Self-perceived preparedness of new dental graduates from a Middle Eastern university

INTRODUCTION

Preparedness for independent clinical practice is a core goal of undergraduate dental education. The aim of this study was to evaluate the self-reported preparedness for the dental practice among new dental graduates from a University in the Middle East.

METHODS

Following ethics approval, a purposive sampling techniques were used to invite newly qualified dental graduates at a Middle Eastern University. A validated research instrument, namely the Dental Undergraduate Preparedness Assessment Scale (DU-PAS), was used to evaluate the self-perceived preparedness of the participants. Data collection was undertaken online using Google Forms and data were analysed to compute the descriptive statistics, reliability and demographic differences among the participants.

RESULTS

A total of 82 participants provided their response yielding a response rate of 68%. The participants included 49 males and 33 females. The overall reliability of DU-PAS was excellent. (α = 0.93). The participants included less than 40% of participants were able independently to prescribe medications, assess orthodontics needs and perform endodontic treatment on multirooted teeth. In addition, more than 65% indicated low confidence in evaluating new dental materials and products, interpreting new research findings and behavioural management of children.

CONCLUSION

The present findings identified strengths and weaknesses of new dental graduates from a Middle Eastern university. The participants were confident in basic clinical skills but lower confidence was reported for complex dental procedures. The findings highlight the learning needs of new dental graduates and can serve to inform the undergraduate curriculum to enhance the preparedness of future cohorts of dental graduates.

A Case Study of the International Hellenic University

Background

This study examines the employability and career trajectories of International Hellenic University's (IHU) midwifery students who graduated between 2016 to 2021, with a focus on undergraduate curriculum changes.

Objective

To comprehensively examine the post-graduation journey of recent IHU Midwifery graduates. This includes shedding light on their employment trajectories, satisfaction levels, and the practical application of academic knowledge. Through this exploration, the study seeks to inform educational strategies to ensure alignment with the evolving needs of midwifery professionals in Greece.

Methods

Online questionnaires that explored post-graduation experiences, perspectives on the study program, and future plans. The questionnaires consisted of a mix of open and closed-ended questions and were completed by 273 recipients. The study was conducted from May to September 2023, with participant anonymity maintained. Statistical analysis was performed using SPSS. Results: This study revealed differences between graduates of the 'old' and 'new' midwifery undergraduate curriculum. There were notable variations in the perceived impact of the six-month internship on employment. The study also highlighted the impact of the COVID-19 pandemic on educational experiences, emphasizing the nuanced challenges faced during clinical practice, practical training, and simulation training. Finally, the self-employed professionals and those employed in the public sector expressed higher satisfaction with the alignment of their employment with their undergraduate studies, than their counterparts in the private sector (p=0.038).

Conclusions

Our study offers valuable insights into job placement, knowledge sufficiency, and the impact of the pandemic on midwifery undergraduate education. These findings can guide tailored strategies for improved education and holistic professional development, ultimately enhancing maternal and neonatal care.

Serious gaming for graduates employability enhancement

Higher Education Institutions (HEIs) are blamed for being insouciant about the business world and not efficiently steeling students with employment abilities. As a reply to this exigency from business owners, HEIs have started to show commitment to graduate employability through developing and adopting new educational material, such Serious Games (SGs), to help students acquire these soft skills. This paper explores the students' perceptions of the significance of SGs on soft skills and therefore boosting graduate employability. We carried out a quantitative and qualitative study with 322 students from business colleges in the aim to focus on the impact of user experience in SGs on critical thinking and teamwork. The results highlight the strong influence of SGs to acquire these soft skills.

Education for public health 2030: transformation to meet health needs in a changing world

Education for public health is at a critical inflection point, and either transforms for success or fails to remain relevant. In 2020, the Association for Schools and Programs of Public Health launched an initiative, Framing the Future 2030: Education for Public Health (FTF 2030) to develop a resilient educational system for public health that promotes scientific inquiry, connects research, education, and practice, eliminates inequities, incorporates anti-racism principles, creates and sustains diverse and inclusive teaching and learning communities, and optimizes systems and resources to prepare graduates who are clearly recognizable for their population health perspectives, knowledge, skills, attitudes, and practices. Three expert panels: (1) Inclusive excellence through an anti-racism lens; (2) Transformative approaches to teaching and learning; and (3) Expanding the reach, visibility, and impact of the field of academic public health are engaged in ongoing deliberations to generate recommendations to implement the necessary change. The article describes the panels' work completed thus far, a "Creating an Inclusive Workspace" guide, and work planned, including questions for self-evaluation, deliberation, and reflection toward actions that support academe in developing a resilient education system for public health, whether beginning or advancing through a process of change. The FTF 2030 steering committee asserts its strong commitment to structural and substantial change that strengthens academic public health as an essential component of a complex socio-political system. Lastly, all are called to join the effort as collaboration is essential to co-develop an educational system for public health that ensures health equity for all people, everywhere.

Impact of COVID-19 pandemic on accredited programs and graduates who sat for the American Society for Clinical Pathology-Board of Certification Examination: program directors' perspective

OBJECTIVE

Health professions education programs were severely affected by the COVID-19 pandemic at clinical and didactic training levels. The purpose for this American Society for Clinical Pathology-Board of Certification (BOC) study was to determine the impact of the COVID-19 pandemic on the graduates who sat for BOC certification in their respective professional disciplines from the perspective of program directors (PDs). A separate article will be published on the graduates' perspective.

METHODS

A survey was sent to all PDs from the National Accrediting Agency for Clinical Laboratory Science, Accrediting Bureau of Health Education Schools, and Commission on Accreditation of Allied Health Education Programs, accredited programs whose graduates are certified by the BOC, to determine the impact of COVID-19 on healthcare graduates and education programs during the pandemic.

RESULTS

A total of 201 PDs responded. All programs consistently reported that the pandemic had a negative impact on their students' BOC pass rate and scores. When asked what educational formats were used, all groups used virtual live lectures and recorded lectures. University programs were found to use more online student laboratories and simulation laboratory sessions than the hospital programs, affecting the psychomotor skills of their students.

CONCLUSION

The results indicated that the effects from the COVID-19 pandemic were related to the inherent differences between hospital and university programs. This study revealed that the pandemic affected university programs more than hospital programs.

Association between regional quota program in medical schools and practical clinical competency based on General Medicine In-Training Examination score: a nationwide cross-sectional study of resident physicians in Japan

PURPOSE

A regional quota program (RQP) was introduced in Japan to ameliorate the urban-rural imbalance of physicians. Despite concerns about the low learning abilities of RQP graduates, the relationship between the RQP and practical clinical competency after initiating clinical residency has not been evaluated.

METHODS

We conducted a nationwide cross-sectional study to assess the association between the RQP and practical clinical competency based on General Medicine In-Training Examination (GM-ITE) scores. We compared the overall and category GM-ITE results between RQP graduates and other resident physicians. The relationship between the RQP and scores was examined using multilevel linear regression analysis.

RESULTS

There were 4978 other resident physicians and 1119 RQP graduates out of 6097 participants from 593 training hospitals. Being younger; preferring internal, general, or emergency medicine; managing fewer inpatients; and having fewer ER shifts were all characteristics of RQP graduates. In multilevel multivariable linear regression analysis, there was no significant association between RQP graduates and total GM-ITE scores (coefficient: 0.26; 95% confidence interval: -0.09, 0.61; P = .15). The associations of RQP graduates with GM-ITE scores in each category and specialty were not clinically relevant. However, in the same multivariable model, the analysis did reveal that total GM-ITE scores demonstrated strong positive associations with younger age and GM preference, both of which were significantly common in RQP graduates.

CONCLUSION

Practical clinical competency evaluated based on the GM-ITE score showed no clinically relevant differences between RQP graduates and other resident physicians. Key messages What is already known on this topic Many countries offer unique admission processes to medical schools and special undergraduate programs to increase the supply of physicians in rural areas. Concerns have been raised about the motivation, learning capabilities, and academic performance of the program graduates. What this study adds This nationwide cross-sectional study in Japan revealed clinical competency based on the scores from the General Medicine In-Training Examination showed no clinically relevant differences between graduates of regional quota programs and other resident physicians. How this study might affect research, practice, or policy The study provides evidence to support the Japanese regional quota program from the perspective of clinical competency after initiating clinical practice.

Attitudes of Female Health Science Students and Recent Graduates toward the Care of the Dying in Saudi Arabia

BACKGROUND

Positive and professional attitude of health professionals toward the palliative care issues of patients is crucial and challenging for fresh graduates. This study aimed to explore the perspectives of health science graduates about providing care for dying patients and their families.

METHODS

In this cross-sectional study, graduates of the College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, Saudi Arabia (n = 113) have participated. The FATCOD -B scale was used to measure the attitude of health science graduates toward the care of patients and their families on a 5-point Likert scale. Data was collected through survey research forms.

RESULTS

Significant associations of graduates' attitude toward care of the dying patient with age, department, religious beliefs, education and experience (p = .05) were found. On the scale of caring for the dying patients' families, religious beliefs and education (p = .05) were significant. Furthermore, multiple linear regression confirmed the predictive relationship of religious beliefs, education, and experience (R² = .342, F = 11.021, p = .000) with graduates' attitudes toward patient care. In comparison, education (R² = .068, F = 1.541, p = .183) was the predictor of participants' attitudes towards care of the patients' families.

CONCLUSION

There is a dire need to focus on palliative care in the formal curriculum for all the health sciences disciplines. It is highly recommended to utilize case scenarios and simulation practice skills during the academic year to prepare students before the internship year. On-job counselling sessions can be helpful to increase the positive attitude of young Health graduates while working with dying patients and their families.

Graduating in uncertain times: The impact of COVID‐19 on recent graduate career prospects, trajectories and outcomes

This article examines the impacts of the COVID‐19 pandemic on recent UK graduates' initial employment outcomes and how they experience the transition into a challenging labour market context. We draw on longitudinal survey and interview data, collected from recent graduates who had mainly graduated during the onset of the COVID‐19 pandemic in summer 2020 that examines graduate perception of the labour market, impacts on labour market entry impacts and early career progression and effects of periods of unemployment or under‐employment. The article shows some of the main impacts of the recent pandemic‐affected labour market, including: widespread concerns about job opportunities and employer support, the perceived employment impacts of the pandemic and early signs of scarring and labour market disorientation amongst those who were struggling to find employment of their choice. Such experiences are clearly intensified during the specific COVID‐19 context, but the policy implications they raise have wider relevance for supporting graduates during future periods of labour market volatility.

Employability and employment outcomes of nutrition science graduates: A qualitative exploration

AIMS

This study aimed to explore experiences of employability and employment for graduates of a three-year nutrition science degree.

METHODS

Qualitative narrative interviews were conducted with a maximum variation sample of 22 nutrition science graduates from one large university in Australia. All graduates (n = 126) from the initiation of the degree in 2015 to current 2021 graduates were eligible for inclusion if they had not gone on to study dietetics. The interviews elicited their stories and experiences of employability and journeys to employment post-graduation. Interviews were analysed using the framework method.

RESULTS

Analysis of the graduate interviews identified four themes: (1) from graduation to employment; (2) there are challenges to obtaining employment; (3) curriculum can enable employability; and (4) employability resources can support career prospects. In this group, the nutrition science degree on its own was not deemed sufficient to land employment in a desired nutrition-related field. The process of obtaining employment was supported by work experience, social networks, interpersonal skills, and a willingness to relocate.

CONCLUSION

Building employability skills in the curriculum through the development of professional social networks and a professional identity may be important in improving the employability of nutrition science graduates.

Rethinking the Pharmacy Workforce Crisis by Exploring Unconventional and Emerging Career Pathways and Training

Given the limited availability of conventional pharmacy positions, pharmacy programs face a challenge in ensuring that all graduates obtain jobs that fulfill their goals and ambitions. Thus, it is imperative to explore and discuss unconventional but promising positions, specifically regarding their availability and needs. In exploring these positions, it is important to recognize technical and nontechnical skill sets that pharmacy graduates possess at graduation, identify unique pathways to help students explore job alternatives, and educate faculty and students about employment opportunities beyond the traditional setting if desired or necessary. Students must become aware of the opportunities that exist in both conventional (pharmacist clinician) and unconventional (pharmacist innovator) pharmacy careers and be able to articulate the translational skills from their training. Pharmacy programs and faculty can better support students by fostering the development and marketing of their skills.

Practical and psychological challenges faced by Wuhan graduates after COVID-19 was controlled

Introduction: This study seeks to understand the reality and psychological difficulties faced by university graduates in Wuhan after the COVID-19 epidemic was controlled. Methods: A total of 6,417 graduate students were surveyed through an online questionnaire from late May to early June 2020. The questionnaire asked questions on depression, anxiety, insomnia, and suicidal behavior. In addition, self-administered epidemic-related questionnaires consisting of eight items were collected from university graduates. Results: Participants' positive detection rates for depression, anxiety, insomnia, and suicidal behavior are 13.4%, 8.3%, 4.4%, and 12.1%, respectively. The three biggest challenges faced by graduates are future development, economic difficulties, and employment problems. Conclusion: The detectable rate of depression, anxiety, and insomnia is low, and the detectable rate of suicide symptoms should be given more attention. The biggest problem of this group is their future development, and what they want to solve the most is the economic difficulty.

Supporting Effective Transitions From University to Post-graduation for Autistic Students

BACKGROUND

The number of autistic students graduating is increasing; however, little is known regarding their transition out of university. Understanding this transition is particularly pertinent with regard to the employment of autistic graduates. It is vital that we understand autistic people's experiences of the transition and identify what support would be beneficial during this time.

METHOD

Thirty-four autistic graduates from the United Kingdom took part in a mixed-methods study exploring their transition experience. Both quantitative and qualitative questions were used to obtain in-depth information concerning participants' experiences. Participants completed questions regarding their experiences and emotions in relation to the transition, the support they received for the transition, and their career and post-graduation plans.

RESULTS

Participants reported high levels of fear and low preparedness for the transition. They did not feel well supported in preparing for the transition or for their future career. In the 6 months pre-graduation, 59% of participants had accessed emotion-related transition support and 70% accessed career-related support. Post-graduation, one-third accessed emotion-related or career-related support. Perspectives on this accessed support were mixed, as were transition experiences. Additional support desired included preparation for life changes, career planning, employment accessibility, and autism-specific support. Advice for future students centered on forward planning.

CONCLUSION

These results highlight the importance of supporting autistic students with the transition out of university. Service provision should be tailored to autistic students' needs and support early planning for the transition.

The Impact of COVID-19 on Medical Dosimetry Education: Students' Perception on the Effectiveness of Program's Immediate Response

In early 2020, many medical dosimetry programs began to offer lectures and clinical rotations remotely in response to COVID-19. Faculty instituted an IRB-approved study to investigate the effectiveness of medical dosimetry educational programs' immediate response to COVID-19 and modifications to teaching practices during the pandemic. The Program Response to COVID-19 Effectiveness Questionnaire (PRCEQ) survey was developed to measure students' perceptions of their learning experience during COVID-19. The subject of the study was the medical dosimetry current and former student population who received modified education delivery during the COVID-19 pandemic. This study suggests that generally students are satisfied with the quality of their virtual didactic and clinical education as well as communication between faculty and students and students to students. Programs should develop strategies to engage students during the virtual classes to motivate them to learn; utilize a variety of formats for the evaluation of students' learning, incorporate activities to help students make connections with real-world clinical situations, and schedule clinical visits for students to learn tasks that require their physical presence in clinic.

Variability of ophthalmology residents' perception toward different major training programs in Saudi Arabia

PURPOSE

The constant demand for ophthalmologists has nationally resulted in creating more programs in different regions of the kingdom. We have previously reported the overall residents' satisfaction with the current local ophthalmology curriculum and the competency of the ophthalmic training (clinical and surgical) in our local programs in Saudi Arabia compared to international standards. In this study, we aim at comparing the major local training programs and analyze the differences among them aiming at improving our training.

METHODS

This is a cross-sectional study using a questionnaire that was completed by residents and graduates of the local ophthalmology programs in Riyadh, Eastern and Western regions. A closed-ended questionnaire was validated and circulated online and a hard copy was distributed to residents and recently graduated ophthalmologists (2009-2015). Data were categorized by demographic variables, and basic statistics were done. The study has been approved by the Institutional Review Board (IRB) and Human Ethics Committee (HEC) of King Saud University.

RESULTS

Of the 200 individuals surveyed, 175 (87.5%) completed their responses. The average age was 29.6 years (range: 24-39) with 67.5% males and 32.5% females. The overall satisfaction among senior residents and graduates showed a statistically significant higher result among graduates in Riyadh area (P=<0.001). Satisfaction of senior residents with the program director's support was higher in the Eastern region (P=<0.001). Clinic-based training was generally satisfactory. Refractive surgery was reported to be significantly insufficient in 70.6% (P=0.003). Most of the graduates in Riyadh area achieved the surgical requirements for training compared to other regions.

CONCLUSION

Saudi postgraduate ophthalmology training programs show a variable level of satisfaction among senior residents and graduates. Better surgical exposure has been observed in Riyadh region, however reassessment of the current curriculum and the parameters for training are needed to fulfill the requirements with special attention to the surgical training in all programs.

The Relationship Between Intolerance of Uncertainty and Employment Anxiety of Graduates During COVID-19: The Moderating Role of Career Planning

COVID-19, which is characterized by uncertainty, makes the employment anxiety of college graduates in the period of career change more and more intense. How to deal with this challenge is particularly important. The present study took career planning as a moderating variable to explore the relationship between intolerance of uncertainty (IU) and employment anxiety, as well as the role of career planning. In this quantitative study, the data of 563 college graduates from different schools were collected by using the Intolerance of Uncertainty Scale-12, Vocational Selection Anxiety Questionnaire of University Graduate, and Career Planning Scale. The final effective sample size was 550 (the overall recovery rate was 97.7%). The results of correlation analysis showed that there was a significant positive correlation between IU and employment anxiety, while there was a significant negative correlation between career planning and IU, as well as the relationship between career planning and employment anxiety. The results of hierarchical regression analysis showed that IU significantly positively predicted the employment anxiety of graduates, and career planning moderated the relationship between IU and employment anxiety. These findings suggested that maintaining a sense of career planning can help college graduates get through smoothly in the face of uncertainty of COVID-19.

Limited, uneven progress in increasing racial and ethnic diversity of dental school graduates

PURPOSE/OBJECTIVES

To assess racial and ethnic diversity of graduates of each dental school compared to the diversity of populations they draw from and to assess changes over time nationally and by school.

METHODS

We calculated diversity of graduates by school and nationally between 2010-2012 and 2017-2019 using the Integrated Post-secondary Education Data System (IPEDS) and compared the diversity of each state's college age population using data from the American Community Survey. We accounted for differences between in-state and out-of-state students attending public and private schools based on data from the American Dental Association's Survey of Dental Education Series. A diversity index (DI) was calculated for each school. A DI of 0.5 means that the representation of Black or Hispanic individuals among the graduates is half of their representation in the benchmark population.

RESULTS

Among the 63 dental schools analyzed, only seven had a DI of greater than 0.5 for Black graduates (two of which were Historically Black Colleges and Universities) in 2017-2019. For Hispanic graduates, 20 schools had a DI above 0.5. Nationally, while the number of Black graduates increased between 2010-2012 and 2017-2019, the percentage decreased from 5.8% to 5.1%. The percentage of Hispanic graduates increased from 6.4% to 8.7%.

CONCLUSIONS

Black and Hispanic individuals are underrepresented among dental school graduates. Increasing the diversity of the dental workforce could help address significant oral health disparities experienced by Black and Hispanic people. More needs to be done by the dental education community to increase racial and ethnic diversity of dental graduates.

Exploring health care graduates' conceptualisations of preparedness for practice: A longitudinal qualitative research study

INTRODUCTION

Although preparedness for practice (P4P) has been variously described, little shared understanding exists about what P4P is across the health professions. How P4P is conceptualised matters, because this shapes how stakeholders think, talk about and act towards it. Further, multiple understandings can result in diverse expectations for graduate performance. This study therefore explores health care learners' solicited and unsolicited conceptualisations of P4P over their early graduate transition.

METHODS

We conducted longitudinal qualitative research including individual and group entrance interviews (phase 1: n = 35), longitudinal audio-diaries (phase 2: n = 30), and individual and group exit interviews (phase 3: n = 22) with learners from four disciplines (dietetics, medicine, nursing and pharmacy). We employed framework analysis to interrogate data cross-sectionally and longitudinally.

RESULTS

We found 13 conceptualisations of P4P (eg knowledge, confidence), broadly similar across the disciplines. We found some conceptualisations dominant in both solicited and unsolicited talk (eg skills), some dominant only in solicited talk (eg competence) and others dominant only in unsolicited talk (eg experience). Although most conceptualisations appeared relatively stable across time, some appeared to dominate at certain time points only (eg employability and skills in phases 1 and 2, and competence in phase 3).

DISCUSSION

This novel study extends previous uniprofessional work by illustrating a broader array of conceptualisations, differences between professions, solicited versus unsolicited talk and longitudinal cohort patterns. We encourage health care educators to discuss these different P4P understandings in graduate transition interventions. Further research is needed to explore other stakeholders' conceptualisations, and over a duration beyond the early graduate transition.

Pediatric Obstructive Sleep Apnea: Knowledge and Attitudes of Medical and Dental Students and Fresh Graduates from Saudi Arabia

This study aimed to assess the knowledge level and attitudes of graduating Saudi medical and dental students and fresh graduates from those faculties about pediatric obstructive sleep apnea (OSA), and the relation of their knowledge level to sociodemographic variables. In this cross-sectional study, 722 graduating students and fresh graduates were requested to answer a questionnaire pretested for validity and reliability. The data were analyzed statistically. Results revealed that medical participants scored 15.45 (out of 22), with 38% of them showing good knowledge about pediatric OSA, while dental participants scored 14.59, with 25.2% of them showing good knowledge. By regression analysis, medical participants (odds ratio (OR): 1.529) were more likely to have good knowledge than dental participants, while participants who belonged to institutions located in the central region (OR: 0.546) were less likely to have good knowledge than those from southern region institutions. In addition, participants from public institutions (OR: 0.290) were less likely to have good knowledge than those from private institutions. Regarding attitudes, medical participants scored 14.13 (out of 20), and dental participants scored 14.64. We detected a significant positive correlation between knowledge and attitude scores of dental participants. Given these findings, the knowledge level of graduating Saudi medical and dental students and fresh graduates about pediatric OSA was not optimal. The college type, institution sector, and location in the kingdom were factors associated with good knowledge. There is a need for further education and training about pediatric OSA in the undergraduate Saudi medical and dental curricula and continuing professional development programs about the topic after graduation.

Why do some medical graduates lose their intention to practise rurally?

INTRODUCTION

Chronic medical workforce shortage and maldistribution continue to be a significant challenge in rural Australia. The Rural Clinical Schools (RCSs) program helps to alleviate this problem with evidence of increased rural location in graduates of rural training programs. However, rural work intent may change during the years after completing a rural placement. This qualitative study investigated the factors involved in the change of career intention from rural to urban work location among the Australian National University Medical School (ANUMS) Rural Stream (RS) alumni.

METHODS

A purposive sampling method was utilised to recruit ANUMS RS 2006-2016 graduates who expressed that their work plans had changed. Data collected with the use of in-depth, semi-structured interviews were transcribed verbatim. Transcripts were interpreted using thematic analysis and a modified version of I-poems, a component of Voice-Centred Relational Method or the Listening Guide.

RESULTS

Thematic analysis produced three main themes. First, 'impacts of the working environment' highlighted some participants' views that career progression and sustenance, high-quality training and agreeable working conditions could not be achieved rurally. Second, 'ramifications of isolation' described the experienced or predicted feelings of social and professional isolation. Third, 'familial considerations' explained how the wishes and requirements of partners and families strongly influenced the participants' future work decisions. These findings were supplemented by the 'committed voice' and 'voice of uncertainty', heard through the use of I-poems. The 'committed voice' communicated the participants' dedication to their careers and partners. The 'voice of uncertainty' expressed confusion of intentions as participants attempted to balance the bidimensional needs of the 'committed voice'.

CONCLUSION

The complex interaction between the availability of high-quality training positions, support issues and work-life balance is associated with the change of rural work intention of RCS graduates. Career and partner/family commitments are significant factors. Meanwhile, uncertainty towards future work location provides the opportunity for carefully developed and appropriate rural workforce strategies to intervene.

Postgraduate Employment Outcomes of Undergraduate and Graduate Public Health Students : A Scoping Review

OBJECTIVES

A key goal of schools and programs of public health is to prepare graduates for careers in the public health workforce after graduation, but are they achieving this goal? We assessed how the employment outcomes of students earning public health degrees are collected and described in the literature.

METHODS

Using the Kirkpatrick model of training evaluation as a framework, we conducted a 6-step scoping review: (1) formulating the research question, (2) identifying relevant studies, (3) selecting studies, (4) charting the data, (5) collating and summarizing the results, and (6) consulting stakeholders. We included articles published from January 1, 1993, through July 4, 2020, that provided data on employment status, employment sector/industry, job function, or salary of public health graduates. We excluded articles that were not written in English and were about dual-degree (ie, doctor of medicine-master of public health) students. We found and reviewed 630 articles.

RESULTS

We found 33 relevant articles. Most articles focused on a single school and combined multiple graduating classes, focused on subspecializations of public health, or focused on graduates' satisfaction with their curriculum but not employment outcomes. Data were inconsistently categorized, and studies were difficult to compare.

CONCLUSIONS

Research on public health graduates' employment outcomes is scarce and does not follow consistent protocols. New standards should be adopted to systematize the collection of data on employment outcomes of public health graduates.

The Canadian genetic counseling workforce: Perspectives from employers and recent graduates

There is a lack of literature devoted to the Canadian genetic counseling workforce. Current and prospective genetic counseling students, graduates, employers, programs, and funding agencies remain largely uninformed of trends in the job market. The purpose of this study was to investigate the employment experiences of recent Canadian genetic counseling graduates and employers of genetic counselors (GCs) in Canada. An online survey was distributed to Canadians who had graduated from North American genetic counseling programs from 2014 to 2018 and to employers with experience hiring patient-facing genetic counselors from 2016 to 2018. Quantitative data were analyzed through descriptive statistics and, where appropriate, logistic regression. Qualitative data were reviewed to illustrate and support the quantitative data. Half of the employer responders (11/22) reported hiring more or many more genetic counselors compared to 3 years ago (2016), and a majority (n = 19, 86%) reported a desire to hire at least one more genetic counselor if funding were available. Most graduates (45/70, 64%) reported securing employment before graduation, 33% (n = 23) within 6 months of graduation, and no one taking longer than 1 year. For recent graduates, location was the most important factor when looking for work, and those who chose to work in Canada experienced significantly more challenges gaining employment as opposed to those who worked internationally (p = 0.03). The specialties in highest demand for genetic counselors and the most common areas of practice for recent graduates included adult general genetics, prenatal genetics, and cancer genetics. Overall, our findings suggest that there is a growth of employment opportunities in Canada and more employer-reported need for clinical genetic counselors; however, there is a lack of funding to support this expansion.

The International Teaching and Practice of Cryobiology and Biobankology Course in China

In the past 10 years, clinical biobanks have experienced increasing expansion in China. Demand for systematically educated biobanking professionals is a priority for Chinese biobanks' agenda. The cryobiology and biobankology course is the first semester-long course in China, designed and developed at Central South University with international cooperation. Leading professors were from China, the United States, United Kingdom, and Canada to teach the latest version of biobanking knowledge and skills around the globe. This course is a comprehensive elective course with six specific teaching modules, which is suitable for graduate students majoring in basic medical sciences, clinical medicine, life sciences, mechanical engineering, and biomedical engineering, who would like to seek biobanking careers in the future. Participants from China, Czech Republic, Ghana, Madagascar, Tanzania, South Sudan, and Israel attended the course. Through taking this course, students can broaden their international academic horizons and cultivate the ability to learn and apply the knowledge of biology, medicine, and engineering to analyze and explain the low-temperature biology and clinical samples-based research practice. At the same time, the course enables students to realize the importance of multidisciplinary fields of biobanking and the significance of innovative precision medicine research, and further enlightens students' enthusiasm to pursue biobanking professional careers, and in the future they can proudly call themselves "biobankers."

Effective workforce planning: Understanding final-year nursing and midwifery students' intentions to migrate after graduation

AIMS

To examine the factors influencing final-year nursing/midwifery students' intentions to migrate following graduation.

BACKGROUND

With expanding global staff shortages, effective recruitment and retention strategies targeted at new nursing/midwifery graduates are necessary. Understanding factors that influence graduates' decisions to migrate or remain in the health care organisation that supported their education is essential but under-researched.

METHODS

A cross-sectional electronic survey was distributed to graduating nursing/midwifery students across nine higher education institutions in Ireland with a 36% (N = 407) response rate.

RESULTS

85% of Irish (n = 376) nursing/midwifery graduating students reported an intention to migrate overseas and 70% intend to return within 5 years. Pay, working conditions and career were ranked as influencing intentions to migrate. Multivariable analysis illustrated that educational opportunities and friends predict migration, while family and obligation were protective factors.

CONCLUSION

Nursing and midwifery leaders and policymakers must reconsider recruitment and retention strategies and embrace innovative and responsive approaches to address migration intentions and trends.

IMPLICATIONS FOR NURSING/MIDWIFERY MANAGEMENT

Strategic leadership is required to develop effective structures that support personal, professional and career opportunities for new graduates. Targeted recruitment innovations to entice graduates back into the health service are recommended.

Practice management curricular changes may lead to enhanced preparedness for practice

PURPOSE

The 2018 American Dental Education Association Survey of Dental School Seniors showed that 62.5% of graduates felt prepared in practice administration compared to 49.5% in 2013. The aim of this study was to survey and Internet search U.S. Dental Schools' Practice Management curriculum (PMC) to assess if and what changes, made in the past 5 years, may account for the continued increase in dental graduates' perception of preparedness for practice METHODS: An electronic survey was emailed to 64 dental schools querying factors for changes in PMC, updates in instructors, instructional methods, technology, topics, hours, and content enhancements. In addition, if a dual degree in business administration was developed or planned in the future.

RESULTS

Twenty-three schools responded for a 36.0% response rate. All participants (100.0%) indicated PMC changes, 73.9% responded that changes were motivated by student interest, and 60.9% planned future PMC improvements. All respondents (100.0%) updated subject matter and 52.2% had added technology, including Web-based business model and simulation courses. Two schools added dual degree MBA programs in 2017 due to student interest in entrepreneurship and administrative goals.

CONCLUSION

The study showed that upgrades in topics and teaching methods with Web-based technology, dual degrees, and additional focus on PMC hours, sequence, and number of practice administration courses in D1 and D2 years may be contributory factors for the development of enhanced skills and enhanced attitudes of graduates for practice readiness. Future study is needed to assess if these PMC improvements and advanced business courses have been successful in practicing dentists' careers.

Long term outcome of vertical expandable prosthetic titanium rib treatment in children with early onset scoliosis

The vertical expandable prosthetic titanium rib (VEPTR) device was originally developed for the treatment of thoracic insufficiency syndrome with the aim of improving respiratory function of affected patients. Although clinically obvious, the changes in pulmonary function of VEPTR-treated patients are difficult to assess when using common lung function tests, and newer techniques based on functional magnetic resonance imaging (MRI) are currently being evaluated. The potential of improving lung function and simultaneously controlling the spinal deformity has continuously broadened the spectrum of indications for VEPTR, not least due to the frequent reports of complications with spine-based traditional growing rods (tGR). However, the initial enthusiasm of spine-sparing deformity correction has progressively subsided with the increasing number of reports on complications, including the detection of extraspinal ossifications along the implants and across ribs. The avoidance of repetitive surgical implant lengthening with the availability of motorized distraction-based implants has further diminished the use of VEPTR, especially in the absence of volume-depletion deformities of the thorax. In view of the still scarce reporting on the ultimate strategy of VEPTR treatment and the lack of long-term follow-up of patients receiving growth-sparing surgery, only limited conclusions can be drawn so far. Based on the available reports, however, the intended deformity corrections with final fusion surgeries can be achieved to a rather limited extent, while the complication and reoperation rates are still very high.

Strengthening Perceptions of Ethical Competence Among Nursing Students and Graduates

INTRODUCTION

Ethical competence is part of all health-care professionals' general competence. It relates to moral issues and is based on the professionals' knowledge, skills, and attitudes for coping with ethical dilemmas. Ethics education aims to increase nursing students' and nursing graduates' ethical self-confidence. Previous research has found many gaps in ethical education content and poor understanding of how these gaps affect graduates.

OBJECTIVES

This study aims to evaluate an advanced education workshop held in the nursing department in Max Stern Yezreel Valley College aimed at strengthening the self-perceptions of ethical competence, to address the above gap, by raising students' self-efficacy when coping with ethical dilemmas.

METHODS

The effectiveness of the workshop for nursing students was evaluated using the Generalized Self-Efficacy Scale and at three points in time: before the workshop, after the workshop, and after graduation.

RESULTS

Statistically significant differences were found in overall self-efficacy: before the workshop (mean of 2.42), after the workshop (mean of 2.13), and for graduates (mean of 1.58) with p < .000 on a scale ranging from 1 to 5 (1 indicating high self-efficacy). Mean scores for students' evaluation after the workshop and for graduates were 7.8 and 7.25, respectively, on a scale ranging from 1 to 10, where 10 indicates high self-efficacy. Graduates presented a high mean score regarding their ability to cope with ethical dilemmas when compared with other nurses working with them (mean of 7.4, on a scale ranging from 1 to 10).

CONCLUSION

Levels of self-efficacy with regard to coping with ethical dilemmas increased over time, suggesting that the workshop strengthened the self-perception of ethical competence for nursing students and graduates.

Connecting Emotion Regulation to Career Outcomes: Do Proactivity and Job Search Self-Efficacy Mediate This Link?

Introduction

Over the last decade, emotion regulation has drawn much attention in the organisational literature, specifically in career outcomes. Although the relationship between emotion regulation and career outcomes has been well established, potential mechanisms that might account for this relationship are still unclear.

Method

This study attempts to narrow this gap by examining the mediating effect of proactivity and job search self-efficacy on the relationship between emotion regulation and career outcomes in a sample consisting of 399 graduates (277 women, 122 men) with ages ranging from 22 to 60 years (M=30.5, SD=8.26).

Results

Structural equation modelling showed partial mediation effects of job search self-efficacy between emotion regulation and career outcomes. However, no mediating effect was found for proactivity.

Discussion

These results suggest that the promotion of emotion regulation and self-efficacy may be fundamental in the development of programmes for career outcomes. Finally, implications and limitations of the present findings are discussed.

Employment outcomes for recent Canadian radiation oncology graduates

Introduction

Radiation oncology (ro) is one of several specialties identified by the Royal College of Physicians and Surgeons of Canada with employment difficulties for graduating trainees. The purpose of the present study was to determine the employment status and location of recent Canadian ro trainees within 2 years after graduation, to monitor workforce recruitment trends over time, and to capture the opinions of program directors about employment difficulty for graduates and resident morale. Visa trainee graduates were excluded.

Methods

Results of the survey administered to ro program directors in 2016 and again in 2018, both with 100% response rates, are presented here.

Results

In both surveys, approximately 57% of ro graduates had attained staff or locum employment in Canada or abroad within 2 years from graduation (p = 0.92). However, graduates with Canadian staff employment increased by 46% to 32 in 2018 from 22 in 2016, while the proportion of graduates with staff positions abroad decreased to 6% from 27% (p = 0.04). Most trainees without staff positions were employed as fellows. The proportion of program directors reporting employment difficulties for graduates in the Canadian labour market declined to 38% from 85% (p = 0.04), and the morale of residents in training programs remained high.

Conclusions

Employment challenges for newly certified Canadian-trained radiation oncologists continue. However, compared with the situation 2 years ago, trends in the Canadian ro job market suggest a modest improvement, with more staff employment in Canada and lower emigration rates for jobs abroad.

Self-perceptions and actual employment patterns amongst recent Australian dental graduates

INTRODUCTION

With nine dental schools across Australia graduating over 500 dental students each year, in addition to nearly 200 overseas-qualified dentists entering the workforce, dental students are anecdotally advised that they are joining a profession ubiquitous with workforce oversupply. The aim of this study was to shed light on the employment patterns of recent dental graduates from Australian universities and their self-perceptions of the job market.

MATERIALS AND METHODS

This cross-sectional pilot study involved an online survey conducted in 2017 on recent dental graduates from all Australian dental schools. Graduates' demographics, their perception of the dental employment prospects, their employment-related behaviours and employment outcomes, and the relationships between these variables were explored.

RESULTS

Data on seventy-one survey respondents (approximately 12% of the total sampling frame) were analysed. They suggested that recent Australian dental graduates are seeking work (73.2%) and undertaking work experience (54.9%) prior to graduation, successfully finding employment within the first-year post-graduation (97%), yet not always in their perceived ideal workplace environment (42.2%). Relationships between age, perception of market competitiveness and job searching patterns were revealed. Graduates expressed a desire for more workplace mentorship. The small sample size of this study limits the generalisability of the results, indicating that further research is required.

CONCLUSIONS

The dental employment landscape appears to have adequate employment opportunities for recent dental graduates, yet not always in their perceived ideal workplace environment. Graduates are seeking more mentorship in the workplace.

Teachers' Sense of Meaning Associations With Teacher Performance and Graduates' Resilience: A Study of Schools Serving Students of Low Socio-Economic Status

Adolescents from lower socio-economic status (SES) often experience distress in their personal life as well as at school. Moreover, their ability to overcome such difficulties and pave their path to a higher SES depends, to a certain extent, on their ability to develop resilience despite their disadvantaged background. Acknowledging the critical contribution of teachers to students’ development, in the present study, we focused on teachers as agents who may influence graduates’ resilience, and on their sense of meaning at work–a resource these teachers may draw upon to increase their performance and contribute to their disadvantaged students and to their relationships with them. Specifically, we postulated that teachers’ sense of meaning at work will be associated with teachers’ performance and that teachers’ relationships with their students would mediate this association, as they serve as the main vehicle through which teachers impact their students. We further suggested that teachers’ sense of meaning would have long-term effects on students’ coping abilities, reflected in school graduates’ resilience levels. The study comprised 857 participants, teachers and graduates, from 30 Arab vocational schools in Israel, comprising mainly low SES students. Teachers (N = 436) completed self-report measures of their sense of meaning at work, relationships with students, and performance. Furthermore, to reveal potential long-term effects of teachers’ sense of meaning at work, school graduates (N = 421) completed measures of their relationships with teachers and resilience. Analyses indicated a significant association of teachers’ sense of meaning with their performance, which was mediated by teachers’ reports of their relationships with students. Furthermore, teachers’ sense of meaning at work and graduates’ perceptions of their relationships with the teachers were both significantly associated with graduates’ resilience. The findings highlight teachers’ sense of meaning at work as a potential contributor to their performance, which may also contribute to students’ resilience in lower SES schools. They point to teachers’ sense of meaning as a potential resource for teachers of lower SES students and highlight the importance of nurturing and developing it in various programs and practices (e.g., teacher training, teacher development, organizational routines).

Employment Trends for Doctor of Pharmacy Graduates of Research-Intensive Institutions, 2013-2017

Objective. To determine the current state of employment for doctor of pharmacy (PharmD) graduates based on 5-year trends among graduates of research-intensive institutions and the Pharmacist Demand Index. Methods. Data from a cross-sectional survey of PharmD graduates from 10 research-intensive colleges of pharmacy conducted over a 5-year period were used to generate an overview of graduating students' experiences and the outcomes of their job searches. Results. The average response rate of graduates of programs over the 5 years was 75.4%. Overall, 86% of graduates had postgraduate placements (ie, jobs, residencies, fellowships, further education) at the time of graduation. Across all years, 85% of respondents who had placements indicated they were satisfied with the postgraduation offer they received. Conclusion. An examination of postgraduate outcomes of research-intensive schools and the Pharmacist Demand Indicator over the past 5 years indicates a trend toward a balance between the supply and demand for pharmacists. Careful attention needs to be given to these two metrics moving forward.

[The Role of Hospital Schools in Development of National Medical Education]

The article presents the role of organization of hospital schools in Russia of XVIII century and their input into development of Russian medicine. The activity of the first hospital school, including its role in development of medical education in Russia is expounded.

Considerations for Implementing Point-of-Care Ultrasound in a Community-Based Family Medicine Residency Program

BACKGROUND

Prior to implementing Point-of-Care Ultrasound (POCUS) training into our Family Medicine Residency Program, we sought to determine opinions on the most relevant applications according to current Family Medicine residents and recent graduates. As there are so many POCUS applications relevant to Family Medicine, it would be efficient to teach only the most relevant scans.

OBJECTIVE

Examine current POCUS use and the perception of future use among current residents and recent graduates of a Family Medicine Residency Program.

METHODS

In 2017, an electronic survey was used to examine differences in perceptions regarding the value of POCUS applications, benefits of use, and potential barriers to implementation.

RESULTS

Of the 88 surveys sent, 21 of 21 current residents (100%) and 28 of 67 recent graduates (41.8%) completed the survey with a total completion rate of 55.7%. The POCUS practices differed between groups. Current residents were significantly more likely than recent graduates to use POCUS for vascular procedural guidance and other procedural guidance. Recent graduates were significantly more likely to report POCUS use for abdominal aortic aneurysm screening and lower extremity Doppler screening for deep vein thrombosis. All P values were significant at the .05 level.

CONCLUSIONS

Point-of-Care Ultrasound training is generally desired by current residents. Some applications are perceived to be of sufficient utility by current residents and recent graduates. Findings would justify investment of time and effort required to implement POCUS training in Family Medicine Residency curriculums. Curriculum should focus on applications viewed as high priority based on usage rates.

Assessing the impact of a partnership-based work/study nursing upgrade programme in a low- and middle-income setting

AIMS AND OBJECTIVES

To evaluate the 15-year impact of the work/study nursing upgrading programme in East Africa.

BACKGROUND

Working nurses in Africa are often primary family income earners, with limited ability to leave jobs and upgrade qualifications. In 2001, the university established a work/study upgrade programme for enrolled- and diploma-level nurses, allowing them to upgrade their qualifications while continuing to work and support families. Donor partnerships provided scholarships to further increase programme access.

DESIGN

A mixed-method design was used involving an online alumni survey and 24 interviews and 23 focus groups with 172 purposively selected representatives of nursing graduates, employers, regulatory bodies, professional associations and senior nursing officials.

METHOD

Quantitative data were analysed using frequencies and percentages. Inductive thematic analysis was used for qualitative data. Equator guidelines informed reporting of both qualitative and quantitative results.

RESULTS

Of the 549 graduates who completed the survey, 81.2% (n = 446) were female, 93.1% were currently employed and 98% worked within East Africa. They reported improved professional competence (69.4%), nursing practice (25.9%) and patient outcomes (4.6%) on graduation. Extracted themes included the following: flexible/accessible programme; friendly learning environment; effective teaching and learning strategies; acquisition of nursing knowledge, skills and competencies; stakeholders' role in the programme; career/professional advancement; and strengthened health systems.

CONCLUSION

The work/study programme was an effective nursing workforce capacity development strategy. Programme access was strengthened via the supporting donor partnership. Positive outcomes were achieved with respect to the university's values of quality, access, relevance and impact.

RELEVANCE TO CLINICAL PRACTICE

Long-term sustainable development of nurses and midwives is fundamental to achieving sustainable development goals. Work/study programmes and private-public partnerships are effective mechanisms to strengthen the development of nursing and the overall healthcare workforce in low-resource settings.

Are efforts to attract graduate applicants to UK medical schools effective in increasing the participation of under-represented socioeconomic groups? A national cohort study

INTRODUCTION

Attracting graduates was recommended as a means of diversifying the UK medical student population. Graduates now make up nearly a quarter of the total medical student population. Research to date has focused on comparing the sociodemographic characteristics of applicants to and/or students on traditional and graduate entry programmes (GEMs), yet GEMs account for only 40% of the graduate medical student population. Thus, we aimed to compare the sociodemographic characteristic and outcomes of graduates and non-graduate applicants across a range of programmes.

METHODS

This was an observational study of 117 214 applicants to medicine who took the UK Clinical Aptitude Test (UKCAT) from 2006 to 2014 and who applied to medical school through Universities and Colleges Admissions Service (UCAS). We included applicant demographics, UKCAT total score and offers in our analysis. Applicants were assigned as graduates or non-graduates on the basis of their highest qualification. Multiple logistic regression was used to predict the odds of receiving an offer, after adjusting for confounders.

RESULTS

Irrespective of graduate or non-graduate status, most applicants were from the highest socioeconomic groups and were from a white ethnic background. Receiving an offer was related to gender and ethnicity in both graduates and non-graduates. After adjusting for UKCAT score, the OR of an offer for graduates versus non-graduates was approximately 0.5 (OR=0.48, 95% CI 0.46 to 0.49).

DISCUSSION

Our findings indicate that the aim of diversifying the medical student population on socioeconomic grounds by attracting graduates has been only marginally successful. Graduate applicants from widening access backgrounds are less likely than others to be offered a place at medical school. Different approaches must be considered if medicine is to attract and select more socially diverse applicants.

The PHI/GHFP-II Employers' Study: The Hidden Barriers Between Domestic and Global Health Careers and Crucial Competencies for Success

BACKGROUND

An ongoing discussion in global health in the United States centers on the future of the US-trained global health workforce and how best to prepare professionals for this career path. The Public Health Institute, through its Global Health Fellows Program (I and II), has been in a unique position to identify the shifting employment dynamic in global health.

OBJECTIVES

The purpose of the survey was to gather information on global health employers' hiring practices and insights into the importance of nonclinical skills in contributing to successful professional work; preparedness of graduates with needed nonclinical skills; and the value of domestic work experience for global health careers. The focus was on individuals primarily raised in the United States who studied global health in either graduate or undergraduate settings.

METHODS

A web-based survey and telephone interviews were conducted in early 2015. Overall, 49 project directors from 32 organizations participated.

FINDINGS

Key findings included: CONCLUSIONS: The process of preparing professionals for global health work has fallen behind emerging realities, including globalization, ever-evolving technologies, and advances in health care. Universities must provide an increased curricular emphasis on nonclinical skills, both interpersonal and business related, as well as the international experience that is valued in the global health workplace.

Leadership Training in Endocrinology Fellowship? A Survey of Program Directors and Recent Graduates

Context:

There is growing recognition that more physician leaders are needed to navigate the next era of medicine.

Objective:

To determine current opinions about leadership training in endocrinology fellowship programs.

Design/Participants:

Twenty-seven-question survey addressing various aspects of leadership training to current nationwide fellowship program directors (PDs) and fellowship graduates since 2010.

Intervention:

In partnership with the Endocrine Society, the electronic survey was advertised primarily via direct e-mail. It was open from March through July 2016.

Main Outcome Measures:

The survey addressed leadership traits, importance of leadership training, preferred timing, and content of leadership training.

Results:

Forty-six of 138 PDs (33.3%) and 147 of 1769 graduates (8.3%) completed the survey. Among PDs and graduates, there was strong agreement (>95%) about important leadership characteristics, including job knowledge, character traits, team-builder focus, and professional skills. PDs (64.5%) and graduates (60.8%) favored teaching leadership skills during fellowship, with PDs favoring mentoring/coaching (75.0%), direct observation of staff clinicians (72.5%), and seminars (72.5%). Graduates favored a variety of approaches. Regarding topics to include in a leadership curriculum, PDs responded that communication skills (97.5%), team building (95.0%), professional skills (90.0%), clinic management (87.5%), strategies to impact the delivery of endocrinology care (85.0%), and personality skills (82.5%) were most important. Graduates responded similarly, with >80% agreement for each topic. Finally, most PDs (89%) expressed a desire to incorporate more leadership training into their programs.

Conclusions:

Our survey suggests a need for leadership training in endocrinology fellowships. More work is needed to determine how best to meet this need.

Mystery behind the match: an undergraduate medical education-graduate medical education collaborative approach to understanding match goals and outcomes

BACKGROUND

There is a paucity of information regarding institutional targets for the number of undergraduate medical education (UME) graduates being matched to graduate medical education (GME) programs at their home institutions. At our institution, the Duke University, the number of UME graduates matched to GME programs declined dramatically in 2011. To better understand why this decline may have happened, we sought to identify perceived quality metrics for UME and GME learners, evaluate trends in match outcomes and educational program characteristics, and explore whether there is an ideal retention rate for UME graduates in their home institutions' GME programs.

METHODS

We analyzed the number of Duke University UME graduates remaining at Duke for GME training over the past 5 years. We collected data to assess for changing characteristics of UME and GME, and performed descriptive analysis of trends over time to investigate the potential impact on match outcomes.

RESULTS

A one-sample t-test analysis showed no statistically significant difference in the number of Duke UME graduates who stayed for GME training. For both UME and GME, no significant changes in the characteristics of either program were found.

DISCUSSION

We created a process for monitoring data related to the characteristics or perceived quality of UME and GME programs and developed a shared understanding of what may impact match lists for both UME graduates and GME programs, leaving the Match somewhat less mysterious. While we understand the trend of graduates remaining at their home institutions for GME training, we are uncertain whether setting a goal for retention is reasonable, and so some mystery remains. We believe there is an invaluable opportunity for collaboration between UME and GME stakeholders to facilitate discussion about setting shared institutional goals.

Perception of Dental Public Health Competency among recent graduates

Aims and Objectives:

This study aimed to assess how competent the recent dental graduates perceive themselves to be in Dental Public Health.

Materials and Methods:

A 21-item structured, close-ended questionnaire study was carried out at the KLEVK Institute of Dental Sciences, Belgaum, India. Students assessed their competencies using a three-point ordinal scale. One hundred and thirty-three students were asked to rate their proficiency on a 21-item matrix of the dental public health program. The responses were grouped using the Likert-type scale. Frequencies descriptive data were generated, and statistical analysis of examined variables was carried out using the Chi-square test. Mann–Whitney test was conducted to identify the correlation between variables.

Results:

The overall mean score was 22.61 ± 10.94, highlighting confidence of the graduates in managing the oral health problems at the community level. Females showed higher competencies in functions related “to develop activities to motivate the community development,” “to motivate health and oral health through health education,” and “to motivate health and oral health through the creation of healthy settings.” While males reported greater competency for the function “to adjust the dental practice to situations of restrictions that limits it.”

Conclusion:

Recent dental graduates at the Institute perceived themselves competent in managing oral and dental health problems at the public level. Additional countrywide evidence regarding teaching and learning of public health dentistry is essential to compare the current experiences of dental graduates and ultimately enhance patient care.

'The New Degree?' Constructing Internships in the Third Sector

The recent economic recession has impacted substantially on the graduate labour market, with many graduates now struggling to find secure employment in professional careers. In this context, temporary, unpaid 'internships' have emerged as increasingly important as a 'way in' to work for this group. Yet while there has been much media and policy debate on internships, academic consideration has been scant. This article begins to address this knowledge gap by drawing on a study of interns in a third sector environmental organisation. The research findings reveal that unpaid internships were rationalised through a complex mix of political motivations, career ambitions and lifestyle aims, but these intersected in important ways with social class. These findings are not only of empirical interest, contributing to our knowledge of graduate negotiations of precarity, but also of theoretical value, extending our understanding of young people's agency and motivations in transitions into work.

Cognitive behavioural psychotherapy graduates in Ireland: a follow-up survey of graduates from an Irish university

BACKGROUND

Training in cognitive behavioural psychotherapy (CBT) is expensive both for the students and their funding bodies.

OBJECTIVES

It is important to know how graduates of CBT courses are putting their skills to use, and whether they are continuously updating those skills to achieve best practice. We also wanted to discover the similarities and differences between CBT trainees in the United Kingdom and in the Republic of Ireland (courses in the United Kingdom being analogous to those in Ireland in content and participants).

METHOD

An internet survey, derived from previous postal questionnaires, was used to enquire into the practice, experience, and continuing professional development of graduates from the CBT courses at Trinity College Dublin.

RESULTS

Most MDT professions were represented in the graduates, preponderantly psychiatrists and mental health nurses, but also including social workers and occupational therapists. Most participants believed that the course had enhanced their careers, and almost half had changed job since graduating. Half said that CBT was now the main focus of their job, but others reported lack of resources, funding, time, and other duties impeded their ability to conduct CBT with clients. However, most participants engaged in continuous professional development regarding CBT, and received CBT clinical supervision. Discussion There was a difference in the proportion of the different professions undertaking this course compared with the United Kingdom and our response rate here was significantly lower. As in UK surveys, participants who may have been supported and funded to undertake the training may not afterwards be supported in implementing their skills in the workplace. The broader implications of this are discussed.

Enhancing public health practice through a capacity-building educational programme: an evaluation

BACKGROUND

The Post-Graduate Diploma in Public Health Management, launched by the Govt. of India under the aegis of the National Rural Health Mission in 2008, aims to enhance the managerial capabilities of public health professionals to improve the public health system. The Govt. of India invested enormous resources into this programme and requested an evaluation to understand the current processes, assess the graduates' work performance and identify areas for improvement.

METHODS

Quantitative telephone surveys as well as qualitative in-depth interviews were used. Graduates from the first three batches, their supervisors, peers and subordinates and faculty members were interviewed. Quantitative data were analysed using proportions, means and interpretative descriptions. Qualitative analyses involved transcription, translation, sorting, coding and filing into domains.

RESULTS

Of the 363 graduates whose contact details were available, 138 could not be contacted. Two hundred twenty-three (223) graduates (61.43% of eligible participants) were interviewed by telephone; 52 in-depth interviews were conducted. Of the graduates who joined, 63.8% graduates were motivated to join the programme for career advancement and gaining public health knowledge. The content was theoretically good, informative and well-designed. Graduates expressed need for more practical and group work. After graduating, they reported being equipped with some new skills to implement programmes effectively. They reported that attitudes and healthcare delivery practices had improved; they had better self-esteem, increased confidence, better communication skills and implementation capacity. While they were able to apply some skills, they encountered some barriers, such as governance, placements, lack of support from the system and community, inadequate implementation authority and lack of planning by the state government. Incentives (both monetary and non-monetary) played a major role in motivating them to deliver public health services. They suggested that states should nominate candidates expected to make a significant contribution to the health system, recognition from a relevant authoritative national body and need for a placement cell, especially for the self-sponsored candidates.

CONCLUSIONS

A continuous mechanism for interaction and dialogue with the graduates during and after completion of the programme should be designed. This evaluation helped by providing inputs for refining the programme.

Career plans and perceptions in readiness to practice of graduating general surgery residents in Canada

INTRODUCTION

Overall, 25% of American general surgery residents identified as not feeling confident operating independently at graduation, which may contribute to 70% pursuing further training. This study was undertaken to identify intended career plans of general surgery graduates in Canada on a national level, and perceived strengths and weaknesses of training that would affect transition to early practice.

METHODS

Questionnaires were distributed to graduating general surgery residents at a Canadian national review course in 2012 and 2013. Data were analyzed for overall trends.

RESULTS

Overall, 75% (78/104) of graduating residents responded in 2012 and 53% (50/95) in 2013. Greater than 60% of respondents were entering a fellowship program upon graduation (49/78 in 2012 and 37/50 in 2013); the most common fellowship choices were minimally invasive surgery (24% in 2012 and 39% in 2013) or surgical oncology (16% in 2012). Most residents reported that they were completing subspecialty training to meet career goals (64/85 overall) rather than feeling unprepared for practice (0/85 overall). Most residents planned on practicing in urban centers (54%) and academic hospitals (73%). Residents perceived a need for assistance for laparoscopic adrenalectomy, neck dissection, laparoscopic splenectomy, laparoscopic low anterior resection, groin dissection, and thyroidectomy.

CONCLUSIONS

An overwhelming majority of general surgery graduates plan to pursue fellowship training to meet career goals of working in urban, academic centers, rather than a perceived lack of competence. It is vital to describe operative competency expectations for residents and to promote a variety of practice opportunities following graduation.

Psychoanalytic training experience and postgraduate professional development: a survey of six decades of graduate analysts

This exploratory study explored the training and post-training experience of graduates of the Chicago Institute for Psychoanalysis. All living graduates of the past six decades were invited to complete a survey that addressed their training analysis, classroom work, supervision and other training experiences as well as their degree of post-graduation involvement in teaching, supervising, study groups and other professional endeavors. They were also asked to rate their sense of themselves as psychoanalysts and their satisfaction with their analytic career. Further, they were encouraged to provide spontaneous narrative data. Our findings contribute to the current understanding of the careers of psychoanalysts--including that there is a difference in generational cohorts regarding professional satisfaction, identification as an analyst, and experience of training. We also found that there are no real differences between analysts who do and do not have analytic patients on some important variables: supporting analysis as a treatment method, identifying oneself professionally with psychoanalysis, and disillusionment with psychoanalysis--which is consistent with other studies. Also discovered were differences between male and female analysts' perception of certain aspects of their training.

Association between increased number of US pharmacy graduates and pharmacist counts by state from 2000-2009

OBJECTIVE

To determine whether growth in the number of pharmacy graduates and newly accredited schools from 2000 to 2009 were larger in states with fewer pharmacists per population age ≥ 65 years.

METHODS

States were aggregated into quartiles based on rank-ordered ratios of in-state pharmacists per 100,000 population aged ≥ 65 years. Quartiles were then compared with respect to the number of new graduates.

RESULTS

The mean cumulative number of graduates was highest in the first quartile of states (those with the greatest need for pharmacists) and lowest in the fourth quartile of states. States with the greatest need for pharmacists had the lowest positive growth in number of pharmacists per population ≥ 65 years. The majority of new schools in 2009 were located in states with relatively low numbers of pharmacists.

CONCLUSION

The growth in new pharmacy graduates created by expansion in schools as well as in graduates per school helped states meet demand between 2000 and 2009. However, tremendous variation remains in the number of graduates as well as the number of pharmacists across states. The quartile framework is useful for assessing the number of new pharmacy graduates based on pharmacists per population ratios. Based on current dynamics in the supply and demand of pharmacists, frequent monitoring is recommended.

Practice characteristics of bachelor of science and doctor of pharmacy degreed pharmacists based on the 2009 National Workforce Survey

OBJECTIVE

To compare practice settings and activities of pharmacists with bachelor of science (BS) in pharmacy and doctor of pharmacy (PharmD) degrees.

METHODS

Data from the 2009 National Pharmacist Workforce Survey instrument were analyzed. Multivariate regression was used to examine the association of the PharmD degree with time spent in dispensing and patient care.

RESULTS

The survey response rate by pharmacists was 52%, and 562 usable responses met our inclusion criteria. Sixty-three percent of BS and 39% of PharmD pharmacists were employed in community pharmacies, compared with 21% of BS and 38% of PharmD pharmacists employed in hospital pharmacy settings. Practicing in a community setting had the strongest influence on time spent in dispensing and time spent in patient care. Among respondents with PharmD degrees, a residency was associated with less time in dispensing and more time in patient care.

CONCLUSION

Time spent in dispensing and patient care were influenced more by practice setting than by educational degree and residency training.

Critical thinking ability of new graduate and experienced nurses

AIM

This paper is a report of a study to identify critical thinking learning needs of new and experienced nurses.

BACKGROUND

Concern for patient safety has grown worldwide as high rates of error and injury continue to be reported. In order to improve patient safety, nurses must be able to recognize changes in patient condition, perform independent nursing interventions, anticipate orders and prioritize.

METHODS

In 2004-2006, a consecutive sample of 2144 newly hired nurses in a university-affiliated healthcare system completed the Performance Based Development System Assessment consisting of 10 videotaped vignettes depicting change in patient status. Results were reported as meeting or not meeting expectations. For nurses not meeting expectations, learning needs were identified in one of six subcategories.

RESULTS

Overall, 74.9% met assessment expectations. Learning needs identified for nurses not meeting expectations included initiating independent nursing interventions (97.2%), differentiation of urgency (67%), reporting essential clinical data (65.4%), anticipating relevant medical orders (62.8%), providing relevant rationale to support decisions (62.6%) and problem recognition (57.1%). Controlling for level of preparation, associate (P=0.007) and baccalaureate (P<0.0001) nurses were more likely to meet expectations as years of experience increased; a similar trend was not seen for diploma nurses (P=0.10). Controlling for years of experience, new graduates were less likely to meet expectations compared with nurses with >or=10 years experience (P=0.046).

CONCLUSION

Patient safety may be compromised if a nurse cannot provide clinically competent care. Assessments such as the Performance Based Development System can provide information about learning needs and facilitate individualized orientation targeted to increase performance level.