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This study was carried out to evaluate the pedagogical appropriateness of the prescribed course. For the pedagogical analysis of the course, the theoretical framework of the investigation included four components: instructional objectives, content analysis, teaching method and strategies, and assessment. The instructional objectives were analyzed against the revised Bloomian taxonomy, and contents of the course were evaluated against the following parameters: intent, content, target, effect, critique, and response. Data was collected from two types of respondents—teachers and students—through semi-structured interviews, using convenient sampling. The collected data were analyzed qualitatively. Along with that, a few short stories from the anthology were analyzed following the criterion mentioned for content analysis. The study deduced that the course lacked in explicit mention of the objectives. Despite some reservations of the respondents, the contents of the course were found pedagogically appropriate for the said level. In the end, the paper offers a few suggestions, keeping in view the responses, to enhance pedagogical appropriateness of the course.

Previous studies have applied interview-oriented self-reported or peer-centered evaluation methods, rather than an objective and quantitative method, to evaluate outcome of a postgraduate capacity-building program and have mainly focused on the cognitive level. To investigate the feasibility of the objective structured clinical examination (OSCE) in an international setting and report the results of the outcome evaluation for the behavioral aspect. A case–control study. Ninety examinees divided into 2 case–control groups: 17 program-experienced doctors and 17 control doctors in the first group, and 28 mentees of the program-experienced doctors and 28 control doctors in the second group. A six-station OSCE was implemented. The OSCE scores were measured to evaluate (1) the direct educational effect regarding learning in the first group and (2) the indirect educational effects regarding transfer in the second group. Written questionnaire and interview data were collected for qualitative analysis. The quantitative results of the overall or subcomponent OSCE scores indicated no significant differences in the comparisons of the first and second case-control groups. The qualitative data indicated that the program improved participants' medical knowledge, skills, and self-confidence, however, it also revealed limited learning environment provided by the program. This transnational study has demonstrated the process for introducing and successfully completing the testing of an OSCE in Laos. Discrepancy in the goals of the OSCE and the education program limited the usefulness of OSCE as an assessment tool, leading to the lack of significant differences in its results.

The EC4 Syllabus for Postgraduate Training is the basis for the European Register of Specialists in Clinical Chemistry and Laboratory Medicine. The syllabus: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. The syllabus is not primarily meant to be a training guide, but on the basis of the overview given (common minimal programme), national societies should formulate programmes that indicate where knowledge and experience is needed. The main points of this programme are: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. Knowledge in biochemistry, haematology, immunology, etc.; Pre-analytical conditions; Evaluation of results; Interpretations (post-analytical phase); Laboratory management; and Quality insurance management. The aim of this version of the syllabus is to be in accordance with the Directive of Professional Qualifications published on 30 September 2005. To prepare the common platforms planned in this directive, the disciplines are divided into four categories: Indicates the level of requirements in postgraduate training to harmonise the postgraduate education in the European Union (EU); Indicates the level of content of national training programmes to obtain adequate knowledge and experience; Is approved by all EU societies for clinical chemistry and laboratory medicine. Knowledge in biochemistry, haematology, immunology, etc.; Pre-analytical conditions; Evaluation of results; Interpretations (post-analytical phase); Laboratory management; and Quality insurance management. General chemistry, encompassing biochemistry, endocrinology, chemical (humoral), immunology, toxicology, and therapeutic drug monitoring; Haematology, covering cells, transfusion serology, coagulation, and cellular immunology; Microbiology, involving bacteriology, virology, parasitology, and mycology; Genetics and IVF.

Abstract. The description of the current state of providing scientific and pedagogical training for Candidates taking a Postgraduate course and pursuing Doctor of Philosophy (PhD) Degreein Ukraine has been presented in the research. Some contradictions in the requirements for scientific and pedagogical training in the main legislative and normative documents that determine the training for Candidates taking a Postgraduate course and pursuing PhD Degreehavebeen revealed. The empirical models of scientific and pedagogical training for Candidates taking a Postgraduate course and pursuing PhD Degreecould be defined, due to the existing state of postgraduate training process in higher education institutions.The proposals on the development of the pedagogical component of programmes of study and research in accordance with the pedagogical training at the previous levels of education of postgraduates have been made. Theprogramme of pedagogical assistant practice for Candidates taking a Postgraduate course and pursuing PhD Degree of the Odessa I.I. Mechnikov National Universityhas been developed. The issue of teacher training for higher education institutions in Ukraine is subject to discussion. ; ПИТАННЯ НАУКОВО-ПЕДАГОГІЧНОЇ ПІДГОТОВКИ ЗДОБУВАЧІВВИЩОЇ ОСВІТИ СТУПЕНЯ ДОКТОРА ФІЛОСОФІЇ В УМОВАХ РЕФОРМУВАННЯСИСТЕМИ ОСВІТИ УКРАЇНИ Н. Кузнєцова Одеський національний університет імені І.І. Мечникова, (Одеса, Україна) О. Ружицька Одеський національний університет імені І.І. Мечникова, (Одеса, Україна) Анотація. У дослідженні подано характеристику сучасного стану забезпечення науково-педагогічної підготовки здобувачів ступеня доктора філософії в України. Виявлено наявність суперечностей у вимогах щодо науково-педагогічної підготовки в основних законодавчих і нормативних документах, що визначають підготовку здобувачів ступеня доктора філософії. Існуючий стан процесу навчання аспірантів у закладах вищої освіти дозволяє констатувати емпіричні моделі науково-педагогічної підготовки здобувачів ступеня доктора філософії. Зроблені ...

The literature has shown that undergraduates engage in the misuse of prescription stimulants in large part to meet academic demands and as an attempt to alleviate academic stress. The current study examined the relationship between misusing prescription stimulants for academic purposes and academic strains (academic stress, grade strain, and academic impediments) to determine whether prescription stimulant misuse (PSM) and the types of academic strains experienced by undergraduates differed based on their college major and postgraduate education plans. We utilized survey data that had been collected from 924 students at a large southeastern university in 2014, which specifically assessed for PSM. Results indicated significant differences in the misuse of prescription stimulants based on the types of academic strains experienced, college major, and postgraduate education plans. Implications and suggestions for future research are discussed.

This paper is framed within an interdisciplinary research project (POL148, quadrennial: 2010-2013). We intend to analyze critically and reflexively the academic policies and the different teaching modalities that are being implemented in the UNR in relation to Distance Education (DE), in postgraduate studies, and its implications in the teacher training, in the academic management and in the teaching and learning methodologies to ensure that the university higher education system can be increasingly more inclusive and democratizing. In this production the importance lies in being able to unravel the conceptions that the distance teachers of postgraduate studies have in relation to the changes that occur in the teaching practice generally framed in a bimodal system; where face to face sessions and virtual sessions are blended. Furthermore, it is interesting to learn how to be able to incorporate different devices and didactical aids that might include information and communication technologies (ICT) following a pedagogical and socio-educational sense that would promote the democratization of the teaching.Methodologically, the work is done from an interpretive and critical perspective, applying the continuous comparative method and the inter-methodological triangulation. ; El presente trabajo se enmarca dentro de un proyecto de investigación interdisciplinario (POL148, cuatrienal: 2010-2013). Nos proponemos analizar crítica y reflexivamente las políticas académicas y las diferentes modalidades de enseñanza que se implementan en la UNR en materia de Educación a Distancia (en adelante EaD), en carreras de postgrado, y sus implicaciones en la formación docente, la gestión académica y en las metodologías de enseñanza y aprendizaje para lograr que el sistema de educación superior universitario sea cada vez más inclusivo y democratizante. En esta producción la relevancia radica en poder desentrañar cuáles son las concepciones que tienen los docentes universitarios de postgrados que llevan adelante experiencias en la modalidad, en relación con los cambios que se producen en la actividad docente enmarcados en general en un sistema bimodal, donde se mixtura presencialidad y virtualidad. Además interesa conocer de qué manera se pueden incorporar diferentes dispositivos y soportes didácticos incluyendo las tecnologías de la información y la comunicación (TIC), con un sentido pedagógico y socio-educativo que promueva la democratización de la enseñanza.Metodológicamente el trabajo se enmarca en el paradigma cualitativo, desde una perspectiva interpretativa y crítica, la aplicación del método comparativo continuo y la triangulación intermetodológica.Â

Reforming the education system of Ukraine in accordance with the concept of high-quality, modern and affordable general secondary education "New Ukrainian School", the needs of society to provide quality educational services impose certain requirements on the professional level of teaching staff. Pedagogical workers are the driving force of the reform, therefore special attention is paid to the system of professional development, which is a component of adult education. The system of professional development should contribute to the continuous professional and personal development of teachers, the formation of their own trajectory of professional development, be advanced. The article analyzes the normative legal acts regulating the professional development of pedagogical workers in Ukraine. According to the Law of Ukraine "On Education", teaching staff are obliged to constantly raise their own professional and general cultural level and pedagogical skills. Continuous professional development is one of the labour functions of a teacher, determined by professional standards. In addition, certification of teaching staff is impossible without advanced training. The approval of the order of professional development allows to determine the types, forms, volume and periodicity of professional development, the procedure for recognizing the results of professional development, and also gives teachers the opportunity to independently choose the forms of education, educational programs and subjects of professional development. Payment for professional development of employees is guaranteed by the state. Municipal institutions of postgraduate education, financed from the relevant budgets, meet the needs of the regions to improve the skills of pedagogical personnel. In addition, the legislation provides for the possibility of attracting other sources of financing, such as the state budget, own income of educational institutions. Significant changes in legislation that have occurred in recent years have created favourable conditions for continuous professional and personal development of pedagogical personnel in Ukraine. At the same time, the analysis of the mechanism of planning advanced training by educational institutions showed the need to make changes to the Procedure for advanced training in order to clarify it, as well as the need to update the provision on the certification of teaching staff.

Increasingly, students across the world in various tertiary institutions are faced with many challenges ranging from financial difficulties, accommodation, academic exclusion and many other challenges. Subsequently, the students' academic performance suffers due to these challenges. This thesis therefore aims to focus on the perspectives of the post-graduate students at the Nelson Mandela University regarding the notion of wellbeing. This thesis attempts to uses a sociological indigenous perspective of wellbeing of "impilo" in describing well-being. Therefore, the thesis uses wellness as a conceptual framework to understand the challenges faced by postgraduate students at Nelson Mandela University. The thesis was conducted in Port Elizabeth, at Nelson Mandela University campus of Summerstrand focusing on post-graduate students in faculty of humanities. A qualitative research design and qualitative digital ethnographic research methodology was chosen as suitable for answering the research question. Data was collected using semi-structured interviews and transcribed verbatim. Data analysis included identifying consistent themes around notions of well-being and experiences of changing university culture in the responses. The thesis main findings reveal the impact of how the changing university institutional culture impacts post-graduate student's wellbeing.The research found that students are affected by institutional cultures and this is narrated through their experience of university life and their reflections on #MustFall movements. The participants have detailed how the cultures in the university have a greater impact on the well-being on student because the university is more than just a place of learning but their home. The participants also detailed new colloquial ways of describing well-being using the term "inerves" and "umgowo" are general ways of describing their well-being. The dissertation has contributed to the limited body of knowledge in the context of post-graduate students experience and conception of well-being in the South African higher education ; Thesis (MA) -- Faculty of Humanities, Government and Social Studies, 2021

En la coyuntura actual, donde se presentan múltiples trasformaciones en distintos ámbitos y existe una mayor facilidad de acceso a la información y al conocimiento, se exige a nivel internacional que las instituciones educativas modifiquen los programas de formación conforme a las necesidades sociales, económicas, políticas y culturales. Con el propósito de continuar explorando el estudio de egresados, se presentan los resultados de una investigación realizada en un programa de posgrado en una institución pública en el estado de Coahuila, México. El estudio se realizó con la participación de los egresados de doce generaciones. Es un estudio cualitativo, ya que se obtuvo información de tipo descriptivo sobre el sentido y el significado del programa mediante un formulario tipo Likert integrado por 20 ítems, en los que se describe lo propuesto en el perfil de egreso y las líneas curriculares, entre otros aspectos del desarrollo curricular. Algunos de los resultados muestran la participación mayoritaria del sexo femenino y la percepción de los egresados indica que el programa es aceptado por un 90%, habilitándolos para obtener ascensos en su trayectoria laboral y continuar con su itinerario académico. Así mismo, se identificaron áreas de oportunidad y áreas para continuar reforzando el desarrollo del currículum, con la intención de continuar en la búsqueda por encontrar estrategias de mejora que permitan ofrecer una formación de calidad con equidad. ; At the present time, when many changes take part in different aspects of our lives and access to information and knowledge is at the palm of our hands, there is also a greater demand worldwide on the educational institutions to modify their education programs according to the specific social, economic, political and cultural needs. For the purpose of continuing to investigate the studies about graduates, we present the results of a research carried out during a postgraduate programme in a public institution in the Mexican state of Coahuila. The research was conducted with the involvement of the graduates belonging to twelve different generations. This is a qualitative research due to the descriptive information that it presents about the meaning and sense of the programme. Through a formulary of the Likert type with 20 items, the profile of graduation and the curricular axes are described among other aspects of the curriculum development. Some of the results show that there were more women participating and that the perception of the graduates indicates the programme is accepted in 90% of the cases, which represents an opportunity for job promotions and being able to continue their academic education. Furthermore, areas of opportunity were identified together with areas in the curriculum that need improvement in order to continue looking for all those strategies that will allow a high standard and equity formation. ; Na situação atual, em que existem múltiplas transformações em diferentes áreas e maior facilidade de acesso à informação e ao conhecimento, é internacionalmente exigido que as instituições de ensino modifiquem os programas de formação de acordo com as necessidades sociais, econômicas, políticas e culturais. Para continuar explorando o estudo dos egressos, são apresentados os resultados de uma pesquisa realizada em um programa de pós-graduação de uma instituição pública no estado de Coahuila, México. O estudo foi realizado com a participação de egessos de doze gerações. Trata-se de um estudo qualitativo, pois as informações descritivas sobre o sentido e o significado do programa foram obtidas por meio de um formulário do tipo Likert composto por 20 itens, que descreve o que é proposto no perfil da graduação e nas linhas curriculares, entre outros aspectos do desenvolvimento curricular. Alguns dos resultados mostram a participação majoritária do sexo feminino e a percepção dos egressos indica que o programa é aceito por 90%, permitindo-lhes obter promoções em sua trajetória de trabalho e dar continuidade ao seu itinerário acadêmico. Do mesmo modo, foram identificadas áreas de oportunidade e áreas para continuar reforçando o desenvolvimento do currículo, com o intuito de continuar na procura de estratégias de melhoria que permitam oferecer uma formação de qualidade com equidade.

We have assessed the relative amount of genetics education at each of the 3 levels of medical training in Germany, namely the undergraduate, postgraduate and continuous medical education stages. Our data show that genetics is ill represented at all levels. Written examinations at the end of the relevant section at the undergraduate level include very few questions related to medical genetics, and particularly few in subjects such as pathology, internal medicine and gynaecology and obstetrics. At the postgraduate level, only 4 specialties require knowledge in medical genetics that may be subject to examination. At the continuous medical education level, medical genetics plays a very minor role. All 3 levels have been subject to reform in recent years, but effects that might ensue from these reforms cannot be expected before 2008.

'This volume includes chapters extending and updating innovative teaching methods for undergraduate economics courses, as well as chapters with empirical research. Economic educators and general economists who are interested in teaching will therefore find something of interest and importance here.'- Michael Watts, Purdue University, US This innovative book offers targeted strategies for effectively and efficiently teaching economics at both undergraduate and postgraduate levels. It provides professors and other teachers of economics various techniques to engage and retain the interest of stud