The Relationship between Burnout and Sense of School Belonging among the Resident Physicians in the Standardization Training in China.

BACKGROUND: As an important part in medical training in graduate school, 33-month medical residency training could be a stressful period inducing burnout (i.e. emotional exhaustion, depersonalization, and low personal accomplishment). Despite that existing literature has found that sense of belonging may have merits for residents' well-being, it has remained unclear how sense of school belonging affects burnout and the potential moderators. To address this question, a cross-sectional survey has been conducted among the residents of the physicians standardized residency training program in China. METHODS: Seven hundred (N = 700) resident physicians from different majors (i.e. clinical medicine, clinical Stomatology, and Chinese medicine) and grades have participated in the survey. Resident's sense of school belonging was assessed with the psychological sense of school membership scale (PSSM, mean = 45.12, SD = 11.14). Burnout was measured by the 22-item Maslach Burnout Inventory (MBI-HSS, mean = 65.80, SD = 15.89), including three subscales of emotional exhaustion, depersonalization, and personal accomplishment. RESULTS: The results showed that over 80% of the residents reported moderate or high level of emotional exhaustion and reduced personal accomplishment during residency training. Meanwhile, higher level of sense of school belonging was associated with lower overall burnout (B = -0.722, p < 0.001), less emotional exhaustion, reduced depersonalization, and higher personal accomplishment. In particular, the benefits of sense of belonging seem more pronounced among female and those at earlier stage of residency. No interaction effect was found between sense of belonging and major, while those from Chinese medicine reported lower scores in overall burnout and the three dimensions. CONCLUSIONS: Burnout was a prevalent issue among the resident physicians, and our findings confirmed the protective effects of sense of school belonging against burnout. Therefore, support service should be developed to cultivate resident's sense of school belonging and social connections, particularly for female and those at earlier stage of residency.

The Effect of Vocational Training on Visually Impaired People's Quality of Life.

BACKGROUND: Quality of life (QOL) is frequently utilized in clinical medicine and research to assess a patient's health status and treatment effectiveness. OBJECTIVES: This study investigates the impact of vocational training on the QOL of visually impaired individuals. METHODS: We employed the brief Taiwan version of the World Health Organization QOL Questionnaire (WHOQOL-BREFTW) to assess four domains: physical, psychological, social, and environmental, using a nonequivalent pretest-posttest control group design. The experimental group participated in 6 months of vocational training, including life and career reconstruction. After completing the vocational training, the average QOL score for the experimental group was 3.34 ± 0.18, while the control group had a score of 3.10 ± 0.85. The generalized estimating equation (GEE) results revealed a notable improvement of 10.81 (1.10) in the posttest overall QOL scores compared to the pretest scores in the control group. CONCLUSION: Vocational training significantly improves the overall QOL for visually impaired individuals. It is noteworthy that the psychological, social relationship, and physical health domains of WHOQOL-BREF TW exhibited the most significant improvements. This emphasizes the following: 1. professional knowledge and technical learning can enhance the abilities of the visually impaired. 2. The improvement in QOL occurs primarily at physical, psychological, and social levels. These levels involve maintaining physical health, reducing dependence on medical care, and enhancing self-care abilities for life reconstruction. 3. Integrating electronics with directional action can help to mitigate the risks associated with outdoor activities.

Impact of Beyond Fistula programming on economic, psychosocial and empowerment outcomes following female genital fistula repair: A retrospective study.

OBJECTIVE: To retrospectively assess changes in economic status, psychosocial status and empowerment among women who participated in Beyond Fistula reintegration programming following fistula repair. METHODS: We conducted a retrospective study among 100 Beyond Fistula program participants capturing sociodemographic characteristics, obstetric and fistula history, program participation, and our primary outcomes: economic status, psychosocial status, and empowerment via quantitative survey at two time points: before program participation and currently. Data were collected from November 2020 to July 2021 from 2013 to 2019 program participants. We compared outcomes across these two time points using paired t tests or McNemar's tests. RESULTS: The proportion of individuals owning property (28.0% vs. 38.0%, P = 0.006), having a current source of income (19.0% vs. 56.0%, P < 0.001), and saving or investing income (11.0% vs. 37.0%, P < 0.001) increased significantly from pre- to post-programming. We also identified statistically significant increases from pre- to post-programming in self-esteem (5.0 [IQR 4.0-5.0] vs. 5.0 [IQR 5.0-5.0], P < 0.001), reintegration (53.0 [IQR 43.0-69.0] vs. 65.0 [IQR 51.0-72.0], P < 0.001) and level of input into household economic decision making (2.0 [SD 1.0] vs. 2.3 [SD 1.0], P = 0.004). CONCLUSION: Beyond Fistula programming likely improved economic status, psychosocial status, and empowerment of participants. Post-surgical interventions incorporating a holistic approach can advance recovery through supporting psychosocial and economic wellbeing and should be offered to women undergoing genital fistula repair.

La gestión editorial de las revistas científicas como componente de la actividad de Ciencia, Tecnología e Innovación

Introducción: La actividad de Ciencia, Tecnología e Innovación constituye en la actualidad un pilar básico en el desarrollo de un país. Las revistas científicas son parte esencial de la investigación científica por ser el principal vehículo para la divulgación de los resultados. Objetivo: Realizar una valoración teórica sobre la concepción de la gestión editorial como una actividad científica. Método: Se utilizaron métodos de análisis documental mediante la selección de información obtenida de bases de datos científicas como SciELO, Scopus y Google Académico, con la utilización de criterios: gestión editorial; revistas científicas y actividad de ciencia y tecnología. Resultados: Se abordaron aspectos relacionados con la evolución de la comunicación científica a través de las revistas, sus enfoques tradicionalista, tecnológico y social; así como su papel en la comunicación científica de los resultados de la investigación científica y la gestión editorial para la publicación de las revistas científicas. Conclusiones: Los autores conciben la gestión editorial de las revistas científicas como un proceso científico-técnico con marcado carácter pedagógico que, a través de la evaluación rigurosa del resultado de investigación, depura y socializa el producto de la creación científica.

Introduction: Science, Technology and Innovation activity currently constitutes a basic pillar in the development of a country. Scientific journals are an essential part of scientific research as they are the main vehicle for the dissemination of results. Objective: To carry out a theoretical assessment of the conception of editorial management as a scientific activity. Method: Documentary analysis methods were used by selecting information obtained from scientific databases such as SciELO, Scopus and Google Scholar, using criteria: editorial management; scientific journals and science and technology activity. Results: Aspects related to the evolution of scientific communication through magazines, their traditionalist, technological and social approaches were addressed; as well as its role in the scientific communication of the results of scientific research and the editorial management for the publication of scientific journals. Conclusions: The authors conceive the editorial management of scientific journals as a scientific-technical process with a marked pedagogical character that, through the rigorous evaluation of the research result, purifies and socializes the product of scientific creation.

Introdução: A atividade de Ciência, Tecnologia e Inovação constitui atualmente um pilar básico no desenvolvimento de um país. As revistas científicas são uma parte essencial da investigação científica, pois são o principal veículo de divulgação dos resultados. Objetivo: Realizar uma avaliação teórica da concepção de gestão editorial como atividade científica. Método: Foram utilizados métodos de análise documental selecionando informações obtidas em bases de dados científicos como SciELO, Scopus e Google Acadêmico, utilizando critérios: gestão editorial; revistas científicas e atividades de ciência e tecnologia. Resultados: Foram abordados aspectos relacionados à evolução da comunicação científica por meio de revistas, suas abordagens tradicionalistas, tecnológicas e sociais; bem como o seu papel na comunicação científica dos resultados da investigação científica e na gestão editorial da publicação de revistas científicas. Conclusões: Os autores concebem a gestão editorial das revistas científicas como um processo técnico-científico de marcado caráter pedagógico que, por meio da avaliação rigorosa do resultado da pesquisa, purifica e socializa o produto da criação científica.

La lúdica: una alternativa en la formación del estudiante universitario de Cultura Física

La presente investigación aborda la importancia de la lúdica en el estudiante universitario de Cultura Física desde el proceso formativo, que exige lograr altos niveles de conocimientos y habilidades. Desde esta perspectiva, se analiza el proceso de la lúdica como un componente esencial en la formación inicial del profesional de la Cultura Física. Mediante la lúdica se logra una formación más adecuada al contexto universitario actual según los cambios en los planes de estudios, por lo que resulta necesario el diagnóstico sobre dicho componente. El artículo tuvo el propósito de crear acciones pedagógicas para la formación lúdica del profesional de la Cultura Física, desde la asignatura Educación Rítmica y Lúdica de la disciplina Teoría y práctica de la Educación Física. Se aplicaron métodos teóricos como: analítico sintético, sistémico-estructural-funcional, y empíricos, tales como: la observación, revisión documental, entrevista, encuesta, preexperimento (prest y postest) y el criterio de expertos. Se consultaron a siete profesores como expertos, por lo que se utilizó una muestra de 27 estudiantes de tercer año de la carrera por haber recibido la asignatura. Como resultado del estudio y diagnóstico realizados se detectaron insuficiencias en el empleo y uso de la lúdica dentro del proceso formativo para el logro de una formación lúdica y la necesidad de transformar el modo de actuación de los profesionales de la Cultura Física, los resultados obtenidos en la práctica pedagógica demostraron la utilidad de las acciones pedagógicas lúdicas.

A presente pesquisa aborda a importância do lúdico no estudante universitário de Cultura Física a partir do processo de formação, que exige o alcance de elevados níveis de conhecimentos e habilidades. Nessa perspectiva, o processo lúdico é analisado como componente essencial na formação inicial do profissional de Cultura Física. Através do jogo consegue-se uma formação mais adequada ao contexto universitário atual de acordo com as mudanças nos planos de estudos, razão pela qual é necessário um diagnóstico desta componente. O artigo teve como objetivo criar ações pedagógicas para a formação lúdica do profissional de Cultura Física, a partir da disciplina Educação Rítmica e Lazer da disciplina Teoria e prática da Educação Física. Foram aplicados métodos teóricos como: analítico-sintético, sistêmico-estrutural-funcional, e métodos empíricos, como: observação, revisão documental, entrevista, levantamento, pré-experimento (pré e pós-teste) e julgamento de especialistas. Foram consultados sete professores como especialistas, portanto foi utilizada uma amostra de 27 alunos do terceiro ano por terem recebido a disciplina. Como resultado do estudo e diagnóstico realizado, foram detectadas insuficiências no emprego e utilização do lúdico no processo formativo para a concretização da formação lúdica e a necessidade de transformação do modo de atuação dos profissionais de Cultura Física, demonstrados os resultados obtidos na prática pedagógica a utilidade das ações pedagógicas lúdicas.

The present research addresses the importance of play in the university student of Physical Culture from the training process, which requires achieving high levels of knowledge and skills. From this perspective, the process of play is analyzed as an essential component in the initial training of the Physical Culture professional. Through play, training is more appropriate to the current university context according to the changes in the study plans, which is why a diagnosis of said component is necessary. The article had the purpose of creating pedagogical actions for the playful training of the Physical Culture professional, from the Rhythmic and Ludic Education subject of the discipline Theory and Practice of Physical Education. Theoretical methods were applied such as: analytical -synthetic, systemic-structural-functional, and empirical methods, such as: observation, documentary review, interview, survey, pre-experiment (prest and post-test) and expert judgment. Seven professors were consulted as experts, so a sample of 27 third-year students was used for having received the subject. As a result of the study and diagnosis carried out, insufficiencies were detected in the employment and use of play within the training process to achieve playful training and the need to transform the mode of action of the Physical Culture professionals, the results obtained in pedagogical practice demonstrated the usefulness of playful pedagogical actions.

Antecedents and Mediators of Academic Satisfaction in Virtual Vocational Training.

At a time when distance vocational training is on the rise, it seems logical to investigate the variables that can affect the quality of such teaching. The usability of the virtual environment, as well as the behaviour and disposition of the teaching staff, emerge as key factors that influence burnout, engagement, and academic satisfaction. Using a cross-sectional sample of 208 distance vocational training students, the mediating role of burnout and academic engagement in the relationships established between the usability of the virtual environment, teacher support, and academic satisfaction was analysed. On the other hand, multiple regression analyses were carried out in order to investigate the relationships between the challenges and obstacles faced by distance vocational training students and their level of burnout or engagement. Our results confirm the mediating role of academic burnout and engagement in students' academic satisfaction. Regression analyses suggest that the obstacles faced by distance vocational education and training (D-VET) students influence their level of academic burnout or engagement. Our findings are consistent with the current understanding of the role that certain variables play in the well-being of students and which, in turn, influence the quality of teaching.

Factors affecting students' perception of flipped learning over time in a teacher training program.

The flipped learning methodology could play a key role in teacher training, as it exposes future teachers to experience this active methodology as students. With the purpose of shedding light on how students' perceptions may vary over time and how they can be related to the improvement of the flipped learning methodology, our study explores different factors in an eight-year period. Specifically, we analyse teaching performance considering data on students' perceptions from the 2015-2016 academic year to 2022-2023 of a course embedded within a master s degree in teacher training in Spain. Once future teachers had experienced flipped learning as students, a sample of 338 completed a survey regarding their perceptions of the flipped classroom approach and the instructor role. In our study, the more experienced the instructor, the better perception the students showed on both the flipped learning methodology and the performance of their teacher. In particular, we found that future teachers had (i) a good or very good opinion about flipped learning, regardless of their gender (ii) a more positive perception about flipped learning, teaching performance and course development in the last five academic years, (iii) no remarkable differences between study specialisations in those last academic years, and (iv) a better opinion about the flipped learning model when they have best grades. We discuss our findings according to six factors that affect the flipped learning experience and, thus, students' perception of flipped learning over time: "student characteristics", "teacher characteristics", "implementation", "task characteristics", "out-of-class activities" and "in-class activities"-factors already unveiled by a recent state-of-the-art review to enhance the effectiveness of flipped classroom. We can conclude that the instructor's teaching experience is a key factor that affects the implementation of flipped learning, influencing students' perception and, consequently, the success of this active methodology.

Building and Maintaining Self-Efficacy Beliefs: A Study of Entry-Level Vocational Education and Training Teachers.

New vocational education and training (VET) teachers in Quebec (Canada), as in other countries (e.g., France, the Netherlands, Norway, Sweden, Switzerland, the United States), face specific challenges and experience an atypical process of entry into the teaching profession. In addition to the known professional induction challenges, which requires numerous adjustments in terms of organizational integration and socialization as well as on a personal level, new VET teachers also experience a major professional and identity transition: they shift from experts in their field to novices in the teaching field. Moreover, as they are not generally trained in pedagogy, new teachers must enroll in a mandatory teaching bachelor's program once they are fully in charge of a class and its educational responsibilities. This complex process calls for a closer look at ways to facilitate their induction experience. Specifically, because it is closely related to motivation, engagement, and performance, this study focuses on their perceived self-efficacy as teachers. This study focused on 21 new VET teachers in the francophone province of Quebec, Canada, and aim to identify different strategies through which they succeeded in developing and maintaining their self-efficacy: strategies related to 1) the work of teaching, 2) mobilization of resources, 3) professional development, and 4) attitudes and well-being at work. These strategies allow us to gain a deeper understanding of previously unexplored aspects of the reality of these teachers, and to propose avenues for the development of interventions targeting their needs.

Addressing the GP vocational training crisis in remote Australia: Lessons from the Northern Territory.

OBJECTIVE: GP vocational training enrolments are declining Australia-wide and, in the Northern Territory (NT), considered by some as '…the litmus test for the national scene' the decline is precipitous. This research investigates the drivers of declining GP training uptake in the NT and identifies and ranks potential solutions. SETTING: NT, Australia. PARTICIPANTS: Ten senior medical students, 6 junior doctors, 11 GP registrars, 11 GP supervisors and 31 stakeholders. DESIGN: Mixed methods: scoping review of Australian literature mapping key concepts to GP training pathway stages and marketing/communications; secondary data analyses; key informant interviews; and a stakeholder validation/prioritisation workshop. Interview data were thematically analysed. Workshop participants received summarised study findings and participated in structured discussions of potential solutions prior to nominating top five strategies in each of five categories. RESULTS: Highly prioritised strategies included increasing prevocational training opportunities in primary care and selecting junior doctors interested in rural generalism and long-term NT practice. Also ranked highly were: [Medical School] ensuring adequate infrastructure; [Vocational Training] offering high quality, culturally sensitive, flexible professional and personal support; [General Practice] better remunerating GPs; and [Marketing] ensuring positive aspects such as diversity of experiences and expedited GP career opportunities were promoted. CONCLUSION: Multifaceted strategies to increase GP training uptake are needed, which target different stages of GP training. Effective action is likely to require multiple strategies with coordinated action by different jurisdictional and national key stakeholder agencies. Foremost amongst the interventions required is the urgent need to expand primary care training opportunities in NT for prevocational doctors.

General practice undergraduate and vocational training: ambulatory teaching and trainers' curriculum and remuneration - a cross-sectional study among 30 member countries of WONCA Europe.

BACKGROUND: After a long phase without any propositions for real ambulatory training inside general practitioners' offices, general practice (GP) vocational training has begun to appear progressively and has been integrated into undergraduate medical programmes. The aim of this study was to provide an overview of GP vocational training and GP trainers in member countries of the World Organization of National Colleges, Academies and Academic Associations of General Practitioners/Family Physicians (WONCA) Europe. METHOD: We carried out this cross-sectional study between September 2018 and March 2020. The participants responded to a questionnaire in real-life conversations, video conferences or e-mail exchanges. The respondents included GP trainers, teachers and general practitioners involved in the GP curriculum recruited during European GP congresses. RESULTS: Representatives from 30 out of 45 WONCA Europe member countries responded to the questionnaire. Based on their responses, there is a well-established period for GP internships in undergraduate medical programmes, but with varying lengths. The programmes for some countries offer an internship after students graduate from medical school but before GP specialisation to ensure the career choice of the trainees. After specialisation, private practice GP internships are offered; however, in-hospital GP internships are more common. GP trainees no longer have a passive role during their internships. GP trainers are selected based on specific criteria and in countries, they have to follow some teacher training programmes. In addition to income from medical appointments carried out by GP trainees, GP trainers from some countries receive additional remuneration from various organisations. CONCLUSION: This study collected information on how undergraduate and postgraduate medical students are exposed to GP, how GP training is organised and the actual status of GP trainers among WONCA Europe member countries. Our exploration of GP training provides an update of the data collected by Isabel Santos and Vitor Ramos in the 1990s and describes some specificities that can inspire other organisations to prepare young, highly qualified general practitioners.

Do malpractice claim clinical case vignettes enhance diagnostic accuracy and acceptance in clinical reasoning education during GP training?

BACKGROUND: Using malpractice claims cases as vignettes is a promising approach for improving clinical reasoning education (CRE), as malpractice claims can provide a variety of content- and context-rich examples. However, the effect on learning of adding information about a malpractice claim, which may evoke a deeper emotional response, is not yet clear. This study examined whether knowing that a diagnostic error resulted in a malpractice claim affects diagnostic accuracy and self-reported confidence in the diagnosis of future cases. Moreover, suitability of using erroneous cases with and without a malpractice claim for CRE, as judged by participants, was evaluated. METHODS: In the first session of this two-phased, within-subjects experiment, 81 first-year residents of general practice (GP) were exposed to both erroneous cases with (M) and erroneous cases without (NM) malpractice claim information, derived from a malpractice claims database. Participants rated suitability of the cases for CRE on a five-point Likert scale. In the second session, one week later, participants solved four different cases with the same diagnoses. Diagnostic accuracy was measured with three questions, scored on a 0-1 scale: (1) What is your next step? (2) What is your differential diagnosis? (3) What is your most probable diagnosis and what is your level of certainty on this? Both subjective suitability and diagnostic accuracy scores were compared between the versions (M and NM) using repeated measures ANOVA. RESULTS: There were no differences in diagnostic accuracy parameters (M vs. NM next step: 0.79 vs. 0.77, p = 0.505; differential diagnosis 0.68 vs. 0.75, p = 0.072; most probable diagnosis 0.52 vs. 0.57, p = 0.216) and self-reported confidence (53.7% vs. 55.8% p = 0.390) of diagnoses previously seen with or without malpractice claim information. Subjective suitability- and complexity scores for the two versions were similar (suitability: 3.68 vs. 3.84, p = 0.568; complexity 3.71 vs. 3.88, p = 0.218) and significantly increased for higher education levels for both versions. CONCLUSION: The similar diagnostic accuracy rates between cases studied with or without malpractice claim information suggests both versions are equally effective for CRE in GP training. Residents judged both case versions to be similarly suitable for CRE; both were considered more suitable for advanced than for novice learners.

Beyond the 'big smoke': Enabling supervision of ophthalmology trainees in regional, rural and remote Australia.

OBJECTIVE: Expansion of opportunities for ophthalmology training beyond the 'big smoke' is anticipated to support the future distribution of ophthalmologists in regional, rural and remote areas of Australia. However, little is known about what enables supervision outside of metropolitan tertiary hospital settings that would contribute to positive training experiences for specialist medical trainees and encourage them to leave the 'big smoke' once qualified. The aim of this study was therefore to explore the perceived enablers of ophthalmology trainee supervision in regional, rural and remote health settings across Australia. SETTING: Australia. PARTICIPANTS: Ophthalmologists working in regional, rural or remote health settings with experience and/or interest in supervising ophthalmology trainees (n = 16). DESIGN: Qualitative design involving semistructured interviews. RESULTS: Seven key enablers of ophthalmology trainee supervision in regional, rural and remote health settings were identified: adequate physical infrastructure, resources and funding to host a trainee; availability of online curriculum and teaching resources so as to ensure equity of training opportunities; pre-established training posts, driven by supervision 'champions'; a critical mass of ophthalmologists to help share the supervisory load; relationships and support between training posts, the training network and the Specialist Medical College; alignment of trainee competence and attitude with the needs of the training setting; and the recognition of reciprocal benefits for supervisors through supporting trainees, including workforce support and renewal. CONCLUSION: With training experiences beyond the 'big smoke' anticipated to influence future ophthalmology workforce distribution, implementation of enablers of trainee supervision should occur in regional, rural and remote health settings wherever possible.

Factors Affecting Employability of Patients with Schizophrenia who had First Participated in Vocational Training: A Pilot Study.

While vocational training may offer financial and health benefits for patients with schizophrenia (PwS), further empirical research is required to investigate the effectiveness of this intervention for PwS, as well as the factors influencing their employability. This study aimed to (i) identify the factors affecting the employability of PwS who had participated in vocational training and (ii) examine the effectiveness of vocational training. This prospective cohort study was conducted in a community rehabilitation center attached to a psychiatric hospital in southern Taiwan that provides vocational training. The participants completed two questionnaires: (i) a pre-test that served as the study's baseline; (ii) a post-test during a follow-up 12 months later. The questionnaire was divided into three parts: (i) participants' basic information, (ii) the work performance scale, and (iii) the mental state measure. The participants included 35 males and 30 females, with the average age being 45.85 years. The significant factors affecting their employability were social support, work behavior, thinking disorder, and cognitive impairment. In other words, participants with better social support, work behavior, and fewer thought disorders and cognitive impairment were more employable. Their work attitude and ability were found to have significantly improved after having participated in vocational training for 12 months. In conclusion, when conducting vocational training in the future, it is necessary to pay attention to individual participants' social support and work behavior and reduce thinking disorders and cognitive impairments. This may help improve the employability of PwS.

Sensibilización docente y atención a la diversidad en la Formación Profesional Básica Cooperar para incluir / Diversity Awareness and Attention to Diversity in Basic Vocational Training: Cooperation for Inclusion

La atención a la diversidad (AD) es un objetivo clave en la educación, también en la Formación Profesional Básica, que se caracteriza por ser un ámbito educativo de gran heterogeneidad del alumnado. Se presentan los resultados de un estudio ex-post facto realizado con objeto de analizar la sensibilidad del profesorado hacia la AD y los factores relacionados con la misma. La investigación se lleva a cabo mediante un diseño no experimental (ex-post facto) con una muestra representativa de 218 profesores de Formación Profesional Básica. Los resultados indican que el profesorado más sensibilizado con la AD concede mayor importancia al trabajo cooperativo, al rol desempeñado por el docente para fomentar el trabajo en equipo, a las tutorías, al compromiso de las familias, al apoyo de los compañeros y compañeras y a la coordinación y el funcionamiento del centro educativo. Se subraya también la importancia del trabajo en red para mejorar la formación del alumnado y la necesidad de profundizar en este tema para obtener, a nivel nacional, una visión holística e integrada de la situación de la Formación Profesional Básica, que contribuya a la mejora de la atención del alumnado en general y, especialmente, de quienes están en riesgo de exclusión educativa y social. (AU)

The objective of this research is to analyze the sensitivity of Basic VocationalTraining (BVT) teaching faculty towards attention to diversity (AD) and factors related to the same. This research presents the results of an ex post facto study carried out with a representative sample of 218 Basic Vocational Training teachers. The results show that the teaching faculty most aware of AD give greater importance to cooperative work, to the role played by the teacher, to tutorials, to the commitment of families, to the support of their team-mates and to the coordination and functioning of the school. The need to deepen the networking is underlined in order to obtain a holistic and integrated vision of the situation of BVT which contributes to the improvement of students’ attention in general and, especially, of those who are at risk of educational and social exclusion. (AU)

Commentary on alignment of medical student assessment and vocational training in psychiatry and addiction medicine.

OBJECTIVE: To comment upon the potential for alignment of medical student assessment and vocational specialist training through the RANZCP-CanMEDS model of Entrustable Professional Activities (EPAs) and Workplace-Based Assessments (WBAs). We discuss a specific post hoc example of such an alignment in an Australian graduate medical school in Psychiatry and Addiction Medicine. CONCLUSIONS: Vocational training models of assessment, such as the RANZCP specialist training program for psychiatrists, can potentially be mapped to medical student education in formative and summative assessment through CanMEDs-based EPAs and WBAs, to assist in transition to specialist training.

Examining Perceived Coercion in Drug Treatment Courts.

While perceptions of voluntary consent have been studied among participants in Mental Health Courts (MHC), little is known about coercion among participants in Drug Treatment Courts (DTC), the most common type of specialty court. The purpose of the present study was to examine perceptions of coercion at enrollment among participants (N = 85) in two Massachusetts DTCs. Results indicated that, on average, participants reported low levels of perceived coercion (M = 1.67, SD = 1.23), which suggests that most individuals did not perceive their decision to enroll in DTC to be coercive. However, further research is needed to delineate whether clinical or procedural variations exist within DTCs, if levels of perceived coercion predict DTC participant outcomes, and if subpopulations experience higher or lower levels of coercion.

Once outside, always outside? The link between overeducation persistence and training systems throughout the employment career.

Overeducation is associated with adverse consequences, such as wage loss and lower job satisfaction. To determine the magnitude of these consequences, it is essential to investigate whether formal overeducation is persistent or temporary. We compare the persistence of overeducation between the less standardized academic training and the highly standardized vocational education training. Using screening theory, we formulate hypotheses that explain the persistence of overeducation. The German National Education Panel Studies provide retrospective biographical data on 4315 employees. To provide an unbiased effect of overeducation persistence, we consider the full employment career and use a dynamic random-effects model. In this model, we apply Mundlak corrections to account for unobserved characteristics between individuals. Moreover, we adjust for the initial condition, as it affects subsequent employment pathways. We use the first job after entering the labor market as the initial condition. Our results show that overeducation in Germany is persistent and not simply a temporary part of the allocation process. The self-sustaining effect of overeducation is stronger for academics than it is for vocationally educated employees.

Benefits and challenges to ophthalmology training via the Specialist Training Program.

INTRODUCTION: The Specialist Training Program (STP) is a commonwealth funding initiative to support specialist medical training positions in regional, rural and remote areas, and in private settings. The program helps to improve the skills and distribution of the specialist medical workforce by providing trainees experience of a broader range of healthcare settings. OBJECTIVE: To examine the benefits and challenges of ophthalmology training delivered by the STP in regional, rural, remote, and/or private settings across Australia. DESIGN: Qualitative design involving semi-structured in-depth interviews with thirty-two participants experienced in the delivery of ophthalmology training at STP posts including ophthalmology trainees (n = 8), STP supervisors and clinical tutors (n = 16), and other stakeholders (n = 8). FINDINGS: Training delivered at STP posts was reportedly beneficial for ophthalmology trainees, their supervisors and the broader community given it enabled exposure to regional, rural, remote and private settings, access to unique learning opportunities, provided workforce support and renewal, and affordable ophthalmic care. However, all participants also reported challenges including difficulties achieving work/life balance, unmet training expectations, a lack of professional support, and financial and administrative burden. Malalignment between trainee preferences for STP posts, low STP literacy and limited regional, rural and remote training experiences were also seen as missed opportunities to foster future rural ophthalmic workforce development. DISCUSSION: The STP improves access to ophthalmic care in underserved populations while enabling valuable rural and/or private practice exposure for medical specialist trainees and workforce support for supervising ophthalmologists. CONCLUSION: Efforts are needed to improve the quality of training experiences provided at STP posts and post sustainability. Although research is needed to investigate the longer-term benefits of the STP to rural and/or private workforce recruitment and retention, RANZCO should develop further regional, rural and remote STP posts to help realise future rural practice intention amongst ophthalmology trainees.

Educational pathways of childhood cancer survivors-a parental cohort.

PURPOSE: Using the International Standard Classification of Education (ISCED), we examined the educational and vocational pathways of two comparable, parental cohorts: childhood cancer survivors (CCS) and their siblings. Both cohorts had previously entered parenthood. The aim of the study was to elucidate whether childhood cancer and treatment affect the educational pathways chosen by parents who are former patients. METHODS: We analysed data that was collected from childhood cancer survivors and their siblings regarding their offspring's health within the FeCt Multicentre Offspring Study (conducted 2013-2016). We evaluated and compared the professional pathways of (i) all participating survivors and all participating siblings and those of (ii) survivors and their biological siblings. RESULTS: Overall information on parental gender, age, and education were available from 1077 survivors and 246 siblings (group (i)). The majority of participants were female with a mean age of 35.2 (survivor) and 37.9 (sibling) years at time of survey. For subgroup (ii), analysis information was available on 191 survivors and 210 siblings. Fathers achieved university degrees significantly more often than mothers (p = 0.003 (i), p < 0.001 (ii)). The distribution of professional education was not significantly different between cancer survivors and siblings in either cohort (i) or (ii). CONCLUSIONS: Regarding our research on the educational and vocational trajectory of CCS, patients can be reassured that family planning and vocational education are well compatible. Inequalities regarding gender-specific educational pathways remain to be addressed. IMPLICATIONS FOR CANCER SURVIVORS: CCS should monitor their fertility status regularly and, if necessary, cryopreserve germ cells or tissue in order to optimize their family planning. Educational opportunities should be pursued as desired and with confidence. Local as well as European aftercare programs can assist with family planning and education.

Identifying and prioritizing educational content from a malpractice claims database for clinical reasoning education in the vocational training of general practitioners.

Diagnostic reasoning is an important topic in General Practitioners' (GPs) vocational training. Interestingly, research has paid little attention to the content of the cases used in clinical reasoning education. Malpractice claims of diagnostic errors represent cases that impact patients and that reflect potential knowledge gaps and contextual factors. With this study, we aimed to identify and prioritize educational content from a malpractice claims database in order to improve clinical reasoning education in GP training. With input from various experts in clinical reasoning and diagnostic error, we defined five priority criteria that reflect educational relevance. Fifty unique medical conditions from a malpractice claims database were scored on those priority criteria by stakeholders in clinical reasoning education in 2021. Subsequently, we calculated the mean total priority score for each condition. Mean total priority score (min 5-max 25) for all fifty diagnoses was 17,11 with a range from 13,89 to 19,61. We identified and described the fifteen highest scoring diseases (with priority scores ranging from 18,17 to 19,61). The prioritized conditions involved complex common (e.g., cardiovascular diseases, renal insufficiency and cancer), complex rare (e.g., endocarditis, ectopic pregnancy, testicular torsion) and more straightforward common conditions (e.g., tendon rupture/injury, eye infection). The claim cases often demonstrated atypical presentations or complex contextual factors. Including those malpractice cases in GP vocational training could enrich the illness scripts of diseases that are at high risk of errors, which may reduce diagnostic error and related patient harm.