certification, and Experience Requirements in Advertisements for Clinical Faculty Positions

PubMed Central

Hawkey, Lisa

2010-01-01

Objectives To compare requirements for pharmacy practice faculty positions in advertisements from 2002 through 2006 to those reported from 1990 through 1994. Methods Positions advertised from January 2002 through December 2006 in 3 newsletters and journals were evaluated for required or preferred degree, completion of residencies and/or fellowships, years of work experience, board certification, and other postgraduate training and education. Advertisements were separated by tenure-eligibility and rank. Results Of 426 advertisements for faculty members, 77% required additional training, including residencies and fellowships or their equivalent in experience. Board certification was required in only 0.9% but preferred in 11%. Advertisements for tenure-eligible positions did not have more extensive requirements than nontenured, nor did upper vs. lower rank. Conclusions Compared to 1996, the number of advertisements requiring postgraduate training to secure a faculty position almost doubled. Whether the qualifications of faculty members recruited match the requirements is unknown. PMID:20585435

Current Pre- and Post-Graduate Vocational Education and Training in Laboratory Medicine and Microbiology in Poland

PubMed Central

Owczarek, Henryk

2010-01-01

The status of Polish medical laboratories in continuously changing. Since 2001 the legal framework was established for the clinical chemists employed in medical and microbiological laboratories. Since that time, the job performance by clinical chemists is limited only to the specialist, member of the Polish Chamber of Laboratory Diagnosticians. According to that legal act, graduate in laboratory medicine is certified to perform the professional activities in medical or microbiological laboratories without further vocational training. After graduating from biology, chemistry, pharmacy or veterinary medicine, a person can perform the job only under supervision of a certified clinical chemist. Several Medical Universities have organized the system of post-graduation education for such graduates. The main courses taught are basic pathology, internal medicine, hematology, immunology, and clinical chemistry. In addition, the Ministry of Health and Chamber of Laboratory Diagnosticians are organizing and supervising the higher level of post-graduate education for clinical chemists, the education and vocational training which leads to the title of specialist in clinical chemistry or similar area in laboratory medicine. The professional qualification of such person are evaluated during the final exam at the national level. The specialist is eligible to act as director of clinical laboratories. PMID:27683359

Are postgraduate qualifications the 'new frontier of social mobility'?

PubMed

Wakeling, Paul; Laurison, Daniel

2017-09-01

We investigate the relationship between social origin, postgraduate degree attainment, and occupational outcomes across five British age-group cohorts. We use recently-available UK Labour Force Survey data to conduct a series of logistic regressions of postgraduate (masters or doctorate) degree attainment among those with first degrees, with controls for measures of degree classification, degree subject, age, gender, ethnicity and national origin. We find a marked strengthening of the effect of class origin on degree- and occupational attainment across age cohorts. While for older generations there is little or no difference by class origin in the rates at which first-degree graduates attain postgraduate degrees, those with working-class-origins in the youngest age-group are only about 28 per cent as likely to obtain a postgraduate degree when compared with their peers from privileged origins. Moreover, social origin matters more for occupational destination, even among those with postgraduate degrees, for those in younger age groups. These findings demonstrate the newly important, and increasing, role of postgraduate degrees in reproducing socio-economic inequality in the wake of the substantial expansion of undergraduate and postgraduate education. Our findings lend some support to the Maximally Maintained Inequality thesis, suggesting that gains in equality of access to first-degrees are indeed at risk from postgraduate expansion. © London School of Economics and Political Science 2017.

Impact of reduction in working hours for doctors in training on postgraduate medical education and patients' outcomes: systematic review.

PubMed

Moonesinghe, S R; Lowery, J; Shahi, N; Millen, A; Beard, J D

2011-03-22

To determine whether a reduction in working hours of doctors in postgraduate medical training has had an effect on objective measures of medical education and clinical outcome. Systematic review. Medline, Embase, ISI Web of Science, Google Scholar, ERIC, and SIGLE were searched without language restriction for articles published between 1990 and December 2010. Reference lists and citations of selected articles. Studies that assessed the impact of a change in duty hours using any objective measure of outcome related to postgraduate medical training, patient safety, or clinical outcome. Any study design was eligible for inclusion. 72 studies were eligible for inclusion: 38 reporting training outcomes, 31 reporting outcomes in patients, and three reporting both. A reduction in working hours from greater than 80 hours a week (in accordance with US recommendations) does not seem to have adversely affected patient safety and has had limited effect on postgraduate training. Reports on the impact of European legislation limiting working hours to less than 56 or 48 a week are of poor quality and have conflicting results, meaning that firm conclusions cannot be made. Reducing working hours to less than 80 a week has not adversely affected outcomes in patient or postgraduate training in the US. The impact of reducing hours to less than 56 or 48 a week in the UK has not yet been sufficiently evaluated in high quality studies. Further work is required, particularly in the European Union, using large multicentre evaluations of the impact of duty hours' legislation on objective educational and clinical outcomes.

Foundational Best Practices for Online Sexuality Education

ERIC Educational Resources Information Center

Mckee, Ryan W.; Green, Eli R.; Hamarman, Amelia M.

2012-01-01

An increasing number of colleges and universities are moving toward online education (Allen & Seaman, 2011; Farnsworth & Bevis, 2006). While there are reservations about the effectiveness of teaching sexuality education online, it is essential that formally trained sexuality educators participate proactively in this paradigm shift. By embracing…

Postgraduate Supervision: E-Mail as an Alternative

ERIC Educational Resources Information Center

White, Toy; Coetzee, Elsabe

2014-01-01

Supervisors at higher education institutions cannot ignore the possibilities created by technology, and for the sake of this article, e-mail, as an aid for supervision on postgraduate level. After completing the modules for the Magister Technologiae (M Tech): Education qualification, students are required to complete a dissertation of limited…

Online Higher Education Commodity

ERIC Educational Resources Information Center

Chau, Paule

2010-01-01

This article analyzes the current trend towards online education. It examines some of the reasons for the trend and the ramifications it may have on students, faculty and institutions of higher learning. The success and profitability of online programs and institutions such as the University of Phoenix has helped to make the move towards online…

The Experience of Teaching Online in Nursing Education.

PubMed

Gazza, Elizabeth A

2017-06-01

Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.]. Copyright 2017, SLACK Incorporated.

Emerging State Policy in Online Special Education

ERIC Educational Resources Information Center

Basham, James D.; Carter, Richard A., Jr.; Rice, Mary Frances; Ortiz, Kelsey

2016-01-01

There has been a dramatic increase and acceptance of online learning in the last decade. In its various forms, online learning has begun to disrupt the status quo of K-12 education and, in turn, special education. The growing prevalence of K-12 online learning provides a grounded opportunity to reflect on traditions and redesign policies, systems,…

Impact of online toxicology training on health professionals: the Global Educational Toxicology Uniting Project (GETUP).

PubMed

Wong, Anselm; Vohra, Rais; Dawson, Andrew H; Stolbach, Andrew

2017-11-01

The Global Educational Toxicology Uniting Project (GETUP), supported by the American College of Medical Toxicology, links countries with and without toxicology services via distance education with the aim to improve education. Due to the lack of toxicology services in some countries there is a knowledge gap in the management of poisonings. We describe our experience with the worldwide delivery of an online introductory toxicology curriculum to emergency doctors and other health professionals treating poisoned patients. We delivered a 15-module introductory Internet-based toxicology curriculum to emergency doctors and health professionals, conducted from August to December 2016. This Internet-based curriculum was adapted from one used to teach emergency residents toxicology in the United States. Modules covered themes such as pharmaceutical (n = 8), toxidromes (n = 2) and agrochemicals (n = 5) poisoning. Participants completed pre-test and post-test multiple choice questions (MCQs) before and after completing the online module, respectively, throughout the course. We collected information on participant demographics, education and training, and perception of relevance of the curriculum. Participants gave feedback on the course and how it affected their practice. One hundred and thirty-six health professionals from 33 countries participated in the course: 98 emergency doctors/medical officers, 25 physicians, eight pharmacists/poisons information specialists, two toxicologists, two medical students and one nurse. Median age of participants was 34 years. Median number of years postgraduate was seven. Ninety (65%) had access to either a poisons information centre over the phone or toxicologist and 48 (35%) did not. All participants expected the course to help improve their knowledge. Overall median pre-module MCQ scores were 56% (95%CI: 38, 75%) compared to post-module MCQ scores median 89% (95% CI: 67, 100%) (p < .0001). Our participants demonstrated an

E-health in graduate and postgraduate medical education: illusions, expectations and reality.

PubMed

Bari, Ferenc; Forczek, Erzsébet; Hantos, Zoltán

2011-01-01

With the overall growth of informatics, the medical education system should also provide programs at both graduate and post-graduate levels. While there is a wide consensus as to the importance of this urgent need, several factors slow down the construction and operation of effective education programs in medical and nursing schools. The increasing need for better and more comprehensive training in informatics is strongly limited by several factors including undefined output skills, tight time frame etc. An efficient development of partnerships within the health care system assumes that all professionals involved must possess strong informatics and interpersonal knowledge, and skills reaching beyond their own individual fields. There is an emerging need to define the basic skills and knowledge for each level of the health care education. Trans-border cooperation offers a unique opportunity for the establishment of common criteria for basic skills and knowledge, via joint discussions, collaborative thinking and concerted action.

An Exploration of Student Teachers' Perspectives at the Start of a Post-Graduate Master's Programme on Inclusive and Special Education

ERIC Educational Resources Information Center

Kamenopoulou, Leda; Buli-Holmberg, Jorun; Siska, Jan

2016-01-01

In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the…

Distant, On-line Education: Effects, Principles and Practices

ERIC Educational Resources Information Center

Clardy, Alan

2009-01-01

The purpose of this paper was to identify the characteristics and history of online education, to examine research on the effectiveness of online learning, and to note the principles and practices indicated for maximizing the effectiveness of online learning. Leading articles and studies on online education were identified and examined for this…

Behavioral change of pharmacists by online evidence-based medicine-style education programs.

PubMed

Aoshima, Syuichi; Kuwabara, Hidenori; Yamamoto, Masahiro

2017-12-01

Although e-learning evidence-based medicine (EBM) courses have proven useful in improving the knowledge and skills of residents, it was still unclear for pharmacists in non-English-speaking countries. Thus, we investigated the behavioral change of Japanese pharmacists who participated in an EBM-style e-learning educational program available online. This EBM-style e-learning program, the Japanese Journal Club for Clinical Pharmacists, was operated by three pharmacists through Skype. It comprised an online questionnaire administered to the program viewers. Two frequencies, the opportunity to be aware of EBM practices and that of reading an article, were compared before and after viewing the broadcast. Frequencies were classified into five categories: "almost every day," "1-2 times a week," "1-2 times a month," "1-2 times a year," and "not at all." The changes before and after viewing the broadcast were evaluated using a Wilcoxon signed-rank test. The announcement of the questionnaire survey on the web was conducted during the journal club on August 24 and September 7, 2014. The maximum number of simultaneous audiences at the time was 113 persons. Among them, we analyzed data from 36 people who answered the questionnaire. Among these, "1-2 times a week" and "almost every day" were increased, whereas "not at all" was greatly reduced. Indeed, a significant difference was observed in overall change of each frequency before and after viewing the broadcast ( P <.001). EBM-style learning programs may play an important role in the postgraduate clinical education of pharmacists.

Unequal Classrooms: Online Higher Education and Non-Cognitive Skills

ERIC Educational Resources Information Center

Morton, Jennifer M.

2016-01-01

In this paper, I reflect on the changing role of higher education by focusing on the case of online education. I consider the promise of online education as a means to mitigate educational inequalities. Based on the available empirical evidence, I argue that this promise is unlikely to be fulfilled because online education is not well-suited to…

A Small Experiment in Online Learning

ERIC Educational Resources Information Center

Ryan, P.

2008-01-01

What constitutes successful practice for supervision of postgraduate students at an Open and Distance learning institution? In this article I describe a limited experiment in on-line teaching using a group of postgraduate students at the University of South Africa (Unisa). While the experiment has obvious limitations including the short time in…

How Prepared are Students for Postgraduate Study? A Comparison of the Information Literacy Skills of Commencing Undergraduate and Postgraduate Information Studies Students at Curtin University

ERIC Educational Resources Information Center

Conway, Kate

2011-01-01

This paper describes a study comparing the information literacy skills of commencing undergraduate and postgraduate Information Studies students at Curtin University. The study was conducted by means of an online multiple choice survey, which students completed during the first few weeks of their course. The results show that a number of both…

Work-based Assessment and Co-production in Postgraduate Medical Training

PubMed Central

Holmboe, Eric S.

2017-01-01

Assessment has always been an essential component of postgraduate medical education and for many years focused predominantly on various types of examinations. While examinations of medical knowledge and more recently of clinical skills with standardized patients can assess learner capability in controlled settings and provide a level of assurance for the public, persistent and growing concerns regarding quality of care and patient safety worldwide has raised the importance and need for better work-based assessments. Work-based assessments, when done effectively, can more authentically capture the abilities of learners to actually provide safe, effective, patient-centered care. Furthermore, we have entered the era of interprofessional care where effective teamwork among multiple health care professionals is now paramount. Work-based assessment methods are now essential in an interprofessional healthcare world. To better prepare learners for these newer competencies and the ever-growing complexity of healthcare, many post-graduate medical education systems across the globe have turned to outcomes-based models of education, codified through competency frameworks. This commentary provides a brief overview on key methods of work-based assessment such as direct observation, multisource feedback, patient experience surveys and performance measures that are needed in a competency-based world that places a premium on educational and clinical outcomes. However, the full potential of work-based assessments will only be realized if post-graduate learners play an active role in their own assessment program. This will require a substantial culture change, and culture change only occurs through actions and changed behaviors. Co-production offers a practical and philosophical approach to engaging postgraduate learners to be active, intrinsically motivated agents for their own professional development, help to change learning culture and contribute to improving programmatic

Work-based Assessment and Co-production in Postgraduate Medical Training.

PubMed

Holmboe, Eric S

2017-01-01

Assessment has always been an essential component of postgraduate medical education and for many years focused predominantly on various types of examinations. While examinations of medical knowledge and more recently of clinical skills with standardized patients can assess learner capability in controlled settings and provide a level of assurance for the public, persistent and growing concerns regarding quality of care and patient safety worldwide has raised the importance and need for better work-based assessments. Work-based assessments, when done effectively, can more authentically capture the abilities of learners to actually provide safe, effective, patient-centered care. Furthermore, we have entered the era of interprofessional care where effective teamwork among multiple health care professionals is now paramount. Work-based assessment methods are now essential in an interprofessional healthcare world. To better prepare learners for these newer competencies and the ever-growing complexity of healthcare, many post-graduate medical education systems across the globe have turned to outcomes-based models of education, codified through competency frameworks. This commentary provides a brief overview on key methods of work-based assessment such as direct observation, multisource feedback, patient experience surveys and performance measures that are needed in a competency-based world that places a premium on educational and clinical outcomes. However, the full potential of work-based assessments will only be realized if post-graduate learners play an active role in their own assessment program. This will require a substantial culture change, and culture change only occurs through actions and changed behaviors. Co-production offers a practical and philosophical approach to engaging postgraduate learners to be active, intrinsically motivated agents for their own professional development, help to change learning culture and contribute to improving programmatic

Pre-graduate and post-graduate education in personalized medicine in the Czech Republic: statistics, analysis and recommendations.

PubMed

Polivka, Jiri; Polivka, Jiri; Karlikova, Marie; Topolcan, Ondrej

2014-01-01

The main goal of personalized medicine is the individualized approach to the patient's treatment. It could be achieved only by the integration of the complexity of novel findings in diverse "omics" disciplines, new methods of medical imaging, as well as implementation of reliable biomarkers into the medical care. The implementation of personalized medicine into clinical practice is dependent on the adaptation of pre-graduate and post-graduate medical education to these principles. The situation in the education of personalized medicine in the Czech Republic is analyzed together with novel educational tools that are currently established in our country. The EPMA representatives in the Czech Republic in cooperation with the working group of professionals at the Faculty of Medicine in Pilsen, Charles University in Prague have implemented the survey of personalized medicine awareness among students of Faculty of Medicine in Pilsen-the "Personalized Medicine Questionnaire". The results showed lacking knowledge of personalized medicine principles and students' will of education in this domain. Therefore, several educational activities addressed particularly to medical students and young physicians were realized at our facility with very positive evaluation. These educational activities (conferences, workshops, seminars, e-learning and special courses in personalized medicine (PM)) will be a part of pre-graduate and post-graduate medical education, will be extended to other medical faculties in our country. The "Summer School of Personalized Medicine in Plzen 2015" will be organized at the Faculty of Medicine and Faculty Hospital in Pilsen as the first event on this topic in the Czech Republic.

E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

ERIC Educational Resources Information Center

Kovalchuck, Vasyl; Vorotnykova, Iryna

2017-01-01

The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring…

Reforming Teacher Education for Online Pedagogy Development

ERIC Educational Resources Information Center

Scheg, Abigail G.

2014-01-01

Online education is a long-term goal at most higher-education institutions in the United States, but very few faculty members have sufficient training or knowledge of online pedagogy. As a result, students are not receiving the highest quality education, and institutions are struggling with student retention and the improvement of their distance…

Online Education in the Community College

ERIC Educational Resources Information Center

Johnson, Steven G.; Berge, Zane

2012-01-01

This paper looks at three areas impacting online education at the community college level. Community colleges account for more than half of all online students in the United States as of 2006. This makes the success of online learning at the community college level a critical part of the growing online learning movement. Using data for…

Quality indicators for learner-centered postgraduate medical e-learning

PubMed Central

Westerman, Michiel; Scheele, Fedde

2017-01-01

Objectives The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. Methods We performed four focus-group discussions with e-learning end-users (learners) and didactic experts. The participants were postgraduate learners with varying levels of experience, educational experts from a Dutch e-learning task group, and commercial experts from a Dutch e-learning company. Verbatim transcribed interview recordings were analyzed using King’s template analysis. The initial template was created with reference to recent literature on postgraduate medical e-learning quality indicators. The transcripts were coded, after which the emerging differences in template interpretation were discussed until a consensus was reached within the team. Results The final template consisted of three domains of positive e-learning influencers (motivators, learning enhancers, and real-world translation) and three domains of negatively influential parameters (barriers, learning discouragers, and poor preparation). The interpretation of the final template showed three subjects which form the basis of e-learning, namely, Motivate, Learn and Apply. Conclusions This study forms a basis for learning in general and could be applied to many educational instruments. Individual characteristics should be adapted to the target audience. Three subjects form the basis of, and six themes cover all items needed for, good (enough) postgraduate e-learning. Further research should be carried out with learners and real-world e-learning to validate this template. PMID:28456781

Quality indicators for learner-centered postgraduate medical e-learning.

PubMed

de Leeuw, Robert A; Westerman, Michiel; Scheele, Fedde

2017-04-27

The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. We performed four focus-group discussions with e-learning end-users (learners) and didactic experts. The participants were postgraduate learners with varying levels of experience, educational experts from a Dutch e-learning task group, and commercial experts from a Dutch e-learning company. Verbatim transcribed interview recordings were analyzed using King's template analysis. The initial template was created with reference to recent literature on postgraduate medical e-learning quality indicators. The transcripts were coded, after which the emerging differences in template interpretation were discussed until a consensus was reached within the team. The final template consisted of three domains of positive e-learning influencers (motivators, learning enhancers, and real-world translation) and three domains of negatively influential parameters (barriers, learning discouragers, and poor preparation). The interpretation of the final template showed three subjects which form the basis of e-learning, namely, Motivate, Learn and Apply. This study forms a basis for learning in general and could be applied to many educational instruments. Individual characteristics should be adapted to the target audience. Three subjects form the basis of, and six themes cover all items needed for, good (enough) postgraduate e-learning. Further research should be carried out with learners and real-world e-learning to validate this template.

General practitioners learning qualitative research: A case study of postgraduate education.

PubMed

Hepworth, Julie; Kay, Margaret

2015-10-01

Qualitative research is increasingly being recognised as a vital aspect of primary healthcare research. Teaching and learning how to conduct qualitative research is especially important for general practitioners and other clinicians in the professional educational setting. This article examines a case study of postgraduate professional education in qualitative research for clinicians, for the purpose of enabling a robust discussion around teaching and learning in medicine and the health sciences. A series of three workshops was delivered for primary healthcare academics. The workshops were evaluated using a quantitative survey and qualitative free-text responses to enable descriptive analyses. Participants found qualitative philosophy and theory the most difficult areas to engage with, and learning qualitative coding and analysis was considered the easiest to learn. Key elements for successful teaching were identified, including the use of adult learning principles, the value of an experienced facilitator and an awareness of the impact of clinical subcultures on learning.

Web 2.0 in Education: A Study of the Explorative Use of Blogs with a Postgraduate Class

ERIC Educational Resources Information Center

Churchill, Daniel

2011-01-01

This paper outlines a study that explored educational applications of blogs with a class of postgraduate students in a Hong Kong university over a period of one semester in 2006, and considers its outcomes. Rather than using the usual learning management system to support learning in the class, the facilitator-researcher organised a blog-based…

Preparedness for practice: a systematic cross-specialty evaluation of the alignment between postgraduate medical education and independent practice.

PubMed

Dijkstra, Ids S; Pols, Jan; Remmelts, Pine; Brand, Paul L P

2015-02-01

Postgraduate medical education training programs strive to prepare their trainees optimally for independent practice. Several studies have shown, however, that new consultants feel inadequately prepared for practice, and that this increases the risk of stress and burnout. To analyze across specialties for which tasks and themes new consultants feel inadequately prepared. And, to identify themes that need improved attention in postgraduate medical education programs or after registration. 330 New consultants from all hospital specialities with accredited training programs who completed their training in the north-eastern educational region of The Netherlands between 2004 and 2010 received a questionnaire which was based on a previously validated generic task inventory. 143 respondents (43%) returned the questionnaire. They felt excellently prepared for 40 tasks, well prepared for 25 tasks, marginally sufficiently prepared for 18 tasks and insufficiently prepared for 8 tasks. Preparedness scores were lowest for tasks concerning management administration and leadership, research, end-of-life care, and patient safety-related communication. Surgical specialists felt better prepared for practice than medical specialists, which could not be explained by differences in general self-efficacy. Although new consultants felt well prepared for medical tasks, the scores of more generic tasks indicate that the alignment between the different phases of the medical education continuum and independent practice needs improvement.

Online Lectures in Undergraduate Medical Education: Scoping Review.

PubMed

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia; Law, Marcus

2018-04-10

The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools-including online lectures-before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. ©Brandon Tang, Alon Coret, Aatif Qureshi, Henry Barron, Ana Patricia Ayala, Marcus Law. Originally published in JMIR Medical Education (http://mededu.jmir.org), 10.04.2018.

Postgraduate Research Students and Academic Integrity: "It's about Good Research Training"

ERIC Educational Resources Information Center

Mahmud, Saadia; Bretag, Tracey

2013-01-01

Findings from a study on academic integrity at Australian universities challenge the presumption that postgraduate research students have prior knowledge of academic integrity. A review of online academic integrity policy in 39 Australian universities found that one in five policies had no mention of higher degree by research (HDR) students.…

Pentexonomy: A Multi-Dimensional Taxonomy of Educational Online Technologies

ERIC Educational Resources Information Center

Tuapawa, Kimberley; Sher, William; Gu, Ning

2014-01-01

Educational online technologies (EOTs) have revolutionised the delivery of online education, making a large contribution towards the global increase in demand for higher learning. Educationalists have striven to adapt through knowledge development and application of online tools, but making educationally sound choices about technology has proved…

Design and Development of a Flexible Online Course for Making Accessible Online Courses.

ERIC Educational Resources Information Center

Koppi, Tony; Pearson, Elaine

The design rationale for the development of an exemplary, flexible online course for making accessible online courses is described. The authors developed the course by adopting the roles of content expert and instructional designer. The course has a dual purpose. The assessment for postgraduate students provides a guide to learning for academic…

Online Lectures in Undergraduate Medical Education: Scoping Review

PubMed Central

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia

2018-01-01

Background The adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective The aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods This scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education. Results In total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions Integration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential. PMID:29636322

Best Practices for Online Business Education

ERIC Educational Resources Information Center

Grandzol, John R.; Grandzol, Christian J.

2006-01-01

This integrative review of literature on online educational best practices is intended to provide a quick reference for those interested in designing online business courses and programs. Primarily American in its perspective, this review may be helpful for business schools seeking optimal online course designs that foster quality learning…

Use of structured musculoskeletal examination routines in undergraduate medical education and postgraduate clinical practice - a UK survey.

PubMed

Baker, Kenneth F; Jandial, Sharmila; Thompson, Ben; Walker, David; Taylor, Ken; Foster, Helen E

2016-10-21

Structured examination routines have been developed as educational resources for musculoskeletal clinical skills teaching, including Gait-Arms-Legs-Spine (GALS), Regional Examination of the Musculoskeletal System (REMS) and paediatric GALS (pGALS). In this study, we aimed to assess the awareness and use of these examination routines in undergraduate medical teaching in UK medical schools and UK postgraduate clinical practice. Electronic questionnaires were distributed to adult and paediatric musculoskeletal teaching leads at UK medical schools and current UK doctors in training. Responses were received from 67 tutors representing teaching at 22/33 [67 %] of all UK medical schools, and 70 trainee doctors across a range of postgraduate training specialities. There was widespread adoption, at responding medical schools, of the adult examination routines within musculoskeletal teaching (GALS: 14/16 [88 %]; REMS: 12/16 [75 %]) and assessment (GALS: 13/16 [81 %]; REMS: 12/16 [75 %]). More trainees were aware of GALS (64/70 [91 %]) than REMS (14/67 [21 %]). Of the 39 trainees who used GALS in their clinical practice, 35/39 [90 %] reported that it had improved their confidence in musculoskeletal examination. Of the 17/22 responding medical schools that included paediatric musculoskeletal examination within their curricula, 15/17 [88 %] used the pGALS approach and this was included within student assessment at 4 medical schools. We demonstrate the widespread adoption of these examination routines in undergraduate education and significant uptake in postgraduate clinical practice. Further study is required to understand their impact upon clinical performance.

Marital Adjustment and Duration of Marriage among Postgraduate Iranian Students in Malaysia

ERIC Educational Resources Information Center

Ghoroghi, Soudabeh; Hassan, Siti Aishah; Baba, Maznah

2015-01-01

The current study aimed to examine the relationship between marriage duration and marital adjustment of married Iranian students at postgraduate level in Malaysian universities. To this end, 220 randomly selected married participants completed an online questionnaire via email. The respondents were questioned about their demographic information…

Online interprofessional education facilitation: A scoping review.

PubMed

Evans, Sherryn Maree; Ward, Catherine; Reeves, Scott

2018-04-22

The use of online media to deliver interprofessional education (IPE) is becoming more prevalent across health professions education settings. Facilitation of IPE activities is known to be critical to the effective delivery of IPE, however, specifics about the nature of online IPE facilitation remains unclear. To explore the health professions education literature to understand the extent, range and nature of research on online IPE facilitation. Scoping review methodology was used to guide a search of four electronic databases for relevant papers. Of the 2095 abstracts initially identified, after screening of both abstracts and full-text papers, 10 studies were selected for inclusion in this review. Following abstraction of key information from each study, a thematic analysis was undertaken. Three key themes emerged to describe the nature of the IPE facilitation literature: (1) types of online IPE facilitation contributions, (2) the experience of online IPE facilitation and (3) personal outcomes of online IPE facilitation. These IPE facilitation themes were particularly focused on facilitation of interprofessional student teams on an asynchronous basis. While the included studies provide some insight into the nature of online IPE facilitation, future research is needed to better understand facilitator contributions, and the facilitation experience and associated outcomes, both relating to synchronous and asynchronous online environments.

Future Directions for Research on Online Technical Education

ERIC Educational Resources Information Center

Horvitz, Brian S.

2017-01-01

Most research on online learning in higher education has been focused on general education at four-year institutions. There is a need for more research that focuses on online and hybrid education at community colleges in technical education fields. This issue includes articles from eight National Science Foundation funded projects doing innovative…

Building a Conceptual Framework for Online Educator Dispositions

ERIC Educational Resources Information Center

Kirwan, Jeral R.; Roumell, Elizabeth Anne

2015-01-01

It has been argued that online instruction is distinctive from the conventional classroom. If an effective online practice is to emerge, the roles, characteristics and dispositions of the educators themselves should be studied more closely. The aim of this paper was to present an online educator dispositions model that addresses the underlying…

Postgraduate Emergency Medicine Training in India: An Educational Partnership with the Private Sector.

PubMed

Douglass, Katherine; Pousson, Amelia; Gidwani, Shweta; Smith, Jeffrey

2015-11-01

Emergency medicine (EM) is a recently recognized specialty in India, still in its infancy. Local training programs are developing, but remain very limited. Private, for-profit hospitals are an important provider of graduate medical education (GME) in India, and are partnering with United States (US) universities in EM to expand training opportunities. Our aim was to describe current private-sector programs affiliated with a US university providing postgraduate EM training in India, the evolution and structure of these programs, and successes and challenges of program implementation. Programs have been established in seven cities in India in partnership with a US academic institution. Full-time trainees have required didactics, clinical rotations, research, and annual examinations. Faculty members affiliated with the US institution visit each program monthly. Regular evaluations have informed program modifications, and a local faculty development program has been implemented. Currently, 240 trainees are enrolled in the EM postgraduate program, and 141 physicians have graduated. A pilot survey conducted in 2012 revealed that 93% of graduates are currently practicing EM, 82% of those in India; 71% are involved in teaching, and 32% in research. Further investigation into programmatic impacts is necessary. Challenges include issues of formal program recognition both in India and abroad. This unique partnership is playing a major early role in EM GME in India. Future steps include official program recognition, expanded numbers of training sites, and a gradual transition of training and education to local faculty. Similar partnership programs may be effective in other settings outside of India. Copyright © 2015 Elsevier Inc. All rights reserved.

Online Problem-Based Learning in Postgraduate Medical Education--Content Analysis of Reflection Comments

ERIC Educational Resources Information Center

Gonzalez, Maria L.; Salmoni, Alan J.

2008-01-01

We developed the Med-e-Conference, an online tool to teach clinical skills to medical students, which integrated problem-based learning with collaborative group tasks. The final task asked students to consider what they had done (reflection). These comments were analysed using content analysis, and 10 themes were elicited. The number of agreements…

Levels of Interaction Provided by Online Distance Education Models

ERIC Educational Resources Information Center

Alhih, Mohammed; Ossiannilsson, Ebba; Berigel, Muhammet

2017-01-01

Interaction plays a significant role to foster usability and quality in online education. It is one of the quality standard to reveal the evidence of practice in online distance education models. This research study aims to evaluate levels of interaction in the practices of distance education centres. It is aimed to provide online distance…

The Use of a Small Private Online Course to Allow Educators to Share Teaching Resources Across Diverse Sites: The Future of Psychiatric Case Conferences?

PubMed

Lockhart, Billy J; Capurso, Noah A; Chase, Isaiah; Arbuckle, Melissa R; Travis, Michael J; Eisen, Jane; Ross, David A

2017-02-01

The authors sought to demonstrate the feasibility of integrating small private online course (SPOC) technology with flipped classroom techniques in order to improve neuroscience education across diverse training sites. Post-graduate medical educators used SPOC web conferencing software and video technology to implement an integrated case conference and in-depth neuroscience discussion. Ten psychiatry training programs from across the USA and from two international sites took part in the conference. Feedback from participants was largely positive. This pilot demonstrated the feasibility of such a program and provided a diverse audience with the opportunity to engage in an interactive learning experience with expert faculty discussants. This may be a useful model for programs with limited local expertise to expand their teaching efforts in a wide range of topics.

Physical Educators' Engagement in Online Adapted Physical Education Graduate Professional Development

ERIC Educational Resources Information Center

Sato, Takahiro; Haegele, Justin A.

2018-01-01

The purpose of this study was to investigate in-service physical education teachers' engagement during online adapted physical education (APE) graduate professional development. This study was based on andragogy theory. All participants were in-service physical education teachers enrolled in a state-approved online APE endorsement program at a…

Lost in Translation: Importance of Effective Communication in Online Education

ERIC Educational Resources Information Center

Betts, Kristen

2009-01-01

Approximately 3.9 million students enrolled in at least one online course in fall 2007. According to Allen and Seaman (2008), online education growth rates have continued to outpace total higher education growth rates and there are no signs of online growth slowing down. As higher education institutions offer increasing numbers of online and…

Cases on Critical and Qualitative Perspectives in Online Higher Education

ERIC Educational Resources Information Center

Orleans, Myron, Ed.

2014-01-01

Online education continues to permeate mainstream teaching techniques in higher education settings. Teaching upper-level classes in an online setting is having a major impact on education as a whole and is fundamentally altering global learning. "Cases on Critical and Qualitative Perspectives in Online Higher Education" offers a…

The Transition from Distance to Online Education: Perspectives from the Educational Management Horizon

ERIC Educational Resources Information Center

Soderstrom, Tor; From, Jorgen; Lovqvist, Jeanette; Tornquist, Anette

2012-01-01

In Sweden, higher education has moved away from distance education, including physical meetings, to online education with no physical meetings at all. This article focuses on the shift from distance to online education using an educational management perspective that is based on economic, staff, and student data collected between 1994 and 2010…

Climate Discovery Online Courses for Educators from NCAR

NASA Astrophysics Data System (ADS)

Henderson, S.; Ward, D. L.; Meymaris, K. K.; Johnson, R. M.; Gardiner, L.; Russell, R.

2008-12-01

The National Center for Atmospheric Research (NCAR) has responded to the pressing need for professional development in climate and global change sciences by creating the Climate Discovery online course series. This series was designed with the secondary geoscience educator in mind. The online courses are based on current and credible climate change science. Interactive learning techniques are built into the online course designs with assignments that encourage active participation. A key element of the online courses is the creation of a virtual community of geoscience educators who exchange ideas related to classroom implementation, student assessment, and lessons plans. Geoscience educators from around the country have participated in the online courses. The ongoing interest from geoscience educators strongly suggests that the NCAR Climate Discovery online courses are a timely and needed professional development opportunity. The intent of NCAR Climate Discovery is to positively impact teachers' professional development scientifically authentic information, (2) experiencing guided practice in conducting activities and using ancillary resources in workshop venues, (3) gaining access to standards-aligned lesson plans, kits that promote hands-on learning, and scientific content that are easily implemented in their classrooms, and (4) becoming a part of a community of educators with whom they may continue to discuss the challenges of pedagogy and content comprehension in teaching climate change in the Earth system context. Three courses make up the Climate Discovery series: Introduction to Climate Change; Earth System Science - A Climate Change Perspective; and Understanding Climate Change Today. Each course, instructed by science education specialists, combines geoscience content, information about current climate research, hands-on activities, and group discussion. The online courses use the web-based Moodle courseware system (open- source software similar to

Distance, Online and Campus Higher Education: Reflections on Learning Outcomes

ERIC Educational Resources Information Center

McPhee, Iain; Soderstrom, Tor

2012-01-01

Purpose: The purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students' performance by study mode, differences in students' performance by length of study, and finally comparing performance by study mode between modules in…

Reconceptualising Higher Education Pedagogy in Online Learning

ERIC Educational Resources Information Center

Green, Nicole C.; Edwards, Helen; Wolodko, Brenda; Stewart, Cherry; Brooks, Margaret; Littledyke, Ros

2010-01-01

The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their…

Online learning: the potential for occupational therapy education.

PubMed

Hollis, Vivien; Madill, Helen

2006-01-01

Online learning continues to have a significant impact on higher education. Increasingly students seek a combination of online learning and face-to-face instruction at undergraduate and graduate levels and occupational therapists ask for online continuing professional development opportunities. However, occupational therapy educators have been slow to adopt web-based instructional technology. This paper presents background information on the use of web-based learning in the general sphere of higher education and outlines the current range of usage in occupational therapy education. Research findings are presented to stimulate discussion regarding online learning and occupational therapy professional socialisation, student satisfaction and outcomes. There is a fine line between full and partial online course delivery, so research on technology-enhanced campus-based delivery is also included in the review. Evidence suggests that blending combinations of technologies with computer mediated learning enhances interaction and could address the higher order learning needs of professional programmes such as occupational therapy.

Online interprofessional health sciences education: From theory to practice.

PubMed

Luke, Robert; Solomon, Patty; Baptiste, Sue; Hall, Pippa; Orchard, Carole; Rukholm, Ellen; Carter, Lorraine

2009-01-01

Online learning (e-learning) has a nascent but established history. Its application to interprofessional education (IPE), however, is relatively new. Over the past 2 decades the Internet has been used increasingly to mediate education. We have come past the point of "should we use the Internet for education" to "how should we use the Internet for education." Research has begun on the optimal development of online learning environments to support IPE. Developing online IPE should follow best practices in e-learning generally, though there are some special considerations for acknowledging the interprofessional context and clinical environments that online IPE is designed to support. The design, development, and deployment of effective online IPE must therefore pay special attention to the particular constraints of the health care worker educational matrix, both pre- and postlicensure. In this article we outline the design of online, interprofessional health sciences education. Our work has involved 4 educational and 4 clinical service institutions. We establish the context in which we situate our development activities that created learning modules designed to support IPE and its transfer into new interprofessional health care practices. We illustrate some best practices for the design of effective online IPE, and show how this design can create effective learning for IPE. Challenges exist regarding the full implementation of interprofessional clinical practice that are beginning to be met by coordinated efforts of multiple health care education silos.

Introduction of formal debate into a postgraduate specialty track education programme in periodontics in Japan.

PubMed

Saito, A; Fujinami, K

2011-02-01

To evaluate the formal debate as an active learning strategy within a postgraduate specialty track education programme in periodontics. A formal debate was implemented as an active learning strategy in the programme. The participants were full-time faculty, residents and dentists attending special courses at a teaching hospital in Japan. They were grouped into two evenly matched opposing teams, judges and audience. As a preparation for the debate, the participants attended a lecture on critical thinking. At the time of debate, each team provided a theme report with a list of references. Performances and contents of the debate were evaluated by the course instructors and audience. Pre- and post-debate testing was used to assess the participants' objective knowledge on clinical periodontology. Evaluation of the debate by the participants revealed that scores for criteria, such as presentation performance, response with logic and rebuttal effectiveness were relatively low. Thirty-eight per cent of the participants demonstrated higher test scores after the debate, although there was no statistically significant difference in the mean scores between pre- and post-tests. At the end of the debate, vast majority of participants recognised the significance and importance of the formal debate in the programme. It was suggested that the incorporation of the formal debate could serve as an educational tool for the postgraduate specialty track programme. © 2011 John Wiley & Sons A/S.

An Examination of Motivating Factors on Faculty Participation in Online Higher Education

ERIC Educational Resources Information Center

Hoffman, Michael S.

2013-01-01

Online education has become a vital component of the American higher education system. Demand for online education is expected to grow, as online education offers a number of tangible benefits to potential students. Faculty member participation in online education has been found to be crucial to the success of new or expanded online education…

Perceived Demand for Online and Hybrid Doctoral Programs in Technical Education

ERIC Educational Resources Information Center

Flowers, Jim; Baltzer, Holly

2006-01-01

Data from Sloan-C snapshot of the status of online education in the US indicate that online education is becomingly increasingly a part of the long-term goals and strategies of many institutions. Technical education has begun taking advantage of the online market by offering online education at the bachelor's and master's level. However, the…

High Performance Work Systems for Online Education

ERIC Educational Resources Information Center

Contacos-Sawyer, Jonna; Revels, Mark; Ciampa, Mark

2010-01-01

The purpose of this paper is to identify the key elements of a High Performance Work System (HPWS) and explore the possibility of implementation in an online institution of higher learning. With the projected rapid growth of the demand for online education and its importance in post-secondary education, providing high quality curriculum, excellent…

Planning for Online Education: A Systems Model

ERIC Educational Resources Information Center

Picciano, Anthony G.

2015-01-01

The purpose of this article is to revisit the basic principles of technology planning as applied to online education initiatives. While not meant to be an exhaustive treatment of the topic, the article is timely because many colleges and universities are considering the development and expansion of online education as part of their planning…

Strategies for active learning in online continuing education.

PubMed

Phillips, Janet M

2005-01-01

Online continuing education and staff development is on the rise as the benefits of access, convenience, and quality learning are continuing to take shape. Strategies to enhance learning call for learner participation that is self-directed and independent, thus changing the educator's role from expert to coach and facilitator. Good planning of active learning strategies promotes optimal learning whether the learning content is presented in a course or a just-in-time short module. Active learning strategies can be used to enhance online learning during all phases of the teaching-learning process and can accommodate a variety of learning styles. Feedback from peers, educators, and technology greatly influences learner satisfaction and must be harnessed to provide effective learning experiences. Outcomes of active learning can be assessed online and implemented conveniently and successfully from the initiation of the course or module planning to the end of the evaluation process. Online learning has become accessible and convenient and allows the educator to track learner participation. The future of online education will continue to grow, and using active learning strategies will ensure that quality learning will occur, appealing to a wide variety of learning needs.

Foundations of Online Education at Tarleton State University

ERIC Educational Resources Information Center

Atchley, Wayne; Wingenbach, Gary

2011-01-01

Online course delivery has been used for many years in higher education. Like many institutions, Tarleton State University has used online education as a means to increase student enrollment and satisfy the changing education needs of both traditional and non-traditional students. The purpose of this study was to examine the origins of online…

Engaging students in blended and online collaborative courses at university level through Second Life: comparative perspectives and instructional affordances

NASA Astrophysics Data System (ADS)

Pellas, Nikolaos; kazanidis, Ioannis

2014-04-01

Students' opinions about the degree of impact, status, and socio-cognitive viability with the utilization of the emerging three-dimensional (3D) computer-generated technologies may vary. Indisputably, 3D technology-enhanced environments have provided considerable benefits and affordances to the contemporary e-Education. In these circumstances, virtual worlds (VWs) like second life (SL) have generally intensified with an extensive perpetuation and penetration of innovative performances that encapsulated or enacted from the vast majority of higher education fields. At the same time, there is growing widespread recognition of reasons affecting the high or low degree of students' engagement in online and blended course delivery methods held in 3D VWs. Notwithstanding that most notable studies have disclosed SL functional capabilities from a plethora of pilot case studies, however, it is still lacking an experiential-based research approach to determine the degree of students' engagement in blended and online courses at university level through SL. The present comparative study explores students' engagement overall as a multidimensional construct consisting of emotional, behavioral, and cognitive factors. One hundred and thirty-five undergraduate and postgraduate students in almost identical blended and online instructional conditions held in SL took part in this project. Preliminary results have decoded students' satisfaction for both methods, despite the fact that the voluntary sample composed of different educational disciplines. The quantitative analysis showed that postgraduate students of the online course had more positive results and the degree of engagement significantly increased compared to those who enrolled with the blended course delivery method. The instructional affordances from the utilization of SL were the collaborative climate between users (instructor and students) who eliminated various intractable boundaries which were predominantly observed by

Postgraduate surgical education and training in Canada and Australia: each may benefit from the other's experiences.

PubMed

Pollett, William G; Waxman, Bruce P

2012-09-01

Canada and Australia share similar cultural origins and current multicultural societies and demographics but there are differences in climate and sporting pursuits. Surgeons and surgeon teachers similarly share many of the same challenges, but the health care and health-care education systems differ in significant ways. The objective of this review is to detail the different postgraduate surgical training programs with a focus on general surgery and how the programs of each country may benefit from appreciating the experiences of the other. The major differences relate to entry requirements, the role of universities in governance of training, mandatory skills courses in early training, the accreditation process, remuneration for surgical teachers and the impact of private practice. Many of the differences are culturally entrenched in their respective medical systems and unlikely to change substantially. Direct entry into specialty training without an internship per se is now firmly established in Canada just as delayed entry after internship is mandated by the Australian Medical Board. Both recognize the importance of establishing goals and objectives, modular curricular and the emerging role of online educational resources and how these may impact on assessments. The Royal Australasian College of Surgeons is unlikely to cede much responsibility to the universities but alternative academic models are emerging. Private health care in the two countries differs, but there are increasing opportunities for training in the private sector in Australia. In spite of the differences, both provide excellent health care and surgical training opportunities in an environment with significant fiscal, technological and societal challenges. © 2012 The Authors. ANZ Journal of Surgery © 2012 Royal Australasian College of Surgeons.

ESSReS-PEP-POLMAR, an international and interdisciplinary postgraduate education concept on Earth and Environmental Sciences

NASA Astrophysics Data System (ADS)

Meggers, Helge; Hanfland, Claudia; Sprengel, Claudia; Grosfeld, Klaus; Lohmann, Gerrit; Bijma, Jelle; Ladstätter-Weißenmayer, Annette; Burrows, John

2014-05-01

Postgraduate education is gaining increasing importance and has been identified as one instrument to foster quality and promote networking, both in research and in education. Exchange and co-operation between graduate programmes that have related topics produce added value for all. Students have access to a range of research facilities, course offers, and a broad scientific community from which they can start building their individual scientific network. Larger events like PhD conferences, career symposia or cost-intensive trainings are more easily tackled by joining forces of various players. The postgraduate programmes ESSReS-PEP-POLMAR are part of a larger network of marine and climate science programmes in the north-western region of Germany and together host up 180 (23 ESSReS, 130 POLMAR, 30 PEP) PhD/Master students in their respective programmes. Here, we will present a number of joint activities from this collaboration. Today, the PhD education is completely different to that from 15 years ago due to a variety of different scientific offerings including e.g. excursions, soft skill courses and special seminars. In the framework of the ESSReS-PEP-POLMAR concept the Postgraduate Programme Environmental Physics (PEP) at the University of Bremen educates the participants on the complex relationship between atmosphere, hydrosphere (ocean), cryosphere (ice region) and solid earth (land). Here, the learning of experimental methods in environmental physics at the most advanced level, numerical data analysis using supercomputers, and data interpretation via sophisticated methods prepare students for a scientific career. Within cooperation with the Ocean University of China (OUC) students are participating one year in the PEP programme during their master studies since 2006, to get finally a double degree of both universities. Two different ways to further graduation are currently possible at the Alfred Wegener Institute. The Helmholtz Graduate School for Polar and

Pedagogy and Practice for Online English Language Teacher Education

ERIC Educational Resources Information Center

Pawan, Faridah; Wiechart, Kelly A.; Warren, Amber N.; Park, Jaehan

2016-01-01

Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and…

Online Report Card: Tracking Online Education in the United States

ERIC Educational Resources Information Center

Allen, I. Elaine; Seaman, Jeff

2016-01-01

This is the thirteenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group in partnership with the Online Learning Consortium (OLC), Pearson, WCET, StudyPortals, and Tyton Partners, with additional data from the National Center for Education…

Developing an online certification program for nutrition education assistants.

PubMed

Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

2012-01-01

To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and Nutrition Education Program core competencies was delivered to employees of both programs. Traditional vs online training was compared. Course content validity was determined through expert review by registered dietitians. Parameters studied included increase of nutrition knowledge and teaching technique/ability, educator satisfaction, and programming costs related to training. Utah State University Extension. Twenty-two Supplemental Nutrition Assistance Program-Education and Expanded Food and Nutrition Education Program educators in Utah. Knowledge and skills were measured using pre/posttest statistics. Participant satisfaction was measured with a survey. Paired t test; satisfaction survey. The change in paraprofessional knowledge score was statistically significant (P < .001). Forty percent of paraprofessionals strongly agreed and 60% agreed they were better prepared as nutrition educators because of the training. An estimated $16,000 was saved by providing the training online as compared to a face-to-face training. This interactive online program is a cost-effective way to increase paraprofessional knowledge and job satisfaction. Copyright © 2012 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Continuous Improvement in Online Education: Documenting Teaching Effectiveness in the Online Environment through Observations

ERIC Educational Resources Information Center

Purcell, Jennifer W.; Scott, Heather I.; Mixson-Brookshire, Deborah

2017-01-01

Teaching observations are commonly used among educators to document and improve teaching effectiveness. Unfortunately, the necessary protocols and supporting infrastructure are not consistently available for faculty who teach online. This paper presents a brief literature review and reflective narratives of educators representing online education…

Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring.

PubMed

Zhang, Yuhai; Shang, Lei; Wang, Rui; Zhao, Qinbo; Li, Chanjuan; Xu, Yongyong; Su, Haixia

2012-11-23

In medical training, statistics is considered a very difficult course to learn and teach. Current studies have found that students' attitudes toward statistics can influence their learning process. Measuring, evaluating and monitoring the changes of students' attitudes toward statistics are important. Few studies have focused on the attitudes of postgraduates, especially medical postgraduates. Our purpose was to understand current attitudes regarding statistics held by medical postgraduates and explore their effects on students' achievement. We also wanted to explore the influencing factors and the sources of these attitudes and monitor their changes after a systematic statistics course. A total of 539 medical postgraduates enrolled in a systematic statistics course completed the pre-form of the Survey of Attitudes Toward Statistics -28 scale, and 83 postgraduates were selected randomly from among them to complete the post-form scale after the course. Most medical postgraduates held positive attitudes toward statistics, but they thought statistics was a very difficult subject. The attitudes mainly came from experiences in a former statistical or mathematical class. Age, level of statistical education, research experience, specialty and mathematics basis may influence postgraduate attitudes toward statistics. There were significant positive correlations between course achievement and attitudes toward statistics. In general, student attitudes showed negative changes after completing a statistics course. The importance of student attitudes toward statistics must be recognized in medical postgraduate training. To make sure all students have a positive learning environment, statistics teachers should measure their students' attitudes and monitor their change of status during a course. Some necessary assistance should be offered for those students who develop negative attitudes.

Theories and Frameworks for Online Education: Seeking an Integrated Model

ERIC Educational Resources Information Center

Picciano, Anthony G.

2017-01-01

This article examines theoretical frameworks and models that focus on the pedagogical aspects of online education. After a review of learning theory as applied to online education, a proposal for an integrated "Multimodal Model for Online Education" is provided based on pedagogical purpose. The model attempts to integrate the work of…

Microbiology Learning and Education Online

PubMed Central

Niño, Silvia M.

2016-01-01

The ubiquity of devices that connect to the Internet has exploded, allowing for easy dissemination of information. Many teachers from kindergarten to universities use the information obtained online or post material they want their students to access. Online media readily places articles, books, videos, and games at our fingertips. The public in general also gathers health information from the Internet. The following review will explore what has been published regarding microbiology education and learning online and the use of electronic media by microbiologists for scientific purposes. PMID:26935727

Scientific Inquiry Competency Perception Scale (The Case of Kazak Post-Graduate Students) Reliability and Validity Study

ERIC Educational Resources Information Center

Gelisli, Yücel; Beisenbayeva, Lyazzat

2017-01-01

The purpose of the current study is to develop a reliable scale to be used to determine the scientific inquiry competency perception of post-graduate students engaged in post-graduate studies in the field of educational sciences and teacher education in Kazakhstan. The study employed the descriptive method. Within the context of the study, a scale…

Internet FAQ Archives - Online Education - faqs.org

Science.gov Websites

faqs.org Internet FAQ Archives - Online Education faqs.org faqs.org - Internet FAQ Archives Internet FAQ Archives Online Education Internet RFC Index Usenet FAQ Index Other FAQs Documents Tools IFC Rated FAQs Internet RFC/STD/FYI/BCP Archives The Internet RFC series of documents is also available from

Postgraduate education for Chinese medicine practitioners: a Hong Kong perspective

PubMed Central

Chung, Vincent CH; Law, Michelle PM; Wong, Samuel YS; Mercer, Stewart W; Griffiths, Sian M

2009-01-01

Background Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Method Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Results Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. Conclusion TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future. PMID:19228379

Learning on Demand: Online Education in the United States, 2009

ERIC Educational Resources Information Center

Allen, I. Elaine; Seaman, Jeff

2010-01-01

"Learning on Demand: Online Education in the United States, 2009" represents the seventh annual report on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over…

Transition to Postgraduate Study: Postgraduate Ecological Systems and Identity

ERIC Educational Resources Information Center

Tobbell, Jane; O'Donnell, Victoria L.

2013-01-01

This paper explores and examines the distal and proximal systems which construct social science postgraduate study in the UK and analyses the emergent identities of postgraduate students as they negotiate the multiple and interacting practices in their transition to study. The data represent part of a one-year research project, funded by the…

The Use of a Small Private Online Course to Allow Educators to Share Teaching Resources Across Diverse Sites: The Future of Psychiatric Case Conferences?

PubMed Central

Lockhart, Billy J.; Capurso, Noah A.; Chase, Isaiah; Arbuckle, Melissa R.; Travis, Michael J.; Eisen, Jane

2017-01-01

Objective The authors sought to demonstrate the feasibility of integrating small private online course (SPOC) technology with flipped classroom techniques in order to improve neuroscience education across diverse training sites. Methods Post-graduate medical educators used SPOC web conferencing software and video technology to implement an integrated case conference and in-depth neuroscience discussion. Results Ten psychiatry training programs from across the USA and from two international sites took part in the conference. Feedback from participants was largely positive. Conclusion This pilot demonstrated the feasibility of such a program and provided a diverse audience with the opportunity to engage in an interactive learning experience with expert faculty discussants. This may be a useful model for programs with limited local expertise to expand their teaching efforts in a wide range of topics. PMID:26620806

Determinants of Postgraduate Students' Choices of Speciality.

PubMed

Shrestha, B; Pokhrel, Y R; Butterworth, K

2016-01-01

Postgraduate specialization is perceived as essential for success with high competition for enrolment. The reasons how medical students choose their postgraduate specialty are complex. Understanding the factors that influence career choice helps in workforce planning. So, we tried to identify the specialty preferred by postgraduate students and the factors that influenced these choices in a post graduate institution. A cross-sectional observational study was conducted in National Academy of Medical Sciences. All the postgraduate students of batch 2011 AD were enrolled for the study. The responses were rated on a five point Likert scale. Significant gender preference was observed in specialties. General Surgery, Internal Medicine and Orthopedics were chosen by male students (P-Values, respectively, 0.001, 0.033 and 0.000) while Obstetrics and Gynecology and Ophthalmology being chosen by female students (P-Values, respectively, 0.000 and 0.006). Significant difference was observed between male and female student responses to the factor - scope in future (P - value 0.042), between married and unmarried students to the factor - workload flexibility (P - value 0.011), students who tried to go abroad versus who didn't, for the factor - Illness of self/family/friend (P - value 0.016), and between those who worked in rural area versus those who didn't, to the factor - Influence of friends/ seniors (P - value 0.038). Various factors affect the choices for preferred specialty. Policy makers should look at the needs of the nation, and ensure that specialty postgraduate education programs reflect those needs.

African American Males and Online Education: A Review of the Literature

ERIC Educational Resources Information Center

Salvo, Susan; Shelton, Kaye; Welch, Brett

2017-01-01

Online education is continuing to grow in popularity with students with more and more institutions offering fully online degrees. In addition, online education potentially offers a color free environment where students are less likely to be judged by race and treated more equally as this is one of the benefits of online education. However, African…

Exploring the Postgraduate Research Climate and the Postgraduate Research Experience: A Conceptual Model

ERIC Educational Resources Information Center

Govender, K. K.

2011-01-01

The objective of this article is to develop a conceptual model aimed at improving the postgraduate research students' experience. Since postgraduate students "vote with their feet" an improved understanding of the postgraduate research service encounter may result in improving the quality of the encounter and so increasing throughput and…

Online Social Networking Issues Within Academia and Pharmacy Education

PubMed Central

2008-01-01

Online social networking sites such as Facebook and MySpace are extremely popular as indicated by the numbers of members and visits to the sites. They allow students to connect with users with similar interests, build and maintain relationships with friends, and feel more connected with their campus. The foremost criticisms of online social networking are that students may open themselves to public scrutiny of their online personas and risk physical safety by revealing excessive personal information. This review outlines issues of online social networking in higher education by drawing upon articles in both the lay press and academic publications. New points for pharmacy educators to consider include the possible emergence of an “e-professionalism” concept; legal and ethical implications of using online postings in admission, discipline, and student safety decisions; how online personas may blend into professional life; and the responsibility for educating students about the risks of online social networking. PMID:18322572

Online social networking issues within academia and pharmacy education.

PubMed

Cain, Jeff

2008-02-15

Online social networking sites such as Facebook and MySpace are extremely popular as indicated by the numbers of members and visits to the sites. They allow students to connect with users with similar interests, build and maintain relationships with friends, and feel more connected with their campus. The foremost criticisms of online social networking are that students may open themselves to public scrutiny of their online personas and risk physical safety by revealing excessive personal information. This review outlines issues of online social networking in higher education by drawing upon articles in both the lay press and academic publications. New points for pharmacy educators to consider include the possible emergence of an "e-professionalism" concept; legal and ethical implications of using online postings in admission, discipline, and student safety decisions; how online personas may blend into professional life; and the responsibility for educating students about the risks of online social networking.

Psychometric properties of the Postgraduate Hospital Educational Environment Measure in an Iranian hospital setting.

PubMed

Shokoohi, Shahrzad; Emami, Amir Hossein; Mohammadi, Aeen; Ahmadi, Soleiman; Mojtahedzadeh, Rita

2014-01-01

Background Students' perceptions of the educational environment are an important construct in assessing and enhancing the quality of medical training programs. Reliable and valid measurement, however, can be problematic - especially as instruments developed and tested in one culture are translated for use in another. Materials and method This study sought to explore the psychometric properties of the Postgraduate Hospital Educational Environment Measure (PHEEM) for use in an Iranian hospital training setting. We translated the instrument into Persian and ensured its content validity by back translation and expert review prior to administering it to 127 residents of Urmia University of Medical Science. Results Overall internal consistency of the translated measure was good (a=0.94). Principal components analysis revealed five factors accounting for 52.8% of the variance. Conclusion The Persian version of the PHEEM appears to be a reliable and potentially valid instrument for use in Iranian medical schools and may find favor in evaluating the educational environments of residency programs nationwide.

Psychometric properties of the postgraduate hospital educational environment measure in an Iranian hospital setting.

PubMed

Shokoohi, Shahrzad; Hossein Emami, Amir; Mohammadi, Aeen; Ahmadi, Soleiman; Mojtahedzadeh, Rita

2014-01-01

Students' perceptions of the educational environment are an important construct in assessing and enhancing the quality of medical training programs. Reliable and valid measurement, however, can be problematic - especially as instruments developed and tested in one culture are translated for use in another. This study sought to explore the psychometric properties of the Postgraduate Hospital Educational Environment Measure (PHEEM) for use in an Iranian hospital training setting. We translated the instrument into Persian and ensured its content validity by back translation and expert review prior to administering it to 127 residents of Urmia University of Medical Science. Overall internal consistency of the translated measure was good (a=0.94). Principal components analysis revealed five factors accounting for 52.8% of the variance. The Persian version of the PHEEM appears to be a reliable and potentially valid instrument for use in Iranian medical schools and may find favor in evaluating the educational environments of residency programs nationwide.

Curriculum, Technology, and Education Reform (CTER) Online: Evaluation of an Online Master of Education Program.

ERIC Educational Resources Information Center

Levin, Sandra R.; Levin, James A.; Guell, James G.; Waddoups, Gregory L.

2002-01-01

Describes a Master of Education program at the University of Illinois, Urbana-Champaign called Curriculum, Technology, and Education Reform OnLine (CTER) that is aimed at K-12 teachers. The evaluation based on program stakeholders includes interface design; instructional design; faculty satisfaction; student attitudes; economic viability;…

Asynchronous Discussions in Online Multicultural Education

ERIC Educational Resources Information Center

Licona, Miguel M.; Gurung, Binod

2011-01-01

With the proliferation of technological innovations, especially information and communication technologies, there is a rapidly increasing trend for universities to offer online courses (Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, & Liu, 2006). Rationalized within the premises of cost and time efficiency, online education promises a new mode…

Research-Based Online Course Development for Special Education Teacher Preparation

ERIC Educational Resources Information Center

Johnson, Lewis R.

2004-01-01

Distance education utilizing online courses has emerged as an area of program development for many teacher education programs. Online course learning management systems, such as Blackboard.com, have made putting a course online a relatively simple task; however, in many cases, the online course is little more than a correspondence course with a…

English Proficiency and Participation in Online Discussion for Learning

ERIC Educational Resources Information Center

Leung, Steve

2013-01-01

Does English proficiency affect participation in online discussion? This study polled 14 students from a postgraduate online course that require online discussion. The students are divided into groups according to their home language spoken and self-assessed English proficiency, and measure against their participation level in the required…

Stepping through the Orientation Looking Glass: A Staged Approach for Postgraduate Students

ERIC Educational Resources Information Center

Wozniak, Helen; Mahony, Mary Jane; Lever, Tim; Pizzica, Jenny

2009-01-01

Postgraduate coursework is now delivered to a largely mature age study population, in what may be an unfamiliar mix of online and distance learning to many students. This paper reports on a novel approach to student orientation in this new environment. Orientation is conceptualised as a process of transition between the domain of everyday life and…

Nurses' perceptions of online continuing education

PubMed Central

2011-01-01

Background There is increasing attention to online learning as a convenient way of getting professional training. The number and popularity of online nursing continuing education programs are increasing rapidly in many countries. Understanding these may contribute to designing these programs to maximize success. Also, knowing the perceptions and preferences in online learning aids development and orientation of online programs. The aims of this study are to show nurses' perceptions of online continuing education and to determine perceptions of various groups; area groups, working companies, frequency of computer usage and age. Methods The survey method was used in this quantitative study to reveal perception levels and relationship with related variables. Data were collected through an online instrument from a convenience sample of 1041 Registered Nurses (RNs) at an online bachelor's degree program. Descriptive and inferential analysis techniques were performed. Results Nurses generally have positive perceptions about online learning (X = 3.86; SD = 0.48). A significant difference was seen between nurses who used computers least and those with the highest computer usage [F (3, 1033) = 3.040; P < .05]. Neither nurses' ages nor lengths of working experience are significantly related to perceptions of online programs (r = -.013; P > .05 and r = -.036; P > .05, respectively). Nurses' perceptions are significantly different depending on the settings where they work [F (3,989) = 3.193; P < .05]. The difference between perceptions of nurses living in urban areas (X = 3.82; SD = .51) and those living in rural areas (X = 3.88; SD = .47) was not significant [t (994) = -1.570, P > .05]. Conclusions We found that nurses regard online learning opportunities as suitable for their working conditions and needs. Nurses should be provided with continued training through online learning alternatives, regardless of age, working experience or area of residence. PMID:22013974

Joint Online Thesis and Research System (JOTARS)

DTIC Science & Technology

2006-09-01

NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA THESIS Approved for public release; distribution is unlimited JOINT ONLINE ...September 2006 3. REPORT TYPE AND DATES COVERED Master’s Thesis 4. TITLE AND SUBTITLE: Joint Online Thesis and Research System (JOTARS) 6. AUTHOR...prototype website is the Joint Online Thesis and Research System (JOTARS). The specific functional objectives of JOTARS are to establish standard

Exploration of perceived effects of innovations in postgraduate medical education.

PubMed

Fokkema, Joanne P I; Teunissen, Pim W; Westerman, Michiel; van der Lee, Nadine; van der Vleuten, Cees P M; Scherpbier, Albert J J A; Dörr, P Joep; Scheele, Fedde

2013-03-01

Many studies have examined how educational innovations in postgraduate medical education (PGME) impact on teaching and learning, but little is known about effects in the clinical workplace outside the strictly education-related domain. Insights into the full scope of effects may facilitate the implementation and acceptance of innovations because expectations can be made more realistic, and difficulties and pitfalls anticipated. Using workplace-based assessment (WBA) as a reference case, this study aimed to determine which types of effect are perceived by users of innovations in PGME. Focusing on WBA as a recent instance of innovation in PGME, we conducted semi-structured interviews to explore perceptions of the effects of WBA in a purposive sample of Dutch trainees and (lead) consultants in surgical and non-surgical specialties. Interviews conducted in 2011 with 17 participants were analysed thematically using template analysis. To support the exploration of effects outside the domain of education, the study design was informed by theory on the diffusion of innovations. Six domains of effects of WBA were identified: sentiments (affinity with the innovation and emotions); dealing with the innovation; specialty training; teaching and learning; workload and tasks, and patient care. Users' affinity with WBA partly determined its effects on teaching and learning. Organisational support and the match between the innovation and routine practice were considered important to minimise additional workload and ensure that WBA was used for relevant rather than easily assessable training activities. Dealing with WBA stimulated attention for specialty training and placed specialty training on the agenda of clinical departments. These outcomes are in line with theoretical notions regarding innovations in general and may be helpful in the implementation of other innovations in PGME. Given the substantial effects of innovations outside the strictly education-related domain

Community in Online Higher Education: Challenges and Opportunities

ERIC Educational Resources Information Center

Arasaratnam-Smith, Lily A.; Northcote, Maria

2017-01-01

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype…

Benchmarks and Quality Assurance for Online Course Development in Higher Education

ERIC Educational Resources Information Center

Wang, Hong

2008-01-01

As online education has entered the main stream of the U.S. higher education, quality assurance in online course development has become a critical topic in distance education. This short article summarizes the major benchmarks related to online course development, listing and comparing the benchmarks of the National Education Association (NEA),…

Attitudes toward statistics in medical postgraduates: measuring, evaluating and monitoring

PubMed Central

2012-01-01

Background In medical training, statistics is considered a very difficult course to learn and teach. Current studies have found that students’ attitudes toward statistics can influence their learning process. Measuring, evaluating and monitoring the changes of students’ attitudes toward statistics are important. Few studies have focused on the attitudes of postgraduates, especially medical postgraduates. Our purpose was to understand current attitudes regarding statistics held by medical postgraduates and explore their effects on students’ achievement. We also wanted to explore the influencing factors and the sources of these attitudes and monitor their changes after a systematic statistics course. Methods A total of 539 medical postgraduates enrolled in a systematic statistics course completed the pre-form of the Survey of Attitudes Toward Statistics −28 scale, and 83 postgraduates were selected randomly from among them to complete the post-form scale after the course. Results Most medical postgraduates held positive attitudes toward statistics, but they thought statistics was a very difficult subject. The attitudes mainly came from experiences in a former statistical or mathematical class. Age, level of statistical education, research experience, specialty and mathematics basis may influence postgraduate attitudes toward statistics. There were significant positive correlations between course achievement and attitudes toward statistics. In general, student attitudes showed negative changes after completing a statistics course. Conclusions The importance of student attitudes toward statistics must be recognized in medical postgraduate training. To make sure all students have a positive learning environment, statistics teachers should measure their students’ attitudes and monitor their change of status during a course. Some necessary assistance should be offered for those students who develop negative attitudes. PMID:23173770

Microbiology Learning and Education Online.

PubMed

Guarner, Jeannette; Niño, Silvia M

2016-05-01

The ubiquity of devices that connect to the Internet has exploded, allowing for easy dissemination of information. Many teachers from kindergarten to universities use the information obtained online or post material they want their students to access. Online media readily places articles, books, videos, and games at our fingertips. The public in general also gathers health information from the Internet. The following review will explore what has been published regarding microbiology education and learning online and the use of electronic media by microbiologists for scientific purposes. Copyright © 2016, American Society for Microbiology. All Rights Reserved.

Following Alice: Theories of Critical Thinking and Reflective Practice in Action at Postgraduate Level

ERIC Educational Resources Information Center

Swanwick, Ruth; Kitchen, Ruth; Jarvis, Joy; McCracken, Wendy; O'Neil, Rachel; Powers, Steve

2014-01-01

This paper presents a flexible framework of principles for teaching critical thinking and reflective practice skills at the postgraduate level. It reports on a collaborative project between four UK institutions providing postgraduate programmes in deaf education. Through a critical review of current theories of critical thinking and reflective…

Approaching K-12 Online Education in Pennsylvania

ERIC Educational Resources Information Center

Vadell, Kathryn

2013-01-01

The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

Generating User-Tailored Descriptions of Online Educational Resources

ERIC Educational Resources Information Center

Bental, Diana; Cawsey, Alison; Eddy, Bruce

2004-01-01

Tailored descriptions of online educational resources can support users searching for educational resources on the World Wide Web (WWW) by helping them to assess for themselves the relevance and suitability of each resource. Suitable descriptions can be derived from the online metadata stored with each resource. The descriptions take into account…

A Technical/Strategic Paradigm for Online Executive Education

ERIC Educational Resources Information Center

Smith, Marlene A.; Keaveney, Susan M.

2017-01-01

This article discusses the development and delivery of online courses for the executive education audience. The goal is to introduce a new framework, the technical/strategic paradigm, that will help educators to identify the pedagogical needs of disparate executive groups and adjust their online course development plans accordingly. We describe…

Intentional Online Discussions in Teacher Education

ERIC Educational Resources Information Center

Piro, Jody S.; Anderson, Gina

2018-01-01

The goal of a creating civil discourse in teacher education deeply intersects with the ways that students interact in online discussions. However, as discussion shifts to online formats, digital misinformation is becoming widespread and threatens critical and civil communication as cognitive biases emerge in dialogue. The purpose of this case…

Postgraduate Medical Education for Rural Family Practice in Canada.

ERIC Educational Resources Information Center

Rourke, James T. B.

2000-01-01

To produce more rural physicians, the College of Family Physicians of Canada recommends providing earlier and more extensive rural medicine experience for all undergraduate medical students, developing rural postgraduate training programs, providing third-year optional special and advanced rural family-medicine skills training, and making advanced…

Postgraduate Educational Practice in Australian Geography: Change and Stasis

ERIC Educational Resources Information Center

Fincher, Ruth

2012-01-01

Within Australia most Departments of Geography have been merged with programmes in Environmental Studies or Earth Sciences, and have been cast as multidisciplinary contributors to the increasingly vocational concerns of universities. One outcome is that named Geography programmes for postgraduates are not growing in institutional prominence in…

Public Health Genomics education in post-graduate schools of hygiene and preventive medicine: a cross-sectional survey.

PubMed

Ianuale, Carolina; Leoncini, Emanuele; Mazzucco, Walter; Marzuillo, Carolina; Villari, Paolo; Ricciardi, Walter; Boccia, Stefania

2014-10-10

The relevance of Public Health Genomics (PHG) education among public health specialists has been recently acknowledged by the Association of Schools of Public Health in the European Region. The aim of this cross-sectional survey was to assess the prevalence of post-graduate public health schools for medical doctors which offer PHG training in Italy. The directors of the 33 Italian public health schools were interviewed for the presence of a PHG course in place. We stratified by geographical area (North, Centre and South) of the schools. We performed comparisons of categorical data using the chi-squared test. The response rate was 73% (24/33 schools). Among respondents, 15 schools (63%) reported to have at least one dedicated course in place, while nine (38%) did not, with a significant geographic difference. Results showed a good implementation of courses in PHG discipline in Italian post-graduate public health schools. However further harmonization of the training programs of schools in public health at EU level is needed.

Crowdsourced Curriculum Development for Online Medical Education.

PubMed

Shappell, Eric; Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

2017-12-08

In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern's framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern's framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm's full potential will require individual developers to strongly consider how their contributions will align with the work of others.

Similarity and Difference in Fee-Paying and No-Fee Learner Expectations, Interaction and Reaction to Learning in a Massive Open Online Course

ERIC Educational Resources Information Center

Cross, Simon; Whitelock, Denise

2017-01-01

The new pedagogical opportunities that massive open online course (MOOC) learning environments offer for the teaching of fee-paying students on university-accredited courses are of growing interest to educators. This paper presents a case study from a postgraduate-taught course at the Open University, UK, where a MOOC performed the dual role of a…

Higher Education: The Online Teaching and Learning Experience

ERIC Educational Resources Information Center

Barr, Betty A.; Miller, Sonya F.

2013-01-01

Globally, higher education, as well as K-12, utilizes online teaching to ensure that a wide array of learning opportunities are available for students in a highly competitive technological arena. The most significant influence in education in recent years is the increase and recognition of private for-profit adult distance and online education…

"I Did Think It Was a Bit Strange Taking Outdoor Education Online": Exploration of Initial Teacher Education Students' Online Learning Experiences in a Tertiary Outdoor Education Unit

ERIC Educational Resources Information Center

Dyment, Janet; Downing, Jillian; Hill, Allen; Smith, Heidi

2018-01-01

With a view to attracting more students and offering flexible learning opportunities, online teaching and learning is becoming increasingly wide-spread across the higher education sector. This research reports on the experiences of eight initial teacher education students who studied an outdoor education unit in the online space. Using a…

The Online Bully in Higher Education

ERIC Educational Resources Information Center

Reigle, Rosemary R.

2007-01-01

The purpose of the research was to define online bullying, determine its incidence in higher education, and survey methods instructors used to respond to those students who use the online forum to intimidate or offend their classmates or instructors. The study extended Tattum and Tattum's (1992) definition of bullying to define the term…

Online Learning Environments in Higher Education: Connectivism vs. Dissociation

ERIC Educational Resources Information Center

Reese, Sasha A.

2015-01-01

Over the last decade online education has emerged as a way for students and faculty to collaborate more freely, attain greater flexibility, and utilize new media to learn. The burning debate lies in whether online educational options are harmful to traditional education or offer endless benefits necessary to accommodate a 21st century learner.…

Moving Online Physical Education from Oxymoron to Efficacy

ERIC Educational Resources Information Center

Kooiman, Brian J.; Sheehan, Dwayne P.; Wesolek, Michael; Retegui, Eliseo

2017-01-01

The use of the Internet within education has created an urgent need for research into online learning models, delivery methods and curriculum content modifications especially in online physical education (OLPE). Most secondary OLPE courses focus on the cognitive pieces of the curriculum, and to a lesser degree, fitness for life due to a lack of…

Postgraduate Research Success: Communities of Practice Involving Cohorts, Guardian Supervisors and Online Communities

ERIC Educational Resources Information Center

Wisker, Gina; Robinson, Gillian; Shacham, Miri

2007-01-01

Traditionally, supervisors work with students on an individual basis and postgraduate development programmes are run on site. However, with increasing numbers of part-time and international students, supervisory relationships are likely to be conducted at a distance as students study alongside other commitments. Isolation can often be a key…

The Technical Codes of Online Education

ERIC Educational Resources Information Center

Hamilton, Edward; Feenberg, Andrew

2005-01-01

This article addresses an impasse in debates about online education in university education. One side presents a story of the progressive development of technology as it is applied to the organisation of higher education, leading to pedagogical advances and to the new forms of administration required for the realisation of the technology's full…

[CME-certified online education in Germany - status in ophthalmology 2011].

PubMed

Handzel, D M

2012-06-01

The use of the internet is becoming more and more important in every aspect of daily life, also in professional education. Online education and face-to-face learning have proven to be equally efficient. The aim of this study is to evaluate the amount of online education in the German-speaking internet 2011. The terms "ophthalmology", "online-education", "continuing medical education" and "CME" (partly in German language) were searched by an internet-search engine. The first 100 pages were visited. Pages were evaluated in respect of quality and quantity, authorship and possible influence of sponsors. Only 9 of the first 100 hits had an actual offer for ophthalmology. Nearly all of these were websites of ophthalmological scientific journals. The content represented the same educational format (pictures and text) as in the print issue. CME-certified online education can be found in Germany as offspring of print issues only. The content is identical with educational texts in the print issues. An enlargement of the offer, which uses the possibilities of modern internet technology is highly probable. This estimation is supported by the growing use of the internet and developments on English-speaking websites for online-education. © Georg Thieme Verlag KG Stuttgart · New York.

Insufficient global health education in European neurological post-graduate training: a European Association of Young Neurologists and Trainees survey.

PubMed

Sauerbier, A; Macerollo, A; Györfi, O; Balicza, P; Moarcas, M; Papp, V; Zis, P; Klingelhoefer, L; Saifee, T; Struhal, W; Sellner, J

2016-11-01

The awareness of and demand for neurological expertise in global health (GH) have emerged over recent years and have become more relevant due to the increasing numbers of refugees from developing countries arriving in Europe. This study aimed to assess the provision of GH education and opportunities for international exchange during neurology post-graduate training with a focus on Europe. We developed a questionnaire covering different aspects of and interest in GH education on behalf of the European Association of Young Neurologists and Trainees. Residents in neurology and junior neurologists (RJN) were approached to complete this survey. Completed questionnaires were returned by 131 RJNs, of whom 65.7% were women and 84.0% were between 26 and 35 years old. In total, almost one-third (29.0%) of RJNs reported that their residency programs offered training in GH. Limited education was reported for women's or children's health and neurological disorders of immigrants and refugees, as only 22.1%, 25.2% and 22.1% of RJNs reported that such training was offered, respectively. The curriculum rarely included coverage of the global impact of neurological disorders. Definite plans to volunteer in a developing country were reported by 7.6%. The majority of the participants acknowledged the importance of GH training and international exchange during post-graduate education. This survey corroborates the interest in and appreciation of GH education by European RJNs. However, there are shortcomings in training and opportunities for international exchange. Academic neurology and international bodies, including the European Academy of Neurology, are requested to address this. © 2016 EAN.

Students' experiences of blended learning across a range of postgraduate programmes.

PubMed

Smyth, Siobhan; Houghton, Catherine; Cooney, Adeline; Casey, Dympna

2012-05-01

The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education. Copyright © 2011 Elsevier Ltd. All rights reserved.

Negotiating the Mine Field: Strategies for Effective Online Education Administrative Leadership in Higher Education Institutions

ERIC Educational Resources Information Center

Burnette, Diane M.

2015-01-01

As online learning becomes a strategic focus of colleges and universities, the effectiveness of online education administrative leaders assumes an increasingly critical role in achieving institutional goals. In this article, the author uses a critical theory lens to understand how online education administrative leaders in higher education…

Challenges Faced by Faculty Who Transition to Post-Secondary Online Education

ERIC Educational Resources Information Center

Chester, Maryanne Christine

2012-01-01

Online education has provided the opportunity for many learners to pursue higher education. However, training is crucial for instructors who may be hesitant to transition to online teaching, unaware of online teaching strategies, and lack support from educational institutions. The purpose of this qualitative case study was to narrow the knowledge…

Investigating burnout situations, nurses' stress perception and effect of a post-graduate education program in health care organizations of northern Italy: a multicenter study.

PubMed

Arrigoni, Cristina; Caruso, Rosario; Campanella, Francesca; Berzolari, Francesca Gigli; Miazza, Daniela; Pelissero, Gabriele

2015-01-01

Burnout (BO) is increasingly considered a public health problem: it is not only harmful to the individual, but also for the organization. Therefore, in recent years, research has given particular attention to the study of the phenomenon and its antecedents among the nursing profession. In the last ten years, the literature shows the prevalence of BO in different clinical settings, but there are few recent data describing the phenomenon and its relationship with educational preventive programs. The aims of this study are: a) to describe the prevalence of nurses' risk of BO in the northern Italy area b) to describe nurses' coping and their perception of the BO antecedents. c) to describe the effects of education on the nurses' coping and their recognition of BO antecedents. The study is structured into two main parts. The first was cross-sectional, the second was prospective. Burnout Potential Inventory (BPI) questionnaire was used in the cross-sectional part to survey risk of BO in three big hospitals in Northern Italy. The Health Profession Stress and Coping Scale (HPSCS) was used in the prospective part to survey the nurses' stress perception and their coping mechanisms in a post-graduate educational program. Nurses' BO risk is within the normal range, although the BPI highlighted three borderline subscales: poor team work, work overload and poor feedback. Post-graduate education had a positive effect on the stress perception, but it is not sufficient to improve coping mechanisms. The study revealed the more stressful work situations and the effect of post-graduate education to prevent the effects of stress. This topic needs further investigation in the light of the result of this study.

Measuring Quality in Online Education: A Meta-Synthesis

ERIC Educational Resources Information Center

Esfijani, Azam

2018-01-01

This article presents a meta-synthesis review of quality of online education (QOE) measurement approaches. In order to survey the existing body of knowledge, a qualitative method was employed to investigate what quality of online education is comprised of and how the concept has been measured through the literature. To achieve this, a total of 112…

Developing asynchronous online interprofessional education.

PubMed

Sanborn, Heidi

2016-09-01

For many health programmes, developing interprofessional education (IPE) has been a challenge. Evidence on the best method for design and implementation of IPE has been slow to emerge, with little research on how to best incorporate IPE in the asynchronous online learning environment. This leaves online programmes with no clear guidance when embarking upon an initiative to integrate IPE into the curriculum. One tool that can be effective at guiding the incorporation of IPE across all learning platforms is the Interprofessional Education Collaborative (IPEC) competencies. A project was designed to integrate the nationally defined IPEC competencies throughout an asynchronous, online baccalaureate nursing completion programme. A programme-wide review led to targeted revision of course and unit-level objectives, learning experiences, and assessments based on the IPEC framework. As a result of this effort, the programme curriculum now provides interprofessional learning activities across all courses. This report provides a method for using the IPEC competencies to incorporate IPE within various asynchronous learning assessments, assuring students learn about, with, and from other professions.

Thresholds of Principle and Preference: Exploring Procedural Variation in Postgraduate Surgical Education.

PubMed

Apramian, Tavis; Cristancho, Sayra; Watling, Chris; Ott, Michael; Lingard, Lorelei

2015-11-01

Expert physicians develop their own ways of doing things. The influence of such practice variation in clinical learning is insufficiently understood. Our grounded theory study explored how residents make sense of, and behave in relation to, the procedural variations of faculty surgeons. We sampled senior postgraduate surgical residents to construct a theoretical framework for how residents make sense of procedural variations. Using a constructivist grounded theory approach, we used marginal participant observation in the operating room across 56 surgical cases (146 hours), field interviews (38), and formal interviews (6) to develop a theoretical framework for residents' ways of dealing with procedural variations. Data analysis used constant comparison to iteratively refine the framework and data collection until theoretical saturation was reached. The core category of the constructed theory was called thresholds of principle and preference and it captured how faculty members position some procedural variations as negotiable and others not. The term thresholding was coined to describe residents' daily experiences of spotting, mapping, and negotiating their faculty members' thresholds and defending their own emerging thresholds. Thresholds of principle and preference play a key role in workplace-based medical education. Postgraduate medical learners are occupied on a day-to-day level with thresholding and attempting to make sense of the procedural variations of faculty. Workplace-based teaching and assessment should include an understanding of the integral role of thresholding in shaping learners' development. Future research should explore the nature and impact of thresholding in workplace-based learning beyond the surgical context.

Thresholds of Principle and Preference: Exploring Procedural Variation in Postgraduate Surgical Education

PubMed Central

Apramian, Tavis; Cristancho, Sayra; Watling, Chris; Ott, Michael; Lingard, Lorelei

2017-01-01

Background Expert physicians develop their own ways of doing things. The influence of such practice variation in clinical learning is insufficiently understood. Our grounded theory study explored how residents make sense of, and behave in relation to, the procedural variations of faculty surgeons. Method We sampled senior postgraduate surgical residents to construct a theoretical framework for how residents make sense of procedural variations. Using a constructivist grounded theory approach, we used marginal participant observation in the operating room across 56 surgical cases (146 hours), field interviews (38), and formal interviews (6) to develop a theoretical framework for residents’ ways of dealing with procedural variations. Data analysis used constant comparison to iteratively refine the framework and data collection until theoretical saturation was reached. Results The core category of the constructed theory was called thresholds of principle and preference and it captured how faculty members position some procedural variations as negotiable and others not. The term thresholding was coined to describe residents’ daily experiences of spotting, mapping, and negotiating their faculty members’ thresholds and defending their own emerging thresholds. Conclusions Thresholds of principle and preference play a key role in workplace-based medical education. Postgraduate medical learners are occupied on a day-to-day level with thresholding and attempting to make sense of the procedural variations of faculty. Workplace-based teaching and assessment should include an understanding of the integral role of thresholding in shaping learners’ development. Future research should explore the nature and impact of thresholding in workplace-based learning beyond the surgical context. PMID:26505105

Innovative uses of technology in online midwifery education.

PubMed

Arbour, Megan W; Nypaver, Cynthia F; Wika, Judith C

2015-01-01

Women's health care in the United States is at a critical juncture. There is increased demand for primary care providers, including women's health specialists such as certified nurse-midwives/certified midwives, women's health nurse practitioners, and obstetrician-gynecologists, yet shortages in numbers of these providers are expected. This deficit in the number of women's health care providers could have adverse consequences for women and their newborns when women have to travel long distances to access maternity health care. Online education using innovative technologies and evidence-based teaching and learning strategies have the potential to increase the number of health care providers in several disciplines, including midwifery. This article reviews 3 innovative uses of online platforms for midwifery education: virtual classrooms, unfolding case studies, and online return demonstrations of clinical skills. These examples of innovative teaching strategies can promote critical and creative thinking and enhance competence in skills. Their use in online education can help enhance the student experience. More students, including those who live in rural and underserved regions and who otherwise might be unable to attend a traditional onsite campus, are provided the opportunity to complete quality midwifery education through online programs, which in turn may help expand the women's health care provider workforce. This article is part of a special series of articles that address midwifery innovations in clinical practice, education, interprofessional collaboration, health policy, and global health. © 2015 by the American College of Nurse-Midwives.

An Online Education Sourcebook.

ERIC Educational Resources Information Center

Carr, Victor; Locatis, Craig; Reid, John C.; Ullmer, Eldon; Weisberg, Michael

This resource provides basic information on five selected topics related to creating and implementing online educational programs. "Adult Learning" (John C. Reid) provides an overview of general learning theories and discusses the characteristics of adult learners, strategies for taking advantage of adults' traits and motivations in…

Crowdsourced Curriculum Development for Online Medical Education

PubMed Central

Chan, Teresa M; Thoma, Brent; Trueger, N Seth; Stuntz, Bob; Cooney, Robert; Ahn, James

2017-01-01

In recent years online educational content, efforts at quality appraisal, and integration of online material into institutional teaching initiatives have increased. However, medical education has yet to develop large-scale online learning centers. Crowd-sourced curriculum development may expedite the realization of this potential while providing opportunities for innovation and scholarship. This article describes the current landscape, best practices, and future directions for crowdsourced curriculum development using Kern’s framework for curriculum development and the example topic of core content in emergency medicine. A scoping review of online educational content was performed by a panel of subject area experts for each step in Kern’s framework. Best practices and recommendations for future development for each step were established by the same panel using a modified nominal group consensus process. The most prevalent curriculum design steps were (1) educational content and (2) needs assessments. Identified areas of potential innovation within these steps included targeting gaps in specific content areas and developing underrepresented instructional methods. Steps in curriculum development without significant representation included (1) articulation of goals and objectives and (2) tools for curricular evaluation. By leveraging the power of the community, crowd-sourced curriculum development offers a mechanism to diffuse the burden associated with creating comprehensive online learning centers. There is fertile ground for innovation and scholarship in each step along the continuum of curriculum development. Realization of this paradigm’s full potential will require individual developers to strongly consider how their contributions will align with the work of others. PMID:29464134

Amateur Online Interculturalism in Foreign Language Education

ERIC Educational Resources Information Center

Alm, Antonie

2016-01-01

This paper discusses the animated web series "Lifeswap" as an example for "amateur online interculturism" and investigates its potential for intercultural language education. Drawing on Dervin's (2015) discussion on the "amateur interculturist", I suggest that online publications of personal encounters of…

SpaceTech—Postgraduate space education

NASA Astrophysics Data System (ADS)

de Bruijn, Ferdi J.; Ashford, Edward W.; Larson, Wiley J.

2008-07-01

SpaceTech is a postgraduate program geared primarily for mid-career space professionals seeking to gain or improve their expertise in space systems engineering and in business engineering. SpaceTech provides a lifelong impact on its participants by broadening their capabilities, encouraging systematic "end-to-end" thinking and preparing them for any technical or business-related engineering challenges they may encounter. This flexible 1-year program offers high competency gain and increased business skills. It is held in attractive locations in a flexible, multi-cultural environment. SpaceTech is a highly effective master's program certified by the esteemed Technical University of Delft (TUD), Netherlands. SpaceTech provides expert instructors who place no barriers between themselves and participants. The program combines innovative and flexible new approaches with time-tested methods to give participants the skills required for future missions and new business, while allowing participants to meet their work commitments at the same time as they study for their master's degree. The SpaceTech program is conducted in separate sessions, generally each of 2-week duration, separated by periods of some 6-8 weeks, during which time participants may return to their normal jobs. It also includes introductory online course material that the participants can study at their leisure. The first session is held at the TUD, with subsequent sessions held at strategic space agency locations. By participating at two or more of these sessions, attendees can earn certificates of satisfactory completion from TU Delft. By participating in all of the sessions, as well as taking part in the companion Central Case Project (CCP), participants earn an accredited and highly respected master's degree in Space Systems Engineering from the TUD. Seven distinct SpaceTech modules are provided during these sessions: Space Mission Analysis and Design, Systems Engineering, Business Engineering

Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: A South African Experience

ERIC Educational Resources Information Center

Schoeman, Sonja

2015-01-01

This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners' academic engagement and performance. A non-experimental survey research…

The Negotiation and Co-Construction of Meaning and Understanding within a Postgraduate Online Learning Community

ERIC Educational Resources Information Center

Littleton, Karen; Whitelock, Denise

2005-01-01

There is an increasing development of courses and course components taught through teaching and learning dialogues online yet there is little secure knowledge regarding the educational quality of these dialogues. Drawing on contemporary sociocultural research, this paper adapts a well-established analytical framework (see Mercer, 1995) that has…

The use of a portfolio in postgraduate medical education - reflect, assess and account, one for each or all in one?

PubMed

Heeneman, Sylvia; Driessen, Erik W

2017-01-01

Competency-based education has become central to the training and assessment of post-graduate medical trainees or residents [1]. In competency-based education, there is a strong focus on outcomes and professional performance. Typically, holistic tasks are used to train, practice and assess the defined outcomes or competencies. In residency training, these tasks are part of the day-to-day clinical practice. The performance of residents in the workplace needs to be captured and stored. A portfolio has been used as an instrument for storage and collection of workplace-based assessment and feedback in various countries, like the Netherlands and the United States. The collection of information in a portfolio can serve or be used for a variety of purposes. These are: The collection of work samples, assessment, feedback and evaluations in a portfolio enables the learner to look back, analyze and reflect. The content is used for assessment or making decisions about progress. And the portfolio is used as an instrument for quality assurance processes. In post-graduate medical education, these purposes can be combined but this is not always reported transparently. In this paper, we will discuss the different perspectives, how a portfolio can serve these three purposes and what are opportunities and challenges of combining multiple purposes.

Online Experiential Learning: Effective Applications for Geoscience Education

NASA Astrophysics Data System (ADS)

Matias, A.; Eriksson, S. C.

2015-12-01

Students today are rarely satisfied with a one-size-fits-all educational experience. The rapid changing landscape of the web and other technologies are breaking down communicationand geographic barries. More students are increasingly turning to the web for quality education that fits into their lives. As a result, higher education institutions are expanding their offerings through online courses. Nonetheless, online learning brings challenges as well as a fresh opportunityfor exploring practices not present in traditional higher education programs, particularly in the sciences. We are in a unique position to empower students to make strategic academic and professional decisions in global terms. Online learning, supportedwith hands-on and minds-on activities, actively engages student with critical thinking skills and higher level learning. This presentation will showcase examples from a series of geoscience and environmental science courses currently offered fully online at SUNY Empire State College (ESC). Taking advantage of the proliferation of tools currently available for online learning management systems, we will explore how we approach course developent to create an interactive learning environment. Students learn through case studies, group projects and understanding real-world issues while learning concepts. Particular focus will be given to an international collaboration with the Tecnologico de Monterrey, Chihuahua Campus. This collaboration took place during the Spring of 2015 with students from the fully-online, lower-level Geology and the Environment course at ESC and the upper-level, face-to-face Mobile Programming course in Mexico. Ultimately, the goal of this presentation is to show faculty members and afministrators the pedagogical principles and approach used with the expectation that it could help support development of online learning opportunities at their institutions.

Readability assessment of online urology patient education materials.

PubMed

Colaco, Marc; Svider, Peter F; Agarwal, Nitin; Eloy, Jean Anderson; Jackson, Imani M

2013-03-01

The National Institutes of Health, American Medical Association, and United States Department of Health and Human Services recommend that patient education materials be written at a fourth to sixth grade reading level to facilitate comprehension. We examined and compared the readability and difficulty of online patient education materials from the American Urological Association and academic urology departments in the Northeastern United States. We assessed the online patient education materials for difficulty level with 10 commonly used readability assessment tools, including the Flesch Reading Ease Score, Flesch-Kincaid Grade Level, Simple Measure of Gobbledygook, Gunning Frequency of Gobbledygook, New Dale-Chall Test, Coleman-Liau index, New Fog Count, Raygor Readability Estimate, FORCAST test and Fry score. Most patient education materials on the websites of these programs were written at or above the eleventh grade reading level. Urological online patient education materials are written above the recommended reading level. They may need to be simplified to facilitate better patient understanding of urological topics. Copyright © 2013 American Urological Association Education and Research, Inc. Published by Elsevier Inc. All rights reserved.

Teaching Law to Online Law Students at RMIT University

ERIC Educational Resources Information Center

Babacan, Alperhan

2011-01-01

This paper discusses the online Juris Doctor Program (JD Program) at RMIT University. The first part of the paper provides a brief overview of the JD Program, the graduate capabilities of the Program and key principles associated with the teaching of law to online postgraduate students. In line with the literature in the area of online teaching…

Developing an Online Certification Program for Nutrition Education Assistants

ERIC Educational Resources Information Center

Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

2012-01-01

Objective: To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. Design: An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and…

Online Education Evaluation: What Should We Evaluate?

ERIC Educational Resources Information Center

Hew, Khe Foon; Liu, Shijuan; Martinez, Ray; Bonk, Curt; Lee, Ji-Yeon

2004-01-01

In recent years, Web technologies have helped expand distance education in higher education. Online programs have become widely and generally accepted in many countries. According to the U.S. Department of Education, the number of Institutions of Higher Education (IHEs) offering distance education has increased by one-third since 1994-1995; and 44…

Future of Online Education in Crisis: A Call to Action

ERIC Educational Resources Information Center

Nash, Julie Ann

2015-01-01

Online education is growing rapidly and there is little doubt that it will continue to expand until it one day encompasses the majority of higher education course offerings. Higher education leaders agree that online education will continue to grow even in the face of a slight recent decline (Allen & Seaman, 2013). As the rise of online…

Educational Online Technologies in Blended Tertiary Environments: Experts' Perspectives

ERIC Educational Resources Information Center

Tuapawa, Kimberley

2017-01-01

Although educational online technologies (EOTs) present an extraordinary range of higher education opportunities, significant gaps in knowledge about their purpose and functionality may impede levels of adoption. As the demand for online learning grows, it is critical that tertiary education institutes (TEIs) address gaps in knowledge by…

Australian Nurses' Perception of the Impact of Their Postgraduate Studies on Their Patient Care Activities.

ERIC Educational Resources Information Center

Pelletier, Dianne; Donoghue, Judith; Duffield, Christine

2003-01-01

A longitudinal study of 403 Australian nurses who undertook postgraduate studies received 236 responses. Respondents indicated that postgraduate education had an impact on a number of professional behaviors but little or no effect on others, such as autonomy, time management, use of computers, and communication with patients. (Contains 25…

Understanding the Implications of Online Learning for Educational Productivity

ERIC Educational Resources Information Center

Bakia, Marianne; Shear, Linda; Toyama, Yukie; Lasseter, Austin

2012-01-01

The purpose of this report is to support educational administrators and policymakers in becoming informed consumers of information about online learning and its potential impact on educational productivity. The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational…

Value Creation in Online Communities for Educators

ERIC Educational Resources Information Center

Booth, Sharon E.; Kellogg, Shaun B.

2015-01-01

The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of…

Online Learning: Cheap Degrees or Educational Pluralization?

ERIC Educational Resources Information Center

Ragusa, Angela T.; Crampton, Andrea

2017-01-01

In an era of shifting social and communication norms, where 76% of Americans surveyed reported they reached for tablets to check online communication before saying "good morning" to partners (Kensington.com, 2014), online education's increased popularity as a "lifestyle" choice is unsurprising (Ragusa, 2007). Qualitative…

Is the competence of Swedish Registered Nurses working in municipal care of older people merely a question of age and postgraduate education?

PubMed

Karlstedt, Michaela; Wadensten, Barbro; Fagerberg, Ingegerd; Pöder, Ulrika

2015-06-01

Previous studies suggest that not only education but also personal aspects such as experience of working as a registered nurse (RN) and age can influence competence. The objective was to explore the educational and self-rated competence of RNs and their duties within the care of older people. A cross-sectional descriptive design was used. All RNs in two counties in Sweden were asked to complete a written questionnaire: a study specific questionnaire with educational and work related questions using the Nurse Competence Scale. The response rate was 61% (n 344). Higher self-rated satisfaction with own professional competence was related to older age, more years after nursing education and possessing at least one postgraduate education in specialist nursing. Educational needs were related to younger age and fewer years since nursing graduation. Education within elder care, including education about drugs was rated the most urgently needed area of education. The most frequently reported tasks were found in the domain helping role, whereas ensuring quality was less present in their daily work. Educational level, age and years of experience had an impact on RNs' self-perceived competence, which is in accordance with previous descriptions of the concept competence. It seems imperative that RNs working in care of the old and with the demands placed on them are given the opportunity to take a postgraduate specialist education in order to gain a competence level in their desired area of work. It is also important that RNs working in care of the old get tailored education in line with the requirements the organisation places on them. © 2014 Nordic College of Caring Science.

Adventure Learning: Transformative Hybrid Online Education

ERIC Educational Resources Information Center

Doering, Aaron

2006-01-01

Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL…

Statistics Anxiety among Postgraduate Students

ERIC Educational Resources Information Center

Koh, Denise; Zawi, Mohd Khairi

2014-01-01

Most postgraduate programmes, that have research components, require students to take at least one course of research statistics. Not all postgraduate programmes are science based, there are a significant number of postgraduate students who are from the social sciences that will be taking statistics courses, as they try to complete their…

Supervision of Supervisors: On Developing Supervision in Postgraduate Education

ERIC Educational Resources Information Center

Emilsson, Ulla Melin; Johnsson, Eva

2007-01-01

During the 1900s, the path to a PhD degree has seen many changes for both postgraduate students as well as their supervisors. The supervisor's duties have increased in scope and the demands made on PhD candidates have augmented. This paper deals with supervision as pedagogic method. Departing from a project aimed at studying "supervision on…

Development of a Procurement Management Framework in Ghana: A New Paradigm for Interdisciplinary Postgraduate Education

ERIC Educational Resources Information Center

Owusu-Manu, D.; Badu, E.; Edwards, D. J.

2011-01-01

Procurement in the corporate world is increasingly complex, multi-faceted and interdisciplinary. This paper explores existing knowledge specifications relating to procurement management competencies and proposes a new procurement management competency framework (PMCF) and a competency-based postgraduate programme for postgraduate students in…

A national stakeholder consensus study of challenges and priorities for clinical learning environments in postgraduate medical education.

PubMed

Kilty, Caroline; Wiese, Anel; Bergin, Colm; Flood, Patrick; Fu, Na; Horgan, Mary; Higgins, Agnes; Maher, Bridget; O'Kane, Grainne; Prihodova, Lucia; Slattery, Dubhfeasa; Stoyanov, Slavi; Bennett, Deirdre

2017-11-22

High quality clinical learning environments (CLE) are critical to postgraduate medical education (PGME). The understaffed and overcrowded environments in which many residents work present a significant challenge to learning. The purpose of this study was to develop a national expert group consensus amongst stakeholders in PGME to; (i) identify important barriers and facilitators of learning in CLEs and (ii) indicate priority areas for improvement. Our objective was to provide information to focus efforts to provide high quality CLEs. Group Concept Mapping (GCM) is an integrated mixed methods approach to generating expert group consensus. A multi-disciplinary group of experts were invited to participate in the GCM process via an online platform. Multi-dimensional scaling and hierarchical cluster analysis were used to analyse participant inputs in regard to barriers, facilitators and priorities. Participants identified facilitators and barriers in ten domains within clinical learning environments. Domains rated most important were those which related to residents' connection to and engagement with more senior doctors. Organisation and conditions of work and Time to learn with senior doctors during patient care were rated as the most difficult areas in which to make improvements. High quality PGME requires that residents engage and connect with senior doctors during patient care, and that they are valued and supported both as learners and service providers. Academic medicine and health service managers must work together to protect these elements of CLEs, which not only shape learning, but impact quality of care and patient safety.

Promoting Community for Online Learners in Special Education

ERIC Educational Resources Information Center

West, Elizabeth; Jones, Phyllis; Semon, Sarah

2012-01-01

This study examined the sense of community in an online course for special education teachers enrolled in a master's program. The sense of community in an online environment may contribute to students' success and satisfaction (Knapczyk, Chapman, Rodes, & Chung, 2001). This article provides an example of a process for online community development…

Review of online educational resources for medical physicists.

PubMed

Prisciandaro, Joann I

2013-11-04

Medical physicists are often involved in the didactic training of graduate students, residents (both physics and physicians), and technologists. As part of continuing medical education, we are also involved in maintenance of certification projects to assist in the education of our peers. As such, it is imperative that we remain current concerning available educational resources. Medical physics journals offer book reviews, allowing us an opportunity to learn about newly published books in the field. A similar means of communication is not currently available for online educational resources. This information is conveyed through informal means. This review presents a summary of online resources available to the medical physics community that may be useful for educational purposes.

Online database for documenting clinical pathology resident education.

PubMed

Hoofnagle, Andrew N; Chou, David; Astion, Michael L

2007-01-01

Training of clinical pathologists is evolving and must now address the 6 core competencies described by the Accreditation Council for Graduate Medical Education (ACGME), which include patient care. A substantial portion of the patient care performed by the clinical pathology resident takes place while the resident is on call for the laboratory, a practice that provides the resident with clinical experience and assists the laboratory in providing quality service to clinicians in the hospital and surrounding community. Documenting the educational value of these on-call experiences and providing evidence of competence is difficult for residency directors. An online database of these calls, entered by residents and reviewed by faculty, would provide a mechanism for documenting and improving the education of clinical pathology residents. With Microsoft Access we developed an online database that uses active server pages and secure sockets layer encryption to document calls to the clinical pathology resident. Using the data collected, we evaluated the efficacy of 3 interventions aimed at improving resident education. The database facilitated the documentation of more than 4 700 calls in the first 21 months it was online, provided archived resident-generated data to assist in serving clients, and demonstrated that 2 interventions aimed at improving resident education were successful. We have developed a secure online database, accessible from any computer with Internet access, that can be used to easily document clinical pathology resident education and competency.

An Administrator's Guide to Online Education. The USDLA Book Series on Distance Learning

ERIC Educational Resources Information Center

Shelton, Kaye, Ed.; Saltsman, George, Ed.

2005-01-01

An Administrator's Guide to Online Education is an essential resource for the higher education administrator. Unlike most books regarding online education, this book is not about teaching; it is about effectively administrating an online education program. Grounded in existing distance education theory, and drawing from best practices, current…

Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan.

PubMed

Tokuda, Yasuharu; Goto, Eiji; Otaki, Junji; Jacobs, Joshua; Omata, Fumio; Obara, Haruo; Shapiro, Mina; Soejima, Kumiko; Ishida, Yasushi; Ohde, Sachiko; Takahashi, Osamu; Fukui, Tsuguya

2010-05-20

We investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE). Data were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire. Only 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05). Different educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE.

Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan

PubMed Central

2010-01-01

Background We investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE). Methods Data were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire. Results Only 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05). Conclusion Different educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE. PMID:20487536

Online Career and Technical Education in the Community College

ERIC Educational Resources Information Center

Garza Mitchell, Regina L.

2017-01-01

Very little empirical research has been conducted about online career and technical education (CTE). Despite the continuing enrollment growth in online education (Lokken, 2016) and the national emphasis on CTE as a means of boosting the economy (D'Amico, Morgan, Katsinas, & Friedel, 2014), relatively little is understood about the scope and…

Student Support Services and Student Satisfaction in Online Education

ERIC Educational Resources Information Center

Erdil, Kutlay M.

2007-01-01

This paper investigates the relationship between quality of support services in online education and the level of satisfaction of e-learners with these services. Case study was employed to measure University of Surrey's virtual MBA students' satisfaction with course facilitator, personal tutor and help desk functions designed for online education.…

Catatonia Education: Needs Assessment and Brief Online Intervention.

PubMed

Cooper, Joseph J; Roig Llesuy, Joan

2017-06-01

There are no studies investigating physicians' knowledge of catatonia. The authors aimed to assess and increase physicians' awareness of catatonia. A survey with clinical questions about catatonia was administered, followed by a brief online teaching module about catatonia and a post-education survey. Twenty-one psychiatry residents (response rate, 70%) and 36 internal medicine residents (response rate, 34%) participated in the pre-education survey. Psychiatry residents identified 75% of the correct answers about catatonia, compared to 32% correct by internal medicine residents (p < 0.001). Twenty participants (response rate, 35%) completed the online education module and second survey, which resulted in a significant improvement in correct response rates from 60 to 83% in all the participants (p < 0.001). Residents' baseline knowledge of catatonia is low, particularly among internal medicine residents. A brief online module improved resident physicians' knowledge of catatonia. Educational strategies to improve recognition of catatonia should be implemented.

Game-based online antenatal breastfeeding education: A pilot.

PubMed

Grassley, Jane S; Connor, Kelley C; Bond, Laura

2017-02-01

The aim of this study was to evaluate the effect of the Healthy Moms intervention on antenatal breastfeeding self-efficacy and intention and to determine the feasibility of using an online game-based learning platform to deliver antenatal breastfeeding education. The Internet has potential for improving breastfeeding rates through improving women's access to antenatal breastfeeding education. Twelve computer-based breastfeeding education modules were developed using an online learning platform. Changes in participants' breastfeeding self-efficacy and intention pre- and post-intervention were measured using descriptive statistics and a one-way ANOVA. Of the 25 women submitting the pretest, four completed zero quests; seven, orientation only; eight, one to six breastfeeding quests; and six, 10 to 12 breastfeeding quests. No significant differences in breastfeeding self-efficacy and intention were found among the groups. Online antenatal breastfeeding education is feasible; however, further research is warranted to determine if it can affect breastfeeding outcomes. Copyright © 2016 Elsevier Inc. All rights reserved.

Different Keystrokes for Different Folks: Addressing Learning Styles in Online Education

ERIC Educational Resources Information Center

Pinchot, Jamie; Paullet, Karen

2014-01-01

Online learning has become increasingly popular in recent years. This interest in online education has brought about new learning opportunities for both educators and learners. Technology has enabled higher education institutions the ability to provide quality education reaching learners that might otherwise be impossible. When developing online…

Postgraduate Education to Support Organisation Change: A Reflection on Reflection

ERIC Educational Resources Information Center

Stewart, Jim; Keegan, Anne; Stevens, Pam

2008-01-01

Purpose: This paper aims to explore how teaching and assessing reflective learning skills can support postgraduate practitioners studying organisational change and explores the challenges for tutors in assessing these journals. Design/methodology/approach: Assessment criteria were developed from the literature on reflective practice and…

Customization of Education through Online Learning

ERIC Educational Resources Information Center

Rayburn, Kalim

2011-01-01

The educational opportunities provided through connectivity to the internet that did not previously exist make way for many opportunities to expand curricular options. Through the use of technology and the internet students are able to receive education through a tailored learning approach delivered via online resources. The purpose of this study…

A Study of Perceptions of Online Education among Professionals

ERIC Educational Resources Information Center

Ghandforoush, Parviz

2013-01-01

In this paper we research the perceptions of professionals towards the acceptability of online degree programs in their work profession. Although online education is prolific, its acceptability has been slow and has often been attributed to be a poor quality alternative to traditional brick and mortar education. In this paper we attempt to…

Innovators and Laggards? Faculty Adoption of Online Distance Education

ERIC Educational Resources Information Center

Scott, Thomas Tailor

2012-01-01

Over the past decade, institutions of higher education have seen enrollments in distance education, especially in the form of online learning, proliferate in striking numbers. In fact, some traditional colleges and universities are only experiencing real institutional growth in the areas of online learning. Even though a major push to increase the…

Chinese National Optical Education Small Private Online Course system

NASA Astrophysics Data System (ADS)

Zhang, XiaoJie; Lin, YuanFang; Liu, Xu; Liu, XiangDong; Cen, ZhaoFeng; Li, XiaoTong; Zheng, XiaoDong; Wang, XiaoPing

2017-08-01

In order to realize the sharing of high quality course resources and promote the deep integration of `Internet+' higher education and talent training, a new on-line to off-line specialized courses teaching mode was explored in Chinese colleges and universities, which emphasized different teaching places, being organized asynchronously and localized. The latest progress of the Chinese National Optical Education Small Private On-line Course (CNOESPOC) system set up by Zhejiang University and other colleges and universities having disciplines in the field of optics and photonics under the guidance of the Chinese National Steering Committee of Optics and Photonics (CNSCOP) was introduced in this paper. The On-line to Off-line (O2O) optical education teaching resource sharing practice offers a new good example for higher education in China under the background of Internet +.

Receiving social support online: implications for health education.

PubMed

White, M; Dorman, S M

2001-12-01

Online support groups are expanding as the general public becomes more comfortable using computer-mediated communication technology. These support groups have certain benefits for users who may not be able to or do not have the desire to attend face-to-face sessions. Online support groups also present challenges when compared to traditional face-to-face group communication. Communication difficulties may arise resulting from lack of visual and aural cues found in traditional face-to-face communication. Online support groups have emerged within health care as a result of the need individuals have to know more about health conditions they are confronting. The proliferation of these online communities may provide an opportunity for health educators to reach target populations with specific messages. This paper reviews the development of health-related online support groups, examines research conducted within these communities, compares their utility with traditional support groups and discusses the implications of these groups for health education.

The use of a portfolio in postgraduate medical education – reflect, assess and account, one for each or all in one?

PubMed Central

Heeneman, Sylvia; Driessen, Erik W.

2017-01-01

Competency-based education has become central to the training and assessment of post-graduate medical trainees or residents [1]. In competency-based education, there is a strong focus on outcomes and professional performance. Typically, holistic tasks are used to train, practice and assess the defined outcomes or competencies. In residency training, these tasks are part of the day-to-day clinical practice. The performance of residents in the workplace needs to be captured and stored. A portfolio has been used as an instrument for storage and collection of workplace-based assessment and feedback in various countries, like the Netherlands and the United States. The collection of information in a portfolio can serve or be used for a variety of purposes. These are: The collection of work samples, assessment, feedback and evaluations in a portfolio enables the learner to look back, analyze and reflect. The content is used for assessment or making decisions about progress. And the portfolio is used as an instrument for quality assurance processes. In post-graduate medical education, these purposes can be combined but this is not always reported transparently. In this paper, we will discuss the different perspectives, how a portfolio can serve these three purposes and what are opportunities and challenges of combining multiple purposes. PMID:29226225

ESSReS-PEP, an international and interdisciplinary postgraduate education concept on Earth and Environmental Sciences

NASA Astrophysics Data System (ADS)

Grosfeld, Klaus; Lohmann, Gerrit; Ladstätter-Weißenmayer, Annette; Burrows, John

2013-04-01

Promoting young researchers is a major priority of the German Helmholtz Association. Since more than five years graduate and postgraduate education in the field of Earth System and Environmental Science has been established in Bremen and Bremerhaven, north-western Germany. Using the network and collaboration of experts and specialists on observational and paleoclimate data as well as on statistical data analysis and climate modelling from two Universities and the Helmholtz research institute on Polar and Marine Research, master and PhD students are trained to understand, decipher and cope with the challenges of recent climate change on an highly interdisciplinary and inter-institutional level. The existing research infrastructure at the Alfred Wegener Institute in Bremerhaven (AWI), University of Bremen, and Jacobs University Bremen offers a unique research environment to study past, present and future changes of the climate system, with special focus on high latitudinal processes. It covers all kind of disciplines, climate science, geosciences and biosciences, and provides a consistent framework for education and qualification of a new generation of expertly trained, internationally competitive master and PhD students. On postgraduate level, the Postgraduate Programme Environmental Physics (PEP) at the University of Bremen (www.pep.uni-bremen.de) educates the participants on the complex relationship between atmosphere, hydrosphere (ocean), cryosphere (ice region) and solid earth (land). Here, the learning of experimental methods in environmental physics at the most advanced level, numerical data analysis using supercomputers, and data interpretation via sophisticated methods prepare students for a scientific career. Within cooperation with the Ocean University of China (OUC) students are participating one year in the PEP programme during their master studies since 2006, to get finally a double degree of both universities. At the Alfred Wegener Institute for Polar

Online Experiential Education for Technological Entrepreneurs

ERIC Educational Resources Information Center

Ermolovich, Thomas R.

2011-01-01

Technological Entrepreneurship is both an art and a science. As such, the education of a technological entrepreneur requires both an academic and an experiential component. One form of experiential education is creating real new ventures with student teams. When these ventures are created in an online modality, students work in virtual teams and…

Educating the Citizen of Academia Online?

ERIC Educational Resources Information Center

Solberg, Mariann

2011-01-01

The Arctic is a vast, sparsely populated area. The demographic situation points to online distance education as a solution to support lifelong learning and to build competence in the region. An overall aim of all university education is what Hans Georg Gadamer calls "Bildung", what we in Norwegian call "dannelse" and what…

Enhancing Online Education Using Collaboration Solutions

ERIC Educational Resources Information Center

Ge, Shuzhi Sam; Tok, Meng Yong

2003-01-01

With the advances in Internet technologies, online education is fast gaining ground as an extension to traditional education. Webcast allows lectures conducted on campus to be viewed by students located at remote sites by streaming the audio and video content over Internet Protocol (IP) networks. However when used alone, webcast does not provide…

Review of online educational resources for medical physicists

PubMed Central

2013-01-01

Medical physicists are often involved in the didactic training of graduate students, residents (both physics and physicians), and technologists. As part of continuing medical education, we are also involved in maintenance of certification projects to assist in the education of our peers. As such, it is imperative that we remain current concerning available educational resources. Medical physics journals offer book reviews, allowing us an opportunity to learn about newly published books in the field. A similar means of communication is not currently available for online educational resources. This information is conveyed through informal means. This review presents a summary of online resources available to the medical physics community that may be useful for educational purposes. PACS number: 87.10.‐e PMID:24257289

Online Discussion about Sexuality Education in Schools

ERIC Educational Resources Information Center

Broadbear, James T.; Broadbear, Barbara C.

2012-01-01

Sexuality education in schools continues to be a controversial issue although public debate has seemingly calmed in recent years. Dialogue about the value and purpose of sexuality education for adolescents can provide health education specialists a better understanding of public opinion and online discussion may be a potentially ideal way to…

Being Altruistically Motivated: The Postgraduate and Career Motivational Orientations of Access Students at an Irish University

ERIC Educational Resources Information Center

Keane, Elaine

2017-01-01

The relative lack of research about postgraduate education, and especially from a widening participation (WP) perspective, is noteworthy in a context of an increasingly expanding and important postgraduate sector internationally. This paper draws on the findings of a study about the "impact" of WP initiatives at an Irish university,…

Disaster content in Australian tertiary postgraduate emergency nursing courses: a survey.

PubMed

Ranse, Jamie; Shaban, Ramon Z; Considine, Julie; Hammad, Karen; Arbon, Paul; Mitchell, Belinda; Lenson, Shane

2013-05-01

Emergency nurses play a pivotal role in disaster relief during the response to, and recovery of both in-hospital and out-of-hospital disasters. Postgraduate education is important in preparing and enhancing emergency nurses' preparation for disaster nursing practice. The disaster nursing content of Australian tertiary postgraduate emergency nursing courses has not been compared across courses and the level of agreement about suitable content is not known. To explore and describe the disaster content in Australian tertiary postgraduate emergency nursing courses. A retrospective, exploratory and descriptive study of the disaster content of Australian tertiary postgraduate emergency nursing courses conducted in 2009. Course convenors from 12 universities were invited to participate in a single structured telephone survey. Data was analysed using descriptive statistics. Ten of the twelve course convenors from Australian tertiary postgraduate emergency nursing courses participated in this study. The content related to disasters was varied, both in terms of the topics covered and duration of disaster content. Seven of these courses included some content relating to disaster health, including types of disasters, hospital response, nurses' roles in disasters and triage. The management of the dead and dying, and practical application of disaster response skills featured in only one course. Three courses had learning objectives specific to disasters. The majority of courses had some disaster content but there were considerable differences in the content chosen for inclusion across courses. The incorporation of core competencies such as those from the International Council of Nurses and the World Health Organisation, may enhance content consistency in curriculum. Additionally, this content could be embedded within a proposed national education framework for disaster health. Copyright © 2013 College of Emergency Nursing Australasia Ltd. Published by Elsevier Ltd. All rights

The Study of Philosophy in Innovative Power Engineering Post-graduate Course

NASA Astrophysics Data System (ADS)

Sokolova, J. V.

2017-11-01

Training of highly qualified personnel for the innovative high-tech fields of power engineering is one of the most important tasks of modern education. A number of special features of modern power engineering necessitate not only a highly specialized training but a wider approach in teaching postgraduate students of this field. These special features include a high degree of integration of science, industry, economic and social spheres, and the breadth of interdisciplinary connections in high-tech industries. The postgraduate philosophical training plays an important role in the educational process. The breadth of the problem field and the universality of philosophical knowledge reveal the methods and mechanisms of integration of such sub-disciplines that have significant methodological and structural differences: science, logical-mathematical, socio-economic, technological and human knowledge. Appeal to the philosophy at the stage of postgraduate training has a number of reasons. First of all, it is aimed at integrating of the specific content of different areas of knowledge into a holistic worldview. Secondly, it contributes in developing a critical attitude towards reality and science. What is more, the study of philosophy helps young researches to acquire the definition of their ideological position.

Benefits of online health education: perception from consumers and health professionals.

PubMed

Win, Khin Than; Hassan, Naffisah Mohd; Bonney, Andrew; Iverson, Don

2015-03-01

With the advancement in technology and availability of the Internet, online health education could become one of the media for health education. As health education is to persuade patients on health behavioural change, understanding perceived benefits of online health education is an important aspect to explore. The aim of this study is to explore consumers and health professionals opinion on online health education. Literature review was conducted and identified the benefits of online health education (OHE). Survey was conducted to health consumers and health professionals. Descriptive analyses were performed using SPSS Version 19.0. The analysis of the literature has identified a set of 12 potential benefits of OHE which had been used to understand the perceptions of the effectiveness of OPE sites and these have been validated in the study. This study has the practical implication as the study identified OHE effectiveness, which definitely can assist health practitioners on health education, which can lead to better health outcome.

Staying connected: online education engagement and retention using educational technology tools.

PubMed

Salazar, Jose

2010-01-01

The objective of this article is to inform educators about the use of currently available educational technology tools to promote student retention, engagement and interaction in online courses. Educational technology tools include content management systems, podcasts, video lecture capture technology and electronic discussion boards. Successful use of educational technology tools requires planning, organization and use of effective learning strategies.

An Overview of Online Educational Delivery Applications.

ERIC Educational Resources Information Center

Marsh, George E., II; Price, Barrie Jo; McFadden, Anna C.

This paper is a report on the types of online delivery applications used in institutions of higher education (IHEs) to develop and implement World Wide Web-based courses. Many IHEs are grappling with ways to implement and manage online instruction by using local personnel and resources, purchasing some components of management, or outsourcing…

Online Education: "76 Trombones and a Big Parade."

ERIC Educational Resources Information Center

Tillman, J. Jeffrey

2002-01-01

Explores whether there are good educational reasons for the popularity of online education, asserting that perhaps the same issues are at stake as are found in "The Music Man"--business at the heart of education. (EV)

Perception of Online Legal Education among Recently Retired Law School Faculty

ERIC Educational Resources Information Center

Bigelow, Robert W.

2017-01-01

Within some areas of traditional legal education there has been discussion of and advocacy for greater acceptance and integration of online technology. This study addresses the enormous gap in the legal literature concerning perceptions of online legal education and adds to the robust body of literature concerning perceptions of online education…

Mapping of the Academic Production at Science and Mathematics Education Postgraduate about the Theory of Social Representations

NASA Astrophysics Data System (ADS)

Barbosa, José Isnaldo de Lima; Curi, Edda; Voelzke, Marcos Rincon

2016-12-01

The theory of social representations, appeared in 1961, arrived in Brazil in 1982, and since then has advanced significantly, been used in various areas of knowledge, assumed a significant role also in education. Thus, the aim of this article is to make a mapping of theses and dissertations in post-graduation programs, whose basic area is the Teaching of Science and Mathematics, and used as the theoretical foundation the theory of social representations, highlighted the social groups that are subject of this research. This is a documentary research, and lifting to the "state of knowledge" of two theses and 36 dissertations, defended in ten of the 37 existing programs in the basic area of Science and Mathematics Teaching, with the delimitation of academic masters and doctorates. The data collection was executed on December 2014 and was placed in the virtual libraries of these masters and doctoral programs, these elements were analysed according to some categories established after reading the summaries of the work, and the results showed that the theory of social representations has been used as a theoretical framework in various research groups, established in postgraduate programs in this area, for almost the entire Brazil. As for the subjects involved in this research, three groups were detected, which are: Middle school and high school students, teachers who are in full swing, spread from the early years to higher education, and undergraduates in Science and Mathematics.

Online Discovery and Mapping of Great Lakes Climate Change Education and Scientific Research Activities: Building an Online Collaborative Learning Community of Scientists and Educators

NASA Astrophysics Data System (ADS)

Tuddenham, P.; Bishop, K.; Walters, H.; Carley, S.

2011-12-01

The Great Lakes Climate Change Science and Education Systemic Network (GLCCSESN) project is an NSF-funded CCEP program awarded to Eastern Michigan University in 2010. The College of Exploration is one of the project partners and has conducted a series of online surveys, workshop and focus group to identify a wide range of organizations, individuals, resources and needs related to climate change education and research activities in and about the Great Lakes Region and to provide information about climate change science to the education community. One of the first steps taken to build this community was to build a web site that features a dynamic online map of individuals and organizations concerned about climate change as well as interested in resources and activities specific to the Great Lakes. Individuals and organizations have been, and are still, invited to put themselves on the map at http://greatlakesclimate.org This map of the Great Lakes region provides both a visual representation of activities and resources as well as a database of climate change activities. This map will grow over time as more people and organizations put themselves on the map. The use of online technologies has helped broaden the participation and representation in the GLCCSESN from all states/provinces in the Great Lakes region, encouraging diverse audiences and stakeholders, including scientists, educators, and journalists, etc.to engage with the project. In the fall of 2011 a combined online professional development workshop and focus group is planned. Educators and scientists working on climate change studies and issues related to the Great Lakes will be sharing their work and expertise in an online workshop and focus group. Following the professional development activity a focus group will be conducted online using a model developed as part of a NSF funded COSEE project. The focus group purpose is to review current educational resources and to identify gaps and needs for further

Exploring In-Service Preschool Teachers' Conceptions of and Approaches to Online Education

ERIC Educational Resources Information Center

Yang, Yu-Fang; Tsai, Chin-Chung

2017-01-01

This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches),…

Physical Education Teacher Educator's Perceptions toward and Understanding of K-12 Online Physical Education

ERIC Educational Resources Information Center

Daum, David N.; Woods, Amelia M.

2015-01-01

K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators' perceptions toward and understanding of K-12 OLPE. Bandura's Social Cognitive Theory (1986) served as the theoretical framework for this…

Online Continuing Medical Education in Saudi Arabia

ERIC Educational Resources Information Center

Alwadie, Adnan D.

2013-01-01

As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is…

Methodology of a Modern Foreign Language Lesson for Postgraduate Students of Technical Disciplines

ERIC Educational Resources Information Center

Toporkova, Olga; Novozhenina, Elena; Tchechet, Tamara; Likhacheva, Tatiana

2014-01-01

The integration of Russia into the international common space of research and education accompanied by modernization of the national system of education puts forward new demands to postgraduate education. The processes of integration and modernization increase the importance of learning a foreign language for a future scientist. The article deals…

Stanford Online: The Stanford University Experience with Online Education.

ERIC Educational Resources Information Center

Schultz, Carolyn Stark; Rouan, Michael

This paper describes Stanford Online, a distance learning program at Stanford University (California) that utilizes the concept of asynchronous learning and the growth of the Internet to make Stanford courses, seminars, and lectures available anywhere, any time, and on demand in order to address the continuing education needs of busy…

Postgraduate Studies in Librarianship and Information Science in Spain

ERIC Educational Resources Information Center

Muñoz-Cañavate, Antonio; Larios-Suárez, Verónica

2017-01-01

This paper reviews the history and current situation of postgraduate studies in Librarianship and Information Science (LIS) at the university level in Spain before and after the development of the Bologna Process's European Higher Education Area (EHEA). It contextualizes the historical development of these studies, describing how official…

The national portfolio for postgraduate family medicine training in South Africa: a descriptive study of acceptability, educational impact, and usefulness for assessment

PubMed Central

2013-01-01

Background Since 2007 a portfolio of learning has become a requirement for assessment of postgraduate family medicine training by the Colleges of Medicine of South Africa. A uniform portfolio of learning has been developed and content validity established among the eight postgraduate programmes. The aim of this study was to investigate the portfolio’s acceptability, educational impact, and perceived usefulness for assessment of competence. Methods Two structured questionnaires of 35 closed and open-ended questions were delivered to 53 family physician supervisors and 48 registrars who had used the portfolio. Categorical and nominal/ordinal data were analysed using simple descriptive statistics. The open-ended questions were analysed with ATLAS.ti software. Results Half of registrars did not find the portfolio clear, practical or feasible. Workshops on portfolio use, learning, and supervision were supported, and brief dedicated time daily for reflection and writing. Most supervisors felt the portfolio reflected an accurate picture of learning, but just over half of registrars agreed. While the portfolio helped with reflection on learning, participants were less convinced about how it helped them plan further learning. Supervisors graded most rotations, suggesting understanding the summative aspect, while only 61% of registrars reflected on rotations, suggesting the formative aspects are not yet optimally utilised. Poor feedback, the need for protected academic time, and pressure of service delivery impacting negatively on learning. Conclusion This first introduction of a national portfolio for postgraduate training in family medicine in South Africa faces challenges similar to those in other countries. Acceptability of the portfolio relates to a clear purpose and guide, flexible format with tools available in the workplace, and appreciating the changing educational environment from university-based to national assessments. The role of the supervisor in direct

The national portfolio for postgraduate family medicine training in South Africa: a descriptive study of acceptability, educational impact, and usefulness for assessment.

PubMed

Jenkins, Louis; Mash, Bob; Derese, Anselme

2013-07-25

Since 2007 a portfolio of learning has become a requirement for assessment of postgraduate family medicine training by the Colleges of Medicine of South Africa. A uniform portfolio of learning has been developed and content validity established among the eight postgraduate programmes. The aim of this study was to investigate the portfolio's acceptability, educational impact, and perceived usefulness for assessment of competence. Two structured questionnaires of 35 closed and open-ended questions were delivered to 53 family physician supervisors and 48 registrars who had used the portfolio. Categorical and nominal/ordinal data were analysed using simple descriptive statistics. The open-ended questions were analysed with ATLAS.ti software. Half of registrars did not find the portfolio clear, practical or feasible. Workshops on portfolio use, learning, and supervision were supported, and brief dedicated time daily for reflection and writing. Most supervisors felt the portfolio reflected an accurate picture of learning, but just over half of registrars agreed. While the portfolio helped with reflection on learning, participants were less convinced about how it helped them plan further learning. Supervisors graded most rotations, suggesting understanding the summative aspect, while only 61% of registrars reflected on rotations, suggesting the formative aspects are not yet optimally utilised. Poor feedback, the need for protected academic time, and pressure of service delivery impacting negatively on learning. This first introduction of a national portfolio for postgraduate training in family medicine in South Africa faces challenges similar to those in other countries. Acceptability of the portfolio relates to a clear purpose and guide, flexible format with tools available in the workplace, and appreciating the changing educational environment from university-based to national assessments. The role of the supervisor in direct observations of the registrar and dedicated

Post-Graduate Education for Librarianship at Yugoslavia's University of Zagreb

ERIC Educational Resources Information Center

Cveljo, Katherine

1977-01-01

The development and present state of the Center for Post-Graduate Study in Librarianship, Documentation and Information Sciences is described. At present the center offers two graduate degrees in the areas of 1.) librarianship; 2.) museology; 3.) archivistics; and 4.) information sciences and services. This paper centers primarily on librarianship…

Object Oriented Learning Objects in Online Education: A Framework and Example.

ERIC Educational Resources Information Center

Rincon, Lilian; Parker, Drew

Online learning is coming of age in both postsecondary education and industry. The courses now offered online range from kinesiology to mathematics to complete M.B.A. programs. The growing popularity of online education has created a need to reduce costs without diminishing the value of the edification. In response to this need, an instructional…

Online Scholarly Conversations in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Cai, Qijie; Wong, Ka-Wah

2018-01-01

In general education astronomy courses, many students are struggling with understanding the foundational concepts and theories in astronomy. One of the possible reasons is that, due the large class size, many of the courses are taught using a lecture mode, where human interactions and active learning are limited (Freeman et al., 2014). To address this challenge, we have applied the knowledge building framework (Scardamalia & Bereiter, 2006) to design an online collaborative learning component, called Scholarly Conversations, to be integrated into a general education astronomy course at a public, comprehensive university.During Scholarly Conversations, students are treated as scholars to advance knowledge frontiers (Scardamalia & Bereiter, 2006). The whole process involves the creation of new ideas and requires discourse and collective work for the advancement and creation of artifacts, such as theories and models (van Aalst, 2009). Based on the knowledge building principles (Scardamalia, 2002; Zhang, Scardamalia, Reeve, & Messina, 2009), several features have been built into Scholarly Conversations so that students are guided to deepen understanding of the astronomy concepts through three phases: knowledge sharing, knowledge construction and knowledge building, and reflections on learning growth (van Aalst, 2009; Cai, 2017). The online Scholarly Conversation is an extension of the lecture component of the general education astronomy course. It promotes student interactions and collaborative learning, and provides scaffolds for students to construct meanings of the essential concepts in astronomy through social learning and online technology. In this presentation, we will explain the specific design principles of the online Scholarly Conversation, and share the artifacts created to facilitate the online conversations in an general education astronomy course.Note: This project has been supported by the College of Education Research Grant Program at Minnesota State

Discovering online learning barriers: survey of health educational stakeholders in dentistry.

PubMed

Schönwetter, D; Reynolds, P

2013-02-01

Given the exponential explosion of online learning tools and the challenge to harness their influence in dental education, there is a need to determine the current status of online learning tools being adopted at dental schools, the barriers that thwart the potential of adopting these and to capture this information from each of the various stakeholders involved in dental online learning (administrators, instructors, students and software/hardware technicians). The aims of this exploratory study are threefold: first, to understand which online learning tools are currently being adopted at dental schools; second, to determine the barriers in adopting online learning in dental education; and third, to identify a way of better preparing stakeholders in their quest to encourage others at their institutions to adopt online learning tools. Seventy-two participants representing eight countries and 13 stakeholder groups in dentistry were invited to complete the online Survey of Barriers in Online Learning Education in Health Professional Schools. The survey was created for this study but generic to all healthcare education domains. Twenty participants completed the survey. demonstrated that many online learning tools are being successfully adopted at dental schools, but computer-based assessment tools are the least successful. Added to this are challenges of support and resources for online learning tools. Participants offered suggestions of creating a blended (online and face-to-face) tutorial aimed at assisting stakeholders to help their dental schools in adopting online learning tools The information from this study is essential in helping us to better prepare the next generation of dental providers in terms of adopting online learning tools. This paper will not only provide strategies of how best to proceed, but also inspire participants with the necessary tools to move forward as they assist their clients with adopting and sustaining online learning tools and models

The Flipped Classroom in Emergency Medicine Using Online Videos with Interpolated Questions.

PubMed

Rose, Emily; Claudius, Ilene; Tabatabai, Ramin; Kearl, Liza; Behar, Solomon; Jhun, Paul

2016-09-01

Utilizing the flipped classroom is an opportunity for a more engaged classroom session. This educational approach is theorized to improve learner engagement and retention and allows for more complex learning during class. No studies to date have been conducted in the postgraduate medical education setting investigating the effects of interactive, interpolated questions in preclassroom online video material. We created a flipped classroom for core pediatric emergency medicine (PEM) topics using recorded online video lectures for preclassroom material and interactive simulations for the in-classroom session. Lectures were filmed and edited to include integrated questions on an online platform called Zaption. One-half of the residents viewed the lectures uninterrupted (Group A) and the remainder (Group B) viewed with integrated questions (2-6 per 5-15-min segment). Residents were expected to view the lectures prior to in-class time (total viewing time of approximately 2½ h). The 2½-h in-class session included four simulation and three procedure stations, with six PEM faculty available for higher-level management discussion throughout the stations. Total educational time of home preparation and in-class time was approximately 5 h. Residents performed better on the posttest as compared to the pretest, and their satisfaction was high with this educational innovation. In 2014, performance on the posttest between the two groups was similar. However, in 2015, the group with integrated questions performed better on the posttest. An online format combined with face-to-face interaction is an effective educational model for teaching core PEM topics. Copyright © 2016 Elsevier Inc. All rights reserved.

Technology in postgraduate medical education: a dynamic influence on learning?

PubMed Central

Bullock, Alison; Webb, Katie

2015-01-01

The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors’ decision-making. Simulations can help develop technical skills and team interactions, and ‘in situ’ simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. PMID:26341127

SU-E-E-07: An Adaptable Approach for Education On Medical Physics at Undergraduate and Postgraduate Levels

DOE Office of Scientific and Technical Information (OSTI.GOV)

Miller-Clemente, R; Universidad de Oriente, Santiago De Cuba, Santiago de Cuba; Mendez-Perez, L

Purpose: To contribute to the professional profile of future medical physicists, technologists and physicians, and implement an adaptable educational strategy at both undergraduate and postgraduate levels. Methods: The Medical Physics Block of Electives (MPBE) designed was adapted to the Program of B.S. in Physics. The conferences and practical activities were developed with participatory methods, with interdisciplinary collaboration from research institutions and hospitals engaged on projects of Research, Development and Innovation (RDI). The scientific education was implemented by means of critical analysis of scientific papers and seminars where students debated on solutions for real research problems faced by medical physicists. Thismore » approach included courses for graduates not associated to educational programs of Medical Physics (MP). Results: The implementation of the MPBE began in September 2014, with the electives of Radiation MP and Introduction to Nuclear Magnetic Resonance. The students of second year received an Introduction to MP. This initiative was validated by the departmental Methodological Workshop, which promoted the full implementation of the MPBE. Both postgraduated and undergraduate trainees participated in practices with our DICOM viewer system, a local prototype for photoplethysmography and a home-made interface for ROC analysis, built with MATLAB. All these tools were designed and constructed in previous RDI projects. The collaborative supervision of University’s researchers with clinical medical physicists will allow to overcome the limitations of residency in hospitals, to reduce the workload for clinical supervisors and develop appropriate educational activities. Conclusion: We demonstrated the feasibility of adaptable educational strategies, considering available resources. This provides an innovative way for prospective medical physicists, technologists and radiation oncologists. This strategy can be implemented in several

Moving beyond Bricks and Mortar: Changing the Conversation on Online Education

ERIC Educational Resources Information Center

Miller, Teresa; Ribble, Michael

2010-01-01

Online learning has changed education in many ways. This change was not mandated, but instead filled a need expressed by students. A problem with this shift toward online teaching is that it has happened randomly and irregularly within K-12 systems. Demands from students for online learning at both K-12 and higher education levels have not always…

Using Online Education Technologies to Support Studio Instruction

ERIC Educational Resources Information Center

Bender, Diane M.; Vredevoogd, Jon D.

2006-01-01

Technology is transforming the education and practice of architecture and design. The newest form of education is blended learning, which combines personal interaction from live class sessions with online education for greater learning flexibility (Abrams & Haefner, 2002). Reluctant to join the digital era are educators teaching studio courses…

[A frame nearly without retouch of the Public Health post-graduation alumni, 1998-2007].

PubMed

Gomes, Mara Helena de Andréa; Goldenberg, Paulete

2010-07-01

We present the results of a data collection that allowed to identify where are and what the alumni of the Public Health post-graduation programs think about some attributes of their post-graduation, from 1998 to 2007. By means of two distinctive and concomitant phases, this subproject was initiated with information request along with the programs. The answers allowed the construction of a student census that defended thesis or equivalent, in three modalities: doctorate, academic and professional master. Besides the data provision that allowed us to construct and describe an academic-professional profile of the Public Health area alumni, the information allowed electronic contact with most of the alumni located. In the second phase, we sent the alumni a form to be answered online, with appreciative questions regarding the role of the post graduation on their intellectual and professional path, aiming to characterize their post-graduation degree. We forwarded some suggestions to future researches, as for example the creation of a standardized and digitalized enrollment form open to consultation.

Online Education Vendor Partners: When and How to Select One

ERIC Educational Resources Information Center

Hoffman, Michael S.

2012-01-01

Higher education institutions are increasingly looking to online education as a means to broaden their market reach, increase student enrollments and ultimately realize increased tuition revenue. Many institutions, however, find that they have insufficient infrastructure resources to launch one or more fully online learning programs. A small…

The Educational and Economic Value of Online Learning for Museums

ERIC Educational Resources Information Center

Crow, William B.; Din, Herminia

2010-01-01

Given the increasingly interactive, dynamic, and cost-effective online learning platforms that are available, as well as studies that demonstrate the efficacy of online and blended learning, museums should consider how these new formats may complement their existing educational programs. Besides offering new possibilities for education, online…

Relationship between participants' level of education and engagement in their completion of the Understanding Dementia Massive Open Online Course.

PubMed

Goldberg, Lynette R; Bell, Erica; King, Carolyn; O'Mara, Ciaran; McInerney, Fran; Robinson, Andrew; Vickers, James

2015-03-26

The completion rates for Massive Open Online Courses (MOOCs) generally are low (5-10%) and have been reported to favour participants with higher (typically tertiary-level) education. Despite these factors, the flexible learning offered by a MOOC has the potential to provide an accessible educational environment for a broad spectrum of participants. In this regard, the Wicking Dementia Research and Education Centre has developed a MOOC on dementia that is evidence-based and intended to address this emerging major global public health issue by providing educational resources to a broad range of caregivers, people with dementia, and health care professionals. The Understanding Dementia MOOC was designed specifically to appeal to, and support, adult learners with a limited educational background. The nine-week course was presented in three units. Participants passed a quiz at the end of each unit to continue through the course. A series of discussion boards facilitated peer-to-peer interactions. A separate "Ask an Expert" discussion board also was established for each unit where participants posted questions and faculty with expertise in the area responded. Almost 10,000 people from 65 countries registered; 4,409 registrants engaged in the discussion boards, and 3,624 (38%) completed the course. Participants' level of education ranged from postgraduate study to a primary (elementary) school education. Participants without a university education (vocational certificate and below) were as likely as those with a university education to complete the course (χ(2) = 2.35, df = 6, p = 0.88) and to engage in the online discussions (F[6, 3799] = 0.85, p = 0.54). Further, participants who completed the MOOC engaged in significantly more discussion board posts than participants who did not complete the course (t = 39.60, df = 4407, p <0.001). The high completion rate and level of engagement of participants across a broad spectrum of levels of

Online Formative Assessment in Higher Education: A Review of the Literature

ERIC Educational Resources Information Center

Gikandi, J. W.; Morrow, D.; Davis, N. E.

2011-01-01

As online and blended learning has become common place educational strategy in higher education, educators need to reconceptualise fundamental issues of teaching, learning and assessment in non traditional spaces. These issues include concepts such as validity and reliability of assessment in online environments in relation to serving the intended…

The Emerging Professional: An Investigation into Teacher Education Students' Developing Conceptions of the Relationship between Theory and Classroom Practice before, during and after a Postgraduate Teaching Programme

ERIC Educational Resources Information Center

Knight, Rupert

2012-01-01

The role of theory in educational practice has long been seen as problematic (Pring 2004) and within initial teacher education (ITE) specifically, various models linking the two have been proposed (Korthagen 2010). In England, ITE is currently in a state of flux, with the majority of university-based postgraduate programmes operating partly at…

Online Learning Tools as Supplements for Basic and Clinical Science Education.

PubMed

Ellman, Matthew S; Schwartz, Michael L

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the "flipped classroom" pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered.

Online Learning Tools as Supplements for Basic and Clinical Science Education

PubMed Central

Ellman, Matthew S.; Schwartz, Michael L.

2016-01-01

Undergraduate medical educators are increasingly incorporating online learning tools into basic and clinical science curricula. In this paper, we explore the diversity of online learning tools and consider the range of applications for these tools in classroom and bedside learning. Particular advantages of these tools are highlighted, such as delivering foundational knowledge as part of the “flipped classroom” pedagogy and for depicting unusual physical examination findings and advanced clinical communication skills. With accelerated use of online learning, educators and administrators need to consider pedagogic and practical challenges posed by integrating online learning into individual learning activities, courses, and curricula as a whole. We discuss strategies for faculty development and the role of school-wide resources for supporting and using online learning. Finally, we consider the role of online learning in interprofessional, integrated, and competency-based applications among other contemporary trends in medical education are considered. PMID:29349323

Habitable Worlds: Delivering on the Promises of Online Education.

PubMed

Horodyskyj, Lev B; Mead, Chris; Belinson, Zack; Buxner, Sanlyn; Semken, Steven; Anbar, Ariel D

2018-01-01

Critical thinking and scientific reasoning are central to higher education in the United States, but many courses (in-person and online) teach students information about science much more than they teach the actual process of science and its associated knowledge and skills. In the online arena specifically, the tools available for course construction exacerbate this problem by making it difficult to build the types of active learning activities that research shows to be the most effective. Here, we present a report on Habitable Worlds, offered by Arizona State University for 12 semesters over the past 6 years. This is a unique online course that uses an array of novel technologies to deliver an active, inquiry-driven learning experience. Learning outcomes and quantitative data from more than 3000 students demonstrate the success of our approach but also identify several remaining challenges. The design and development of this course offers valuable lessons for instructional designers and educators who are interested in fully capitalizing on the capabilities of 21 st -century technology to achieve educational goals. Key Words: Online education-Active learning-SETI-Astrobiology-Teaching. Astrobiology 17, 86-99.

Performatively Queer: Sole Parent Postgraduates in the Australian Academy

ERIC Educational Resources Information Center

Hook, Genine A.

2015-01-01

This paper draws on research that considers how gender and agency influence the engagement of sole parent postgraduates within the Australian academy. I argue that parental care responsibilities critically influence participation in higher education for sole parents. I suggest that the gendered construct of caring for children is a feminine…

Transparency in Cooperative Online Education

ERIC Educational Resources Information Center

Dalsgaard, Christian; Paulsen, Morten Flate

2009-01-01

The purpose of this article is to discuss the following question: What is the potential of social networking within cooperative online education? Social networking does not necessarily involve communication, dialogue, or collaboration. Instead, the authors argue that "transparency" is a unique feature of social networking services.…

Online Formative Assessment in Higher Education: Its Pros and Cons

ERIC Educational Resources Information Center

Baleni, Zwelijongile Gaylard

2015-01-01

Online and blended learning have become common educational strategy in higher education. Lecturers have to re-theorise certain basic concerns of teaching, learning and assessment in non-traditional environments. These concerns include perceptions such as cogency and trustworthiness of assessment in online environments in relation to serving the…

Learning Style, Culture and Delivery Mode in Online Distance Education

ERIC Educational Resources Information Center

Speece, Mark

2012-01-01

Adaptation to customer needs is a key component of competitiveness in any service industry. In online HE (higher education), which is increasingly worldwide, this adaptation must include consideration of learning styles. Most research shows that learning style has little impact on learning outcomes in online education. Nevertheless, students with…

Women in senior post-graduate medicine career roles in the UK: a qualitative study.

PubMed

Curtis, Anthony; Eley, Lizzie; Gray, Selena; Irish, Bill

2016-01-01

This qualitative study sought to elicit the views, experiences, career journeys and aspirations of women in senior post-graduate medical education roles to identify steps needed to help support career progression. In-depth semi-structured telephone interviews. UK. Purposive sample of 12 women in a variety of senior leadership roles in post-graduate medical education in the UK. Self reported motivating influences, factors that helped and hindered progress, key branch points, and key educational factors and social support impacting on participants' career in postgraduate medicine. Respondents often reported that career journeys were serendipitous, rather than planned, formal or well structured. Senior women leaders reported having a high internal locus of control, with very high levels of commitment to the NHS. All reported significant levels of drive, although the majority indicated that they were not ambitious in the sense of a strong drive for money, prestige, recognition or power. They perceived that there was an under-representation of women in senior leadership positions and that high-quality female mentorship was particularly important in redressing this imbalance. Social support, such a spouse or other significant family member, was particularly valued as reaffirming and supporting women's chosen career ambition. Factors that were considered to have hindered career progression included low self-confidence and self-efficacy, the so-called glass ceiling and perceived self-limiting cultural influences. Factors indirectly linked to gender such as part-time versus working full time were reportedly influential in being overlooked for senior leadership roles. Implications of these findings are discussed in the paper. Social support, mentorship and role modelling are all perceived as highly important in redressing perceived gender imbalances in careers in post-graduate medical education.

Health Professionals' Use of Online Information Retrieval Systems and Online Evidence.

PubMed

Lialiou, Paschalina; Pavlopoulou, Ioanna; Mantas, John

2016-01-01

Across-sectional survey was designed to determine health professionals' awareness and usage of online evidence retrieval systems in clinical practice. A questionnaire was used to measure professionals' behavior and utilization of online evidences, as well as, reasons and barriers on information retrieval. 439 nurses and physicians from public and private hospitals in Greece formulate the study's sample. The two most common reasons that individuals are using online information systems were for writing scientific manuscripts or filling a knowledge gap. A positive correlation was found between participants with postgraduate studies and information system usage. The majority of them (90,6%) believe that online information systems improves patient care and 67,6% of them had their own experiences on this. More support is needed to nurses and physicians in order to use the online evidence and as a result to improve the provided care and practices.

Learning styles and approaches to learning among medical undergraduates and postgraduates

PubMed Central

2013-01-01

Background The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. Methods We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. Results A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners. Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p < 0.05). Mean scores for the superficial approach did not differ significantly between groups. Conclusions The learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period. PMID:23521845

Learning styles and approaches to learning among medical undergraduates and postgraduates.

PubMed

Samarakoon, Lasitha; Fernando, Tharanga; Rodrigo, Chaturaka

2013-03-25

The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners.Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p < 0.05). Mean scores for the superficial approach did not differ significantly between groups. The learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period.

Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study.

PubMed

DelSignore, Lisa A; Wolbrink, Traci A; Zurakowski, David; Burns, Jeffrey P

2016-11-21

The optimal design of pedagogical strategies for e-learning in graduate and postgraduate medical education remains to be determined. Video-based e-learning use is increasing, with initial research suggesting that taking short breaks while watching videos (independent of answering test questions) may improve learning by focusing attention on the content presented. Interspersed test questions may also improve knowledge acquisition and retention. To examine the effect of interspersed test questions and periodic breaks on immediate knowledge acquisition and retention at 6 months by pediatric residents engaged in video-based e-learning. First- and second-year pediatric residents were randomized to 1 of the following 3 groups: viewing the complete video uninterrupted (full video), viewing the video interrupted with unrelated logic puzzles (logic puzzles), or viewing the video interrupted with brief comprehension test questions (short answer questions). Residents answered pre- and post-tests before and after video viewing, followed by a retention test at 6 months. Primary outcome included comparison of the change in test scores between groups. A total of 49 residents completed the initial testing session. All 3 learning groups had comparable mean increases in immediate knowledge gain, but with no significant differences between groups (F 2,46 =0.35, P=.71). Thirty-five residents completed retention testing with comparable degrees of knowledge retention in the full video and short answer test questions groups (P<.001), but no significant change in the logic puzzles group (F 1,32 =2.44, P=.13). Improved knowledge gain was not demonstrated among residents answering interspersed questions or completing logic puzzles during interrupted online video viewing when compared with residents viewing uninterrupted video content. However, residents who either participated in uninterrupted video viewing or answered interspersed questions during interrupted video viewing demonstrated

In-Service Physical Educators' Experiences of Online Adapted Physical Education Endorsement Courses.

PubMed

Sato, Takahiro; Haegele, Justin A; Foot, Rachel

2017-04-01

The purpose of this study was to investigate in-service physical education (PE) teachers' experiences during online adapted physical education (APE) graduate courses. Based on andragogy theory (adult learning theory) we employed a descriptive qualitative methodology using an explanatory case study design. The participants (6 female and 3 male) were in-service PE teachers enrolled in an online graduate APE endorsement program. Data collection included journal reflection reports and face-to-face interviews. A constant comparative method was used to interpret the data. Three interrelated themes emerged from the participants' narratives. The first theme, instructor communication, exposes the advantages and disadvantages the participants perceived regarding communication while enrolled in the online APE graduate courses. The second theme, bulletin board discussion experiences, described participants' perceptions of the use of the bulletin board discussion forum. Lastly, the final theme, assessment experiences, described how the participants learned knowledge and skills through online courses related to assessment and evaluation.

Malaysian Education Index (MEI): An Online Indexing and Repository System

ERIC Educational Resources Information Center

Kabilan, Muhammad Kamarul; Ismail, Hairul Nizam; Yaakub, Rohizani; Yusof, Najeemah Mohd; Idros, Sharifah Noraidah Syed; Umar, Irfan Naufal; Arshad, Muhammad Rafie Mohd.; Idrus, Rosnah; Rahman, Habsah Abdul

2010-01-01

This "Project Sheet" describes an on-going project that is being carried out by a group of educational researchers, computer science researchers and librarians from Universiti Sains Malaysia, Penang. The Malaysian Education Index (MEI) has two main functions--(1) Online Indexing System, and (2) Online Repository System. In this brief…

Quality Assurance in Online Education: The Universitas 21 Global Approach

ERIC Educational Resources Information Center

Chua, Alton; Lam, Wing

2007-01-01

Despite the proliferation of online education, concerns remain about the quality of online programmes. Quality assurance (QA) has become a prominent issue, not only for educational institutions and accreditors, but also for students and employers alike. This paper describes some of the rather unique QA processes used at Universitas 21 Global…

Prospects and Limits of Online Liberal Arts Education

ERIC Educational Resources Information Center

Einfeld, Aaron

2018-01-01

For centuries, educators and philosophers have explored the benefits that a broad liberal education can offer to individuals and societies. More recently, prominent educational leaders have continued to articulate the value of a liberal education in the digital age. In this article, the author presents the prospects and limits of online liberal…

The motivation to learn: efficacy and relevance of the Oswestry postgraduate orthopaedic training programme.

PubMed Central

Morgan-Jones, R. L.; Wade, R.; Richardson, J. B.

1998-01-01

The efficacy and relevance of medical education has come under increased scrutiny in recent years. The shortening of basic surgical training and the introduction of 'seamless' higher surgical training has placed greater emphasis on the quality of education provided/facilitated by trainers. Additionally, study leave budgets are under increasing pressure from trainees wishing to attend courses or conferences, and regional postgraduate deans who wish to see a proportionally greater amount of training on an 'in-house' basis. Against this background we have reviewed the learning opportunities available on the Oswestry postgraduate programme to see if these opportunities provide adequate motivation to learn for the trainee. PMID:9771229

A qualitative study on trainees' and supervisors' perceptions of assessment for learning in postgraduate medical education.

PubMed

Dijksterhuis, Marja G K; Schuwirth, Lambert W T; Braat, Didi D M; Teunissen, Pim W; Scheele, Fedde

2013-08-01

Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment. Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.

Student Migration to Online Education: An Economic Model

ERIC Educational Resources Information Center

Eisenhauer, Joseph G.

2013-01-01

The popularity of distance education has increasingly led universities to consider expanding their online offerings. Remarkably few financial models have been presented for online courses, however, and fewer still have investigated the economic consequences of the migration, or cross-over, of students from traditional classes within the…

Expanding Demand for Online Higher Education: Surveying Prospective Students

ERIC Educational Resources Information Center

Garrett, Richard

2007-01-01

The Eduventures survey examined next-generation demand for online postsecondary education, assessing online experience, delivery mode and marketing channels preferences, and perceptions of price, quality and location, identifying key takeaways in each area.

Students' learning as the focus for shared involvement between universities and clinical practice: a didactic model for postgraduate degree projects.

PubMed

Öhlén, J; Berg, L; Björk Brämberg, E; Engström, Å; German Millberg, L; Höglund, I; Jacobsson, C; Lepp, M; Lidén, E; Lindström, I; Petzäll, K; Söderberg, S; Wijk, H

2012-10-01

In an academic programme, completion of a postgraduate degree project could be a significant means of promoting student learning in evidence- and experience-based practice. In specialist nursing education, which through the European Bologna process would be raised to the master's level, there is no tradition of including a postgraduate degree project. The aim was to develop a didactic model for specialist nursing students' postgraduate degree projects within the second cycle of higher education (master's level) and with a specific focus on nurturing shared involvement between universities and healthcare settings. This study embodies a participatory action research and theory-generating design founded on empirically practical try-outs. The 3-year project included five Swedish universities and related healthcare settings. A series of activities was performed and a number of data sources secured. Constant comparative analysis was applied. A didactic model is proposed for postgraduate degree projects in specialist nursing education aimed at nurturing shared involvement between universities and healthcare settings. The focus of the model is student learning in order to prepare the students for participation as specialist nurses in clinical knowledge development. The model is developed for the specialist nursing education, but it is general and could be applicable to various education programmes.

Effective Pedagogical Practices in Online English Language Teacher Education

ERIC Educational Resources Information Center

Rodriguez, Migdalia Elizabeth

2016-01-01

Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on…

Introducing Scenario Based Learning interactive to postgraduates in UQ Orthodontic Program.

PubMed

Naser-ud-Din, S

2015-08-01

E-learning has gained momentum in health sciences and seems to have great potential in specialist dental education. Higher acceptability by learners is particularly associated with the surge of smart devices. Currently, there are limited number of e-learning modules available for dental education, particularly in Orthodontics. Scenario Based Learning interactive (SBLi(®)) software was used for the first time in Orthodontics Postgraduate training at the University of Queensland. Nine interactive modules were created embedded with clinical procedure videos, web-links, evidence-based literature, along with opportunity for self-assessment and evaluation. Qualitative data were collected before and after the administration of the SBLi(®) for Orthodontics. The purpose of this data was to investigate learning styles and the acceptance of e-modules as part of postgraduate training. Advantages of the package included high acceptance rate, greater confidence in the application of clinical skills covered in the modules and reduced contact time particularly with limited academic staff. E-modules demonstrated high compatibility with the learning styles of the participants and were considered engaging. It seems apparent that e-learning is most effective in a blended learning environment, supplemented with the traditional classroom approach, rather than as a sole mechanism for postgraduate training. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Massively Open Online Course for Educators (MOOC-Ed) Network Dataset

ERIC Educational Resources Information Center

Kellogg, Shaun; Edelmann, Achim

2015-01-01

This paper presents the Massively Open Online Course for Educators (MOOC-Ed) network dataset. It entails information on two online communication networks resulting from two consecutive offerings of the MOOC called "The Digital Learning Transition in K-12 Schools" in spring and fall 2013. The courses were offered to educators from the USA…

Remember the days in the old school yard: from lectures to online learning.

PubMed

Reynolds, P A; Mason, R; Eaton, K A

2008-04-26

Claims have been made that the traditional classroom/lecture-room mode of teaching is under threat with the future being purely online-based. There is no doubt that the impact of ICT systems and services have and will continue to transform teaching practice. From PowerPoint slides introduced to enliven lectures to virtual reality models accessed remotely, technology is bringing about new educational paradigms. The result is the emergence of new forms of distance learning with terms such as flexible learning, blended learning and full online instruction. All are making major contributions to the student experience, allowing access to more information and greater resources as well as opportunities for learning in a manner and timescale that is more attuned to their aims, abilities and lifestyles. In dental education the transition is providing undergraduates, postgraduates and CPD students with a greater variety of courses, access to more expertise and the opportunity for lifetime learning.

An Evaluation of Readiness Factors for Online Education

ERIC Educational Resources Information Center

Hukle, Delena Rae Lang

2009-01-01

Online education has grown substantially over the years because of the flexibility it has given the student in acquiring an education. For many, higher education is now a reality instead of just a dream. With this educational format, traditional and non-traditional students are taking classes to obtain a degree or pursue lifelong learning.…

The Use of Online Focus Groups to Design an Online Food Safety Education Intervention

ERIC Educational Resources Information Center

Mayer, Ashley Bramlett; Harrison, Judy A.

2012-01-01

In the development of an online food safety education intervention for college students, online focus groups were used to determine the appropriate format and messages. Focus groups are often used in qualitative research and formative evaluation of public health programs, yet traditional focus groups can be both difficult and expensive to…

Evaluation Instruments and Good Practices in Online Education

ERIC Educational Resources Information Center

Baldwin, Sally J.; Trespalacios, Jesús

2017-01-01

Chickering and Gamson's (1987) "Seven Principles for Good Practice in Undergraduate Education" offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions…

Online to offline teaching model in optics education: resource sharing course and flipped class