Search Results for
"human"

As globalisation deepens, student mobility and migration has not only impacted economy and institutions, it has also infused human desires, imaginaries, experiences and subjectivities. In Transnational Students and Mobility, Hannah Soong portrays the vexed nexus of education and migration as a site of multiple tensions and existence and examines how the notion of imagined mobility through education-migration nexus transforms the social value of international education and transnational mobility. © 2016 Hannah Soong. All rights reserved.

Background: Australian community pharmacies are experiencing challenges, including government prescription pricing reform and a dramatically increasing competitive environment. Enacting appropriate responsive actions requires capable pharmacy managers. 'Capability' implies managing effectively in the present, but with unknown or emerging contexts and with new problems. A conceptual understanding of managerial capability as practiced by pharmacist owner-managers is unavailable in the literature. Objectives: This research aimed to address the question: How can we understand managerial capability in relation to effective community pharmacy management? The study's objective was to develop preliminary theoretical departure points for continuing research responding to the research question. Methods: The objective was approached by exploring how 5 top Australian pharmacy owner-managers accomplish the management of their businesses in a changing business environment. Qualitative research methods were employed to develop a social process perspective of how the managers enact their management practices. In-depth semi-structured life-world interviews were undertaken as the major method of data collection. Interview text thematic analysis was carried out identifying rich conceptual properties and dimensions, which 'dimensionalized' 3 key integrated categories. Results: The findings show how the managers are immersed in their business, managerial and personal practices in a holistic and relational manner. Managerial processes, reported through three conceptual categories, their properties and dimensions, reveal the highly situational nature of the reality the managers were experiencing, including their need to express their personal/professional identity. The properties and dimensions of the category 'learning generatively' in particular, reveal how the pharmacy owner-managers shape their business activities and their emerging context as time passes. Conclusions: The preliminary interpretive view of managerial capability describes the phenomenon as an emergent human accomplishment rather than a possessed ability. This social process perspective enables the inclusion of context with time. The study acts as a formative departure point for continuing research of pharmacist managerial capability which seeks to better understand the linkage between 'knowing' and 'doing'. © 2015 Elsevier Inc..

Purpose: The purpose of this study was to compare the differences in self-efficacy in clinical performance (SECP) between medical students and residents. Methods: A total of 267 medical students and 110 residents participated in a survey on SECP with regard to seven factors: Knowledge acquisition and application, clinical reasoning, clinical skills, communication with patients, relationships with other health professionals, medical ethics, and self-development. The data were examined by multivariate analysis of variance. Results: Residents had higher scores for clinical skills than students (F[1, 372]=8.919, p<0.01), whereas students scored significantly higher for communication with patients (F[1, 372]=26.779, p<0.001), relationships with other health professionals (F[1, 372]=12.807, p<0.001), medical ethics (F[1, 372]=40.136, p<0.001), and self-development (F[1, 372]=32.380, p<0.001). There were no differences between genders or specialties of residents. Conclusion: There are differences in SECP between students and residents. These results can guide the design of self-efficacy improvement programs. © 2021 Matrix Medical Communications. All rights reserved.

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As the Australian labour market restructured during the 1980s and 1990s, Year 12 retention rates more than doubled between 1983 and 1993 secondary schools diversified to include vocational education and training programs as alternative pathways through school. From a human capital perspective, the completion of vocational qualifications in school may represent strategic investments that enhance labour market outcomes. Using data provided by the Education and Training Directorate of the Australian Capital Territory, this paper examines the links between parents' education and pathway through school. The results indicate that stratification within the comprehensive school system sorts students into different pathways according to parental education. After controlling for academic achievement in Year 9, students with lower-educated parents were more likely than those with university-educated parents to undertake a vocational education pathway. Furthermore, level of disadvantage of the school attended in Year 9 exacerbated rather than alleviated the effect of parental education. © 2015 Taylor & Francis.

The Bologna Process instituted measures promoting common curriculum throughout Europe with threeyear standards established for Bachelor programs in economics, humanistic and positive sciences, and four-year standards for engineering sciences. Dramatic reductions were made to programs resulting in students moving into the workforce at a faster pace and with fewer academic credits. Questions existed as to whether three-year programs were sufficient for professional identity development. Professional identity, a system of attributes and values one has about self in relation to professional role, is essential for professional culture integration. This chapter employs a quasi-experimental design to compare professional identity development of Romanian business students ranging from first- through third-year using 2012 data and fourth-year students using 2007 data. Findings reveal professional identity within post-Bologna Process programs rose from first year to second but fell in the end-of-program third year. Data from pre-Bologna Process programs show higher measures of professional identity for end-ofprogram fourth-year students. Interpretations are provided and student workforce readiness discussed. © 2016 by IGI Global. All rights reserved.

Education and training can improve the quality of health care. We evaluated a course taught by Obstetrics/Gynaecology residents on the work environment and maternal/neonatal outcomes at Orotta Maternity Hospital. Participants were given a Standardised Safety Attitudes Questionnaire (SAQ) to measure work environment before and after training. Maternal/neonatal outcomes were extracted from hospital logbooks. Neonatal quality indicators were: adverse score index, weighted score index and severity score index. SAQ response rate was 77.6% (45/58) pre-training and 95.6% (43/45) post-training. Mean total SAQ score increased from 3.07 to 3.32 out of 5 points (p < 0.05). Changes in relative risk (RR) were not statistically significant for maternal [maternal death ratio of RR (RRR) =1.08, 95% CI: 0.20−5.84 and blood transfusion RRR = 0.90, 95% CI: 0.74 –1.09] or neonatal outcomes (intrapartum death RRR = 1.24, 95% CI: 0.57–2.75, neonatal death RRR = 0.93, 95% CI: 0.26–3.24, neonatal transfer RRR = 1.02, 95% CI: 0.81–1.27, and Apgar < 7 at 5 minutes RRR = 1.20, 95% CI: 0.83−1.73). Neonatal quality indicators did not change significantly. Utilising residents to teach staff-developed training within a hospital setting was feasible and may improve the work environment. Impact on maternal/neonatal outcomes is not evident but continued follow-up is important. © 2015 Taylor & Francis.

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum. © 2015 Elsevier Ltd.

Poor mental health in doctors appears to be a global phenomenon, but there are limited data on changes in doctors' psychological symptoms over time in mainland China. Through a detailed meta-analysis of cross-sectional studies, our aim was to examine the prevalence of psychological symptoms in Chinese physicians as measured with the Symptom Checklist 90-R (SCL-90-R) and to explore the factors associated with doctors' mental health. A comprehensive search was performed in major English and Chinese databases. Thirty studies involving a total of 6,099 subjects were included in the meta-analysis. The pooled estimates of psychological symptoms including somatization, obsession-compulsion, interpersonal-sensitivity, depression, anxiety, hostility, phobic anxiety, and paranoid ideation among doctors were significantly higher than those in the general population. Only psychoticism was similar in prevalence to Chinese population norms. The prevalence increased with the study year but decreased with physicians' increasing age. Doctors from central and western China experienced more mental health symptoms than those from eastern China. Psychiatrists scored significantly less favorably than other doctors on most subscales of the SCL-90-R. Doctors' mental health may be associated with age discrepancy, quantitative workload, effort-reward ratio, doctor-patient relationships, professional identity, and individual traits. To minimize the risk of poor mental health in doctors, screening and professional intervention services should be provided at early career stages to raise physicians' awareness about the importance of maintaining psychological well-being and to reduce the prevalence of psychological symptoms. © 2015 Wiley Periodicals, Inc.