Education and Training最新文献

{"title":"Creating a Virtual Palliative Care Curriculum for Family Medicine Residents","authors":"Kayla Sheehan","doi":"10.1370/afm.22.s1.4621","DOIUrl":"https://doi.org/10.1370/afm.22.s1.4621","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139293127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation and Evaluation of Opioid Use Disorder Learning Sessions for Primary Care Teams","authors":"Cory B. Lutgen, Tarin Clay, Melissa Filippi, Elisabeth F. Callen, Elise Robertson","doi":"10.1370/afm.22.s1.4817","DOIUrl":"https://doi.org/10.1370/afm.22.s1.4817","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139296731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of a New PGME Curriculum for Pain Management and Substance Use Disorder in Canada","authors":"Lisa Graves, Richard van Wylick","doi":"10.1370/afm.22.s1.5126","DOIUrl":"https://doi.org/10.1370/afm.22.s1.5126","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139299521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Initial Residency Match Intentions of PGY3 Family Medicine-Emergency Medicine Enhanced Skills Program Applicants","authors":"Vishal Bhella, Robert Petrella","doi":"10.1370/afm.22.s1.4622","DOIUrl":"https://doi.org/10.1370/afm.22.s1.4622","url":null,"abstract":"","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139301040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changing the perception of core competency using student journey – tracking research on the core competencies of EECS students in technological universities","authors":"Jen-Chia Chang, Hsiao-Fang Shih, Yu-Hsien Yu","doi":"10.1108/et-10-2022-0413","DOIUrl":"https://doi.org/10.1108/et-10-2022-0413","url":null,"abstract":"Purpose In this study a survey with a questionnaire was used to track the learning situation and core competencies of students in electrical engineering and computer science at the University of Science and Technology. A determination of areas that need to be strengthened is used as a reference in the cultivation of core competency in higher education. Design/methodology/approach A total of 320 junior students in electrical engineering and computer science were surveyed and given questionnaires. A total of 219 valid questionnaires were collected for a paired sample t -test, to find and compare changes in core competencies of the group over a period of three years. Findings Higher education institutions are presently more inclined to competency-oriented education, training and learning. This establishes good relevant practices, enhances core competencies in students and improves their chances of satisfactory future employment. In this study it was found that the general core competencies of students were better than their professional core competencies, and the self-reported core competencies of freshman students were better than those of the junior students. The results showed that core competencies did not grow with the years. This result is most likely due to a gain of knowledge which makes them more able to understand their own shortcomings. Originality/value Most studies investigating the core competencies of higher education students are cross-sectional studies. This study follows students over a period of three years and provides the results of a longitudinal survey of a group of students' core competencies.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135928049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validation of measurement scales for undergraduate students' self-perceived employability and university commitment in the United Arab Emirates","authors":"Aizhan Shomotova, Ali Ibrahim","doi":"10.1108/et-01-2023-0021","DOIUrl":"https://doi.org/10.1108/et-01-2023-0021","url":null,"abstract":"Purpose The purpose of this study is to validate the psychometric properties of the Self-Perceived Employability Scale in the context of the United Arab Emirates (UAE-SPE) and to verify the model fit of the UAE-SPE and University Commitment Scale (UC) (Rothwell et al. , 2008) for undergraduate students. Design/methodology/approach A cross-sectional survey study was carried out to collect the data using a web-based survey tool (Qualtrics) at a public university in the UAE. The sample was 646 undergraduate students. Findings As a result of the factor analysis, the study validated three factors of SPE for undergraduate students in the UAE that explain their perceptions of their university reputation, their field of study, the state of the UAE labour market and confidence in their skills. Confirmatory factor analysis verified good model fit indices of UAE-SPE and the UC scale. In addition, the study found a statistically significant positive relationship between the UC scale and the three factors of UAE-SPE. Originality/value Currently, there is a scarcity of published research on self-perceived employability amongst undergraduate students in higher education institutions in the UAE and the Arab region. This article not only contributes to research on this topic but also validates two scales, allowing cross-cultural comparisons of SPE and UC of undergraduate students in the Arab region and worldwide.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135823737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing soft skill gaps in the digital employment market: the case of Spanish students in a technology-based university","authors":"Elva Ramos-Monge, Paul Fox, Alvaro Garcia-Piquer","doi":"10.1108/et-04-2023-0165","DOIUrl":"https://doi.org/10.1108/et-04-2023-0165","url":null,"abstract":"Purpose In today's ever-evolving digital job market, soft skills are increasingly important for university students to succeed in their future careers. This study identifies the soft skills that universities should prioritize the most due to their significance in the digital employment market. Design/methodology/approach Using natural language processing (NLP) techniques, this study analyzed 226 student writings that described their experiences of failure in academic, personal and professional settings. Zero-shot classification was utilized to identify the presence of soft skills and sentiment analysis was used to determine the expressed sentiment toward these skills. Findings The findings suggest that students are most deficient in social intelligence, stress management and self-intelligence skills, which are essential soft skills for success in academic and professional environments and for the transition to the digital employment market. Research limitations/implications The article acknowledges limitations related to the writing proficiency of resumes from a few non-English speaking students and the potential influence of students' emotional states on the content of their writings. Practical implications The study provides valuable insights into the soft skills that are mostly lacking among university students and their significance in the digital employment market. Originality/value The study highlights the importance of universities in promoting and practicing essential soft skills and sheds light on the issue of soft skill deficiency among university students. Educators can use these insights to develop strategic proposals aimed at promoting the acquisition of key soft skills among students. The study provides valuable insights into the soft skills that are mostly lacking among university students and their significance in the digital employment market.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135043550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEM education in England: questioning the “leaky pipeline” metaphor","authors":"Pallavi Banerjee, Luke Graham","doi":"10.1108/et-03-2023-0079","DOIUrl":"https://doi.org/10.1108/et-03-2023-0079","url":null,"abstract":"Purpose The skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school. Design/methodology/approach In this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation. Findings The authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution. Research limitations/implications Some aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers. Originality/value In this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mission impossible? A strategic approach to improving the recruitment and retention of further education and training teachers in England","authors":"Paul Tully","doi":"10.1108/et-04-2023-0130","DOIUrl":"https://doi.org/10.1108/et-04-2023-0130","url":null,"abstract":"Purpose The Further Education and Training (FET) sector is being positioned as a centrepiece of the government's post-pandemic recovery. However, issues of capacity and staff churn are threatening the potential success of this strategy. Unfortunately, there has been almost no strategic analysis of teacher churn in the English FET system or of the derivative issues of recruitment and retention, both of which jeopardise the sector's capacity to deliver high-quality teaching and improve workforce skills. This paper examines these issues for policymakers and sector leaders and makes suggestions on how these can be redressed. A call for a more joined-up FET sector is presented. Design/methodology/approach This is a follow-up paper to a report published by the Education and Training Foundation in 2022 on teacher recruitment in the English FET sector. This paper pulls together all of the most recent research on the English FET sector on teacher recruitment and retention and frames these against the DfE's Skills for Jobs policy commitments. It also analyses a number of proposed solutions, reflecting on their merits and potential consequences. Findings An updated profile of FET institutions within the college, private training and adult subsectors is offered, showing how the FET sector in England has been in steady decline, which is juxtaposed against the rhetoric of industrial productivity and economic renewal. Four variables, namely funding, institutional numbers, staffing and learner numbers are examined to explore this disparity. A more in-depth analysis of recruitment and retention research follows, showing that pay, job insecurity and status are the factors influencing the decision to start an FET career. Strategies for remedying the “crisis” are assessed, including the role of national campaigns and professional bodies. Research limitations/implications The first point for any research programme is to draw together the research data and themes that have been previously discussed in order to build a platform for future investigation, which is what this paper does. There are clear steers on where future research might be located: staff well-being, professional status, recruitment methods and what is meant by an FET career. These are factors that affect the desirability of FET work and the sector's ability to recruit high-quality candidates. The consequences of not doing this research is the likely continuation of the status quo, which is unsustainable for the FET sector and potentially catastrophic to UK productivity. Practical implications Policymakers and sector leaders are presented with analysis and advice on the impact of teacher shortages and the factors that contribute to this. The evidence to support these factors is explored and solutions discussed in light of this evidence. A research agenda is suggested including an appeal for professional organisations and FET stakeholders to work together to solve the recruitment and retention crisis. Th","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135132655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Executive perceptions of course and educator performance on flipped classroom","authors":"Ricardo Luiz Pereira Bueno, Fernando Antonio Ribeiro Serra, Isabel Cristina Scafuto","doi":"10.1108/et-08-2022-0337","DOIUrl":"https://doi.org/10.1108/et-08-2022-0337","url":null,"abstract":"Purpose This article aims to examine the related effects between out-of-class activities, mediated by in-class activities, on the perception of course and teacher performance in a flipped classroom institutionalized setting. Design/methodology/approach The authors argue that institutionalized out-of-class (content) and in-class (learning) activities positively impact course and teaching quality perception. This study used a sample of 978 responses from MBA students to conduct a path model analysis to test four hypotheses developed from literature from flipped classroom proposing the positive relationship of out-of-class activities in in-class activities and its influence on the course and teaching performance. Findings The findings reported that out-class and in-class activities and educator performance influenced course performance perception. In-class activities mediated the out-of-class activities’ impact and directly impacted educator’s and course performance. Educator performance is positively correlated with course performance. Overall, executives have a positive perception on institutionalized flipped classroom for MBA courses as an effective provision form. The flipped classroom is able to mobilize their experiences and enrich learners’ educational experience. Research limitations/implications Only one unit of the higher education organization was studied, and the authors do not consider indirect effects of the environment on variable’s relationships nor the indirect effects whose would be a suggested for future studies. Originality/value The present study provides new insights on flipped classroom. This study evidenced that flipped classroom planned and standardized in an institutional level positively impacts the outcome within the context of executive education.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135769981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}