A case study about the use of the prospective strategy in the scenarization of a pedagogical workshop / Un estudio de caso sobre el uso de la estrategia prospectiva en el escenario de un taller pedagógico

INTRODUCTION: Pedagogical workshop planning is challenging especially when we aim to promote a reflective practice of the tutees. This practice has been widely discussed in the literature without a real consensus. Some authors reported oral exercises or anecdotes, other described writings or even storytelling. The aim of the authors was to describe the different steps performed by the tutors and to assess the tutees' satisfaction. MATERIAL AND METHODS: This was a pilot study dealing with the use of the prospective strategy principles in order to plan a pedagogical workshop. Included participants were early academic teacher trainees. RESULTS: The authors illustrated how they planned a pedagogical workshop using the prospective strategy and highlighted the satisfaction of the tutees. CONCLUSION: Prospective strategy is mainly used in economic field in order to change the future of the companies by acting on different intervening factors. Associating prospective strategy to pedagogical principles hasn't been reported in the medical literature and seems to be available in order to induce reflective practice

INTRODUCCIÓN: La planificación del taller pedagógico es un desafío, especialmente cuando nuestro objetivo es promover una práctica reflexiva de los alumnos. Esta práctica ha sido ampliamente discutida en la literatura sin un consenso real. Algunos autores informaron ejercicios orales o anécdotas, otros escritos descritos o incluso narraciones. El objetivo de los autores fue describir los diferentes pasos realizados por los tutores y evaluar la satisfacción de los alumnos. MATERIAL Y MÉTODOS: Este fue un estudio piloto que trató sobre el uso de los principios de la estrategia prospectiva para planificar un taller pedagógico. Los participantes incluidos fueron los primeros aprendices de docentes académicos. RESULTADOS: Los autores ilustraron cómo planearon un taller pedagógico utilizando la estrategia prospectiva y destacaron la satisfacción de los alumnos. CONCLUSIÓN: La estrategia prospectiva se utiliza principalmente en el campo económico para cambiar el futuro de las empresas actuando sobre diferentes factores intermedios. Asociar la estrategia prospectiva a los principios pedagógicos no se ha informado en la literatura médica y parece estar disponible para inducir la práctica reflexiva

Clinician-scientist training in New Zealand: historical notes and current trends.

Clinician-scientist training most commonly refers to the concomitant undertaking of dual (medical and PhD) degrees by a medical student. While such training is relatively well-established in the US, Canada and many countries in Europe including the UK, uptake in Australasia has been slower and less successful. This brief piece explores this aspect, with some focus on the history of the intercalated programmes in New Zealand.

Commentary on Some Recent Theses Relevant to Combating Aging: June 2020.

Theses reviewed in this issue include "Clearance of Capillary Occlusions Improves Cortical Blood Flow and Cognitive Function in Alzheimer's Mouse Models," "Dermato-Informatic Approaches to Understanding and Improving Lesional Diagnostic Expertise in Cutaneous Oncology," "Furthering the Scope, Understanding, and Application of Proteolysis Targeting Chimera," "Optimization and Application of Synthetic High-Density Lipoprotein (sHDL) System in Atherosclerosis and Glioma Therapy," "Regulatory T Cell Enriching Microparticles for Promoting Tolerance in Vascularized Composite Allotransplantation," and "Tau Prion Strains Induce Distinct Pathological Phenotypes In Vivo."

An analysis of the productivity and impact of clinical PhD theses from the University of Copenhagen.

INTRODUCTION: The scientific outcome of Health Science PhD theses has been questioned by arguments suggesting that strategic motives are important for graduationamong clinical PhD graduates which may compromise scientific output and quality. This study aimed to investigate the scientific outcome of clinical PhD theses. METHODS: A total of 841PhD theses from the Department of Clinical Medicine, University of Copenhagen, were concluded in 2013-2017. These theses were examined, and all published manuscripts were identified in online databases. Thesis bibliographics, publication activity and article/journal impact of the published manuscripts were obtained between 21 March and 18 September 2019. RESULTS: Overall, 2,845 manuscripts were embedded in the theses (3.4 ± 0.8 manuscripts/thesis, mean ± standard deviation). A total of 56% and 92% of the manuscripts were published at the time of thesis submission and observation, respectively. The SCImago Journal Rank was 2.1 ± 1.7 and 82% of the manuscripts were published in journals with a field-specific ranking in the best quartile. The mean field-weighted citation impact of the published manuscripts was 102% higher than the world average. CONCLUSIONS: The scientific outcome of clinical PhD theses was high as 92% of all manuscripts were published with a field-weighted journal ranking and citation impact above the world average, indicating that the productivity and quality of the clinical PhD theses are not compromised even though strategic motives is a driver for graduation. FUNDING: This study was funded by theGraduate School of the Faculty of Health and Medical Sciences, University of Copenhagen. TRIAL REGISTRATION: not relevant.

Journeying through the Field of Medicinal Chemistry: Perspectives from Graduate Researchers.

The training of new medicinal chemists is vital to the future of the field, and as graduate students at this critical stage, we are uniquely positioned to comment on our training. Herein, we discuss the perspectives from graduate researchers before, during, and after graduate school by utilizing survey data obtained from five medicinal chemistry programs in the Midwest and recent alumni of the University of Minnesota. We also reflect on the female perspective within the field of medicinal chemistry. Finally, we offer recommendations to both students and faculty in the hopes of helping future generations succeed in the field.

A study of the graduates of health economics masters programs in Spain / Estudio de los egresados de los programas de máster en economía de la salud en España

Objective: To identify the characteristics, motivations and employment implications among graduates of Masters programmes in health-economics (MPHE). Method: The most renowned MPHE in Spain were contacted to assist in this research study. Participants submitted an online survey comprising 30 items designed specifically for the purpose. Our sample consisted of 439 graduates. Different statistical analysis, including a logistic model, were performed to describe the sample. Results: The main motivation for undertaking an MPHE is academic, and to acquire new or enhance previous knowledge. The general profile of graduates is that of a woman aged 37.8 and a health professional. Those looking for a job in Health Economics generally found employment in the first (54.9%) or second year (29.7%). MPHE were very highly assessed. The most useful subject was health management (46.3%). Conclusions: Undertaking an MPHE is a good investment because most of the graduates believed that their training enabled them to find a job. The graduates showed a high degree of confidence in the usefulness of the training. MPHE are highly evaluated irrespective of consequent employment. The subjects in which the curriculum vitae of the health professionals were weaker, such as those concerning management, were evaluated the highest as they were assumed to enhance promotion opportunities

Objetivo: Identificar las características, las motivaciones y las implicaciones laborales que aparecen entre los egresados de programas de máster en economía de la salud (PMES). Método: Se solicitó colaboración a los másteres más relevantes de España para esta investigación. Los participantes completaron un cuestionario on line de 30 ítems específicamente diseñado para este propósito. La muestra estuvo formada por 439 egresados. Se realizaron diferentes análisis estadísticos, incluyendo modelos logísticos. Resultados: La principal motivación para hacer un PMES es la académica. Las personas lo hacen con el fin de adquirir nueva formación o mejorar conocimientos previos. El perfil general de egresado es el de una mujer de 37,8 años, profesional sanitaria. Las personas que buscaban trabajo en economía de la salud lo encontraron principalmente en el primer (54,9%) o segundo (29,7%) año. La valoración de los PMES es muy elevada. La materia más útil fue gestión sanitaria (46,3%). Conclusiones: Hacer un PMES es una buena inversión porque la mayoría de los egresados consideran que obtuvieron un empleo gracias a su formación. Los graduados muestran un alto grado de confianza en la utilidad de la formación. Los PMES son altamente valorados independientemente de las consecuencias laborales. Las materias en las que los curricula vitae de los sanitarios son más débiles, como las relativas a gestión, son las mejor valoradas, ya que suponen mejores oportunidades de promoción

Computational and Systems Immunology: A Student's Perspective.

The big data revolution has transformed the landscape of immunology research. As inaugural students of Stanford's new Computational and Systems Immunology PhD track, we share our experiences and advice with other institutions considering a similar program.

Dissemination of PhD Dissertation Research by Dissertation Format: A Retrospective Cohort Study.

PURPOSE: The study purpose was to compare dissemination of PhD dissertation research by dissertation format: traditional (five-chapter document providing a complete and systematic account of the PhD research) versus an alternate (substudy [document containing three smaller studies but not written as stand-alone manuscripts] or publication [document containing three or more related manuscripts intended for submission or published in a peer-reviewed journal]) format. DESIGN: A retrospective study of all PhD dissertations (1999-2019) from one research intensive school of nursing. METHODS: Following identification of graduates via the school's PhD database, we searched ProQuest and PubMed databases for the dissertation and first authored peer-reviewed publications of each graduate to determine dissertation format, study design, timing and number of dissertation research publications, and inclusion of dissertation sponsor in authorship. Data were analyzed using descriptive statistics and Wilcoxon rank sum tests. FINDINGS: Of 113 graduates, 80 (70.8%) employed a traditional format, with the remaining graduates structuring dissertations using an alternate (substudy [n = 12], publication [n = 21]) format. Of those using the traditional format, 33 graduates (41.3%) never published dissertation research findings in a peer-reviewed journal. For those who published their dissertation research in a peer-reviewed journal, time to first publication was 1.4 ± 2.1 years (median 1.6 years) following degree conferral. In contrast, all graduates who utilized alternate formats published one or more components of their dissertation research with shorter time to first published manuscript (-0.6 ± 1.1 years; median -0.5 years; p < .001). Number of peer-reviewed publications was higher for those who utilized an alternate format compared to the traditional format (2.9 ± 1.5 [median 3.0] vs. 1.8 ± 1.1 [median 1.0], p = .001). Acknowledgment of the sponsor's contribution via publication authorship was higher for those using an alternate format compared to the traditional format (100% vs. 70.2%). CONCLUSIONS: Number and timeliness of peer-reviewed publications stemming from dissertation research was higher for PhD graduates who utilized an alternate dissertation format. Alternate dissertation formats should be encouraged by PhD programs as one means to improve dissemination of PhD nursing research. CLINICAL RELEVANCE: Dissemination of PhD research through peer-reviewed publications promotes the continued development of nursing science to inform nursing practice and advances the career trajectory of PhD graduates.

Presente y futuro de la formación posgrado en Nutrición Clínica / Present and future of postgraduate training in Clinical Nutrition

No disponible

Development of Guiding Principles for a New Era in Graduate Education.

Many external drivers may be influencing a paradigm shift in graduate education. Workforce dynamics are driving a re-examination of what is instructed in graduate programs as well as how curricula are delivered. Most graduate programs have made incremental changes in their philosophical approaches, but new and more dramatic paradigms may be needed to sufficiently address the future needs of employers and students alike.