Abstract 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.
The uncertainty over future student loan repayments means that the debate about whether the government contribution to the cost of higher education is too high will almost certainly continue. However, as our analysis makes clear, whatever the current estimate of the RAB charge, it is based on a large number of assumptions, many of which are likely to change in future (e.g. the rate of graduate earnings growth). It also depends hugely on the way in which we value expected future repayments in the present. It would thus be a mistake to undertake reforms solely on the basis of a single uncertain figure. The loan subsidy is just one part of a package of support that the government offers to students and universities which must be taken into consideration when deciding on the extent to which it wishes to subsidise higher education in England.
Introduction. Postgraduate education for nurses is an integral part of professional development. Currently, in accordance with the legislation in force in Poland, a neurological nurse may improve their profession as part of self-education or as part of organized forms and types of postgraduate education by undergoing various specialized training, acquiring professional skills in the narrower fields of nursing or providing specific health services.Aim. The aim of the research was to analyse the postgraduate education of neurological nurses.Material and Methods. The research was conducted on a group of 128 nurses employed in 9 neurological centres in the Kuyavian-Pomeranian Voivodeship (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Postgraduate education was assessed by means of a diagnostic survey using a questionnaire survey technique.Results. It was shown that there are statistically significant differences between the age, experience and education of the respondents and the preferred form of education (p < 0.05) and awarding educational points for training (p < 0.05). It was also found that age and seniority in the neurology department differentiated the form of financing training (p < 0.05). Additionally, seniority is a factor that significantly differentiates the thematic specificity of the training (p < 0.05).Conclusions. The most popular form of postgraduate education is specialization and a specialist course. An important form of training is also participation in a conference/symposium. The vast majority of respondents stated that their trainings are financed by their own/private funds. It was found that the respondents lacked knowledge about training specific to neurological nurses, with the simultaneous need for such training. Among the difficulties/problems related to professional development, the most frequently indicated were the lack of time for training and difficulties with its financing. Almost half of the respondents expect to receive education/credit points for education. (JNNN 2020;9(2):71–75) ; Wstęp. Kształcenie podyplomowe pielęgniarek jest integralnym elementem doskonalenia zawodowego. Aktualnie zgodnie z obowiązującym w Polsce ustawodawstwem, pielęgniarka neurologiczna może doskonalić swoją profesję w ramach samokształcenia lub w ramach zorganizowanych form i rodzajów kształcenia podyplomowego poprzez odbywanie różnych szkoleń specjalistycznych, nabywania umiejętności zawodowych z zakresu węższych dziedzin pielęgniarstwa lub udzielania określonych świadczeń zdrowotnych.Cel. Celem badań była analiza kształcenia podyplomowego pielęgniarek neurologicznych.Materiał i metody. Badania przeprowadzono na grupie 128 pielęgniarek zatrudnionych w 9 ośrodkach neurologicznych na terenie województwa kujawsko-pomorskiego (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Za pomocą sondażu diagnostycznego, techniką ankietową z wykorzystaniem kwestionariusza ankiety dokonano oceny kształcenie podyplomowego.Wyniki. Wykazano, że istnieją różnice istotne statystycznie pomiędzy wiekiem, stażem i wykształceniem badanych a preferowaną formę kształcenia (p < 0.05) i przyznawaniem punktów edukacyjnych za szkolenie (p < 0.05). Stwierdzono również, że wiek i staż na oddziale neurologii różnicuje formę finansowania szkolenia (p < 0.05). Dodatkowo staż pracy jest czynnikiem istotnie różnicującym specyfikę tematyczną szkolenia (p < 0.05).Wnioski. Najbardziej popularną formą kształcenia podyplomowego jest specjalizacja oraz kurs specjalistyczny. Istotną forma dokształcania jest również udział w konferencji/sympozjum. Zdecydowana większość badanych stwierdziła, że ich szkolenia są finansowane przez środki własne/prywatne. Stwierdzono u badanych brak wiedzy na temat szkoleń specyficznych dla pielęgniarek neurologicznych z jednoczesnym zapotrzebowaniem na takie szkolenia. Wśród trudności/problemów związanych z doskonaleniem zawodowym, najczęściej wskazywano na brak czasu na szkolenie oraz trudności z jego finansowaniem. Prawie połowa przebadanych osób oczekuje na przyznawanie punktów edukacyjnych/kredytowych za kształcenie. (PNN 2020;9(2):71–75)
Introduction. Postgraduate education for nurses is an integral part of professional development. Currently, in accordance with the legislation in force in Poland, a neurological nurse may improve their profession as part of self-education or as part of organized forms and types of postgraduate education by undergoing various specialized training, acquiring professional skills in the narrower fields of nursing or providing specific health services.Aim. The aim of the research was to analyse the postgraduate education of neurological nurses.Material and Methods. The research was conducted on a group of 128 nurses employed in 9 neurological centres in the Kuyavian-Pomeranian Voivodeship (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Postgraduate education was assessed by means of a diagnostic survey using a questionnaire survey technique.Results. It was shown that there are statistically significant differences between the age, experience and education of the respondents and the preferred form of education (p < 0.05) and awarding educational points for training (p < 0.05). It was also found that age and seniority in the neurology department differentiated the form of financing training (p < 0.05). Additionally, seniority is a factor that significantly differentiates the thematic specificity of the training (p < 0.05).Conclusions. The most popular form of postgraduate education is specialization and a specialist course. An important form of training is also participation in a conference/symposium. The vast majority of respondents stated that their trainings are financed by their own/private funds. It was found that the respondents lacked knowledge about training specific to neurological nurses, with the simultaneous need for such training. Among the difficulties/problems related to professional development, the most frequently indicated were the lack of time for training and difficulties with its financing. Almost half of the respondents expect to receive education/credit points for education. (JNNN 2020;9(2):71–75) ; Wstęp. Kształcenie podyplomowe pielęgniarek jest integralnym elementem doskonalenia zawodowego. Aktualnie zgodnie z obowiązującym w Polsce ustawodawstwem, pielęgniarka neurologiczna może doskonalić swoją profesję w ramach samokształcenia lub w ramach zorganizowanych form i rodzajów kształcenia podyplomowego poprzez odbywanie różnych szkoleń specjalistycznych, nabywania umiejętności zawodowych z zakresu węższych dziedzin pielęgniarstwa lub udzielania określonych świadczeń zdrowotnych.Cel. Celem badań była analiza kształcenia podyplomowego pielęgniarek neurologicznych.Materiał i metody. Badania przeprowadzono na grupie 128 pielęgniarek zatrudnionych w 9 ośrodkach neurologicznych na terenie województwa kujawsko-pomorskiego (Bydgoszcz, Toruń, Włocławek, Grudziądz, Świecie, Lipno). Za pomocą sondażu diagnostycznego, techniką ankietową z wykorzystaniem kwestionariusza ankiety dokonano oceny kształcenie podyplomowego.Wyniki. Wykazano, że istnieją różnice istotne statystycznie pomiędzy wiekiem, stażem i wykształceniem badanych a preferowaną formę kształcenia (p < 0.05) i przyznawaniem punktów edukacyjnych za szkolenie (p < 0.05). Stwierdzono również, że wiek i staż na oddziale neurologii różnicuje formę finansowania szkolenia (p < 0.05). Dodatkowo staż pracy jest czynnikiem istotnie różnicującym specyfikę tematyczną szkolenia (p < 0.05).Wnioski. Najbardziej popularną formą kształcenia podyplomowego jest specjalizacja oraz kurs specjalistyczny. Istotną forma dokształcania jest również udział w konferencji/sympozjum. Zdecydowana większość badanych stwierdziła, że ich szkolenia są finansowane przez środki własne/prywatne. Stwierdzono u badanych brak wiedzy na temat szkoleń specyficznych dla pielęgniarek neurologicznych z jednoczesnym zapotrzebowaniem na takie szkolenia. Wśród trudności/problemów związanych z doskonaleniem zawodowym, najczęściej wskazywano na brak czasu na szkolenie oraz trudności z jego finansowaniem. Prawie połowa przebadanych osób oczekuje na przyznawanie punktów edukacyjnych/kredytowych za kształcenie. (PNN 2020;9(2):71–75)
Faculty and students recognize that to succeed in graduate school, the ability to read efficiently and with comprehension is crucial. Students must be able to process information newly presented to them, even when that information seems overwhelming. Comprehending, discussing, and utilizing relevant texts are central to the production of scholars. But what constitutes appropriate techniques of reading, when does one employ various strategies, and for what purposes? In a world in which more is assigned than can reasonably be processed, what constitutes a legitimate practice? In this conversation essay, we discuss the role of skimming, building upon an interview study of 36 social science graduate students in history, economics, and sociology. We ask what students believe about the necessity and appropriateness of skimming, how they honed their skills, and what constitutes normative standards. We treat skimming as a form of "legitimate deviance," necessary for occupational survival but a strategy that is potentially a challenge to an academic self-image. Students learn techniques that allow them to read rapidly and recall information for later use, but the appropriate use of these techniques is rarely discussed openly in graduate training.
The topic, proposed for discussion, belongs to the fundamental problems of modern science, philosophy and social practice. Unfolding XXI century makes enormous challenges to traditional society, national states and cultures, the ways of preparing human life which are carried out primarily by means of education and training. In the late XX century the world became hardly recognizable again. It is difficult to reach a single glance, predict the main vector of development and offer preventive education and cultural innovation. However, the discernible trends of economic globalization and anti-globalization, the signs of the information society and interdependence of nations to strengthen democratic order and market reforms in a wider world space are seen quite clearly. The center of this paradigm is education developing as a response to the challenges of civilization and at the same time as a response to human needs to find its place and the possibility of self-realization in a new global environment. Current postgraduate education of teachers has developed an interdisciplinary theoretical base and a rich arsenal of means of practical implementation of ideas, concepts and attitudes. However, the claims of the society to the effectiveness of professional educators remain and cause the resistance to a "call" of post-graduate education - to strengthen its focus on the dramatic changes in the willingness of teachers to solve practical problems of modern schooling. As a current trend of postgraduate pedagogical education teacher training community declares the overcoming incomprehension between the results of postgraduate education, traditionally recorded in its process and outcome indicators, and expected success of teachers in subsequent careers. Thus, the purpose and goal of this article is to consider the problem of finding a new paradigm of man preparation to a human life, which would ensure not only adaptive man's relation to reality, but the reality development in accordance with the human dimension of life. ; Тема, которая выносится на обсуждение, принадлежит к фундаментальным проблемам современной науки, философии и социальной практики. XXI ст., которое разворачивается, делает грандиозные вызовы традиционному обществу, национальным государствам и культурам, способам подготовки человека к жизни, данные социальные тенденции осуществляются, в первую очередь, средствами образования и воспитания. Следовательно, цель и задача данной статьи заключается в рассмотрении проблемы, связанной с поиском новой парадигмы подготовки человека к жизни, которая бы обеспечила не только адаптивное отношение человека к действительности, но и развитие действительности в соответствии с человеческими измерениями жизни. ; Тема, що виноситься на обговорення, належить до фундаментальних проблем сучасної науки, філософії і соціальної практики. XXI ст., що розгортається, робить грандіозні виклики традиційному суспільству, національним державам і культурам, способам підготовки людини до життя, що здійснюється, насамперед, засобами освіти і виховання. Отже, мета та задача даної статті полягає в розгляді проблеми, пов'язаної з пошуком нової парадигми підготовки людини до життя, яка б забезпечила не лише адаптивне ставлення людини до дійсності, але й розвиток дійсності у відповідності до людських вимірів життя.
In: 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 , ' The Erasmus programme for postgraduate education in orthodontics in Europe : an update of the guidelines ' European Journal of Orthodontics , vol 36 , no. 3 , pp. 340-349 . DOI:10.1093/ejo/cjt059
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.
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.
Abstract Background Despite decades of nutrition advocacy and programming, the nutrition situation in South Asian countries is alarming. We assume that modern training in nutrition at the post graduate level is an important contributor to building the capacity of individuals to think and act effectively when combating undernutrition. In this context, this paper presents a regional situation analysis of master's level academic initiatives in nutrition with a special focus on the type of programme we think is most likely to be helpful in addressing undernutrition at the population level: Public Health Nutrition (PHN). Methods This situational analysis of Masters in nutrition across South Asian countries viz. India, Pakistan, Bangladesh, Sri Lanka, Afghanistan, Maldives, Nepal, Bhutan was conducted using an intensive and systematic Internet search. Further, detailed information was extracted from the individual institute websites and library visits. Results Of the131 master's degree programmes we identified one that was in PHN while another 15 had modules in PHN. Most of these universities and institutions were found in India with a few in Bangladesh and Sri Lanka. In the rest of the countries, neither nutrition nor PHN emerged as an academic discipline at the master's level. In terms of eligibility Indian and Sri Lankan programmes were most inclusive, with the remaining countries restricting eligibility to those with health qualifications. On modules, no country had any on nutrition policy or on nutrition's interactions with agriculture, social protection, water and sanitation or women's empowerment. Conclusion If a strong focus on public health nutrition is key to reducing undernutrition, then the poor availability of such courses in the region is cause for concern. Nutrition master's courses in general focus too little on the kinds of strategies highlighted in the recent Lancet series on nutrition. Governments seeking to accelerate declines in undernutrition should incentivize the delivery of postgraduate programmes in nutrition and Public Health Nutrition (PHN) that reflect the modern consensus on priority actions. In the absence of PHN type programmes, the competence to scale up nutrition capacity is likely to be impaired and the human potential of millions of infants will continue to be squandered.
