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"Article"

Background: In recent decades, the literature on global partnerships in nursing and midwifery education, to enhance the quality of education and produce competent graduates in the labor market, is on the rise in Africa. However, there is a gap regarding the best practices and barriers in the African context. This systematic scoping review aims to map the evidence on academic partnerships in transforming nursing and midwifery education in Africa. Methods: The review will be guided by Arksey and O’Malley’s methodology framework through five stages: (1) Identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, and (5) collecting, summarizing, and reporting the results. A search will be conducted with the use of the following electronic databases: Cumulative Index to Nursing and Applied Health Literature (CINAHL), PubMed, ScienceDirect, and Google Scholar. Additional gray literature will be searched via the World Health Organization’s website to locate relevant policies and guidelines. The search will be limited to work published in English from 2014 to 2023. All located resources will be exported to EndNote X8. All duplicates will be removed during when the abstracts are screened. Two independent reviewers will screen and extract the full text of the selected articles. Thematic analysis will be used to analyze data from this systematic scoping review. Discussion: Mapping the evidence on global partnerships in transforming nursing and midwifery education in Africa will outline the best practices and preferences for sustainable collaboration. The review will also highlight knowledge gaps and limitations that could inform future research projects. Systematic review registration: https://osf.io/h83cy. © The Author(s) 2024.

The Republic of Korea is in urgent need of vocational training to mitigate high levels of skill mismatch. This article studies the largely unexplored impact of vocational training on skill mismatch using administrative vocational training data (HRD-Net, 2016-19). We consider skill-matched employment rates (as opposed to the conventional employment rate), applying a fixed effects model to analyse their determinants. Our analysis of training course and individual characteristics as major variables indicates that training time has a significantly greater positive effect on skill-matched employment rates than on the conventional employment rate, but that the opposite is true of individual characteristics. © The authors 2024 Journal compilation © International Labour Organization 2024.

Background: As new-formed basic-level teaching organizations, medical virtual teaching and research offices (VTROs) have been established in China since 2021. There still a lack of a comprehensive standard for them. The aim of this study was to construct a comprehensive system for evaluation of the medical VTROs. Methods: The authors developed an initial draft of the VTROs evaluation system, based on the context, input, process, product model and a literature review. A total of 19 experts were invited to provide supportive advice and modification suggestions on the evaluation system in two Delphi rounds, and calculated coefficient value, consistency ratio, and weight for each first-, second-, and third-level indices. Results: The CIPP model-based evaluation system developed included the subject and course categories. The subject category had 4 first-level indices, 14 s-level indices, and 46 third-level indices, while the course category had 4 first-level indices, 13 s-level indices, and 49 third-level indices. The recovery rates for two rounds were 94.7% and 89.5%. Coefficient value for the two subscales ranged from 0.097 to 0.207 in the second round, while weighted quality index values were established at all levels, with a consistency ratio < 0.1. Conclusions: The VTROs evaluation system is CIPP-oriented, comprehensive, and reliable. It can serve a guide for construction, implementation, and evaluation of VTROs in medical field. © The Author(s) 2024.

Understanding the core competencies of English for Specific Purposes (ESP) students is vital for designing ESP curricula and refining methodologies. This study sought to comprehensively assess the core competencies of Business English students in Chinese higher vocational colleges (HVCs). A questionnaire survey was conducted among 394 Business English students from five HVCs. The survey evaluated core competencies across gender and academic grades using a model comprisinging four primary dimensions and twelve sub-modules. The results revealed significant disparities in core competency development among Business English students, particularly across gender and academic grades within the specified competence indicator dimensions. These findings highlight the need to enhance in the core competencies of these students, indicating current deficienciess in their development. The identified disparities and areas for improvement in core competencies provide valuable insights for educators and institutions to customize teaching methodologies and improve curriculum design, better addressing the needs of Business English students in HVCs. © The Author(s) 2024.

Medical school professors take on many roles, including teaching, research, service, and practice, and are expected to evolve through their work and activities both on and off campus. At the same time, they are expected to gradually develop essential competencies as educators through faculty development (FD). However, FD does not yet cover the entire spectrum of faculty roles and does not adequately address the diverse characteristics of medical school faculty. In light of the recent interest in FD in Korean medical schools and an increasing number of articles on FD, I here review the history of and recent articles about FD in Korea. I also suggest seven short- and long-term strategies to overcome the major challenges facing FD, with the aim of helping to revitalize and advance FD in Korean medical schools and FD institutions. © The Korean Society of Medical Education. All rights reserved.

Background: Having lifelong learning skills is a necessity for healthcare professionals. To evaluate these skills, sound instruments are needed. Those working in healthcare of medical educating looking for a suitable instrument to evaluate lifelong learning (LLL) skills in healthcare professionals are faced with a multitude of definitions and operationalizations of the concept of LLL. A systematic review was performed to analyze the methodological quality and content of instruments measuring LLL for professionals. Methods: A systematic search of literature published until October 2023 in the electronic databases MEDLINE, CINAHL, PsycINFO, ERIC, Sociological Abstracts, EMBASE, and Web of Science was conducted. English articles describing the development, validation or use of an instrument measuring lifelong learning for professionals working in a professional context were included. A data extraction form was developed to evaluate the content and methodological quality of the instruments. The STORIES statement was used to support reporting this review. Results: The search revealed 85 articles on 18 questionnaires, no qualitative instruments were found. The instruments covered a range of settings, for example the Jefferson Scale of Physician LLL (JSPLL) covered healthcare and the Effective LLL Inventory (ELLI) covered education. Most instruments provided evidence on content validity and internal consistency, other aspects of validity were examined less frequently. Furthermore, the way that LLL was defined varied greatly, also great variety in the constructs that were defined in the instruments was found. Most instruments lacked a clear description of how the dimensions and items were formalized. Conclusions: There is a need for LLL instruments that provide more evidence on their validity and put greater emphasis on the development of the definition and operationalization of LLL. Furthermore, there is a need for a better understanding of how to interpret and use the results of the instruments. It is recommended to take a critical look at these constructs before selecting an instrument. This will help all those involved in the training and working environment of healthcare professionals in evaluating lifelong learning skills in their context. Registration: PROSPERO registration number: CRD42019134804 © The Author(s) 2024.

In an era of sequential crises and spiralling youth unemployment, the International Labour Organization (ILO) has adopted a historic instrument: the Quality Apprenticeships Recommendation, 2023 (No 208). This article explores the recommendation as both a landmark in the regulation of training and a site of regulatory innovation and contestation at the heart of contemporary labour law. It first traces the history of apprenticeship standards and the discursive processes that generated the new Recommendation. The article then adopts a dual analytical framework to explore key aspects of the Recommendation as driving and illuminating both the regulation of apprenticeships and the broader evolution of labour law. We highlight the Recommendation’s articulation and ascription of ‘quality’, including as crucial to the debates on the personal scope of labour law; the evolving presence of precarious work in the international normative arena; equality, diversity and inclusion as a heightening aspiration of both apprenticeship regimes and international labour norms; the Recommendation’s exclusion of non-apprenticeship training, and traineeships as an urgent site of future international standard-setting; and the significance of the instrument’s notion of informality for the regulation of informal apprenticeships, not least in the Global South, and for the global debates on the concept, transition, and regulation of informal work. © The Author(s) 2024.

This article reports on a study examining 28 university engineering educators’ viewpoints on how to provide continuing education for professional engineers in a Danish university context. The Q methodology was adopted to collect and analyze data qualitatively and quantitatively. Three significantly different viewpoints were identified, prioritizing (1) a continuing engineering education (CEE) business model as an institutional priority, (2) organizational structure, and (3) pedagogy inspired by problem-based learning (PBL). The study also captured consensus on the importance of identifying the industry’s need for CEE organizations. The results reveal that CEE development needs to address diverse voices from different stakeholders, including leadership, academic faculty, and administrators; thus, suggestions from an organizational change perspective are proposed in four key aspects of CE organizations. © 2024 by the authors.

Background: Integration of clinical medicine and other subjects has laid more emphasis on the cultivation of high-quality medical talents, with the increasing demand for interprofessional education (IPE). IPE has been promoted by a number of universities to create and sustain authentic IPE activities, with which students can engage. Although IPE has achieved certain results, there are still many problems. Many studies focused on the perspective of educators without understanding the essential needs and experience of students. This study intends to focus on the implementation of IPE from the perspective of medical students. Purpose: To describe the interprofessional experiences of medical students and provide a reference for the development of interprofessional education programs for medical students. Methods: A descriptive qualitative study was conducted in 2023, using purposive sampling to select medical students who had interprofessional learning experiences for semi-structured interviews. The study used a phenomenological approach and Colaizzi’s phenomenological method for analyzing and summarizing the interprofessional experiences and perceptions to extract themes. Results: The interprofessional experiences of medical students were distilled into five themes: “cognition and attitude”, “practice and collaboration”, “motivation and drive”, “difficulty and challenge”, and “expectation and vision”. Students reported their experience and found interprofessional learning beneficial for broadening their horizon and building harmonious healthcare teams. Based on the experience of interprofessional learning, students also put forward expectations and ideas for IPE especially for medical students. Conclusion: Each institution should establish a complete interprofessional education system in accordance with the professional education system of students, to achieve interprofessional education for medical students that adapts to the national conditions of China, and to better improve the overall quality of future medical service teams, to achieve patient-centered high-quality care experience. Trial registration: Not applicable. © The Author(s) 2024.

Traineeships are becoming too big an issue to ignore: over half of all young Europeans now complete one. This article provides the first comprehensive critique of EU-level regulation on traineeships, uncovering the problems and paradoxes within the existing regime and offering solutions. Part I examines the problems with the current patchwork of regulation, comprised of the Quality Framework on Traineeships, Court of Justice case-law and European Committee of Social Rights’ decision in YFJ v Belgium on unpaid internships. Challenges include the ‘hollow’ status of a trainee, the paradoxical requirements for employers to provide ‘solid and meaningful’ learning content without offering ‘real or genuine’ work and the incoherence of the ‘bogus’ traineeship approach, which is dependent upon a ‘non-bogus’ traineeship that does not exist. Part II then outlines three criteria for future regulation with a view to resolving the problems of the existing regime. Part III then evaluates the new regulatory proposals of the European Parliament and the Commission against these criteria. It is ultimately argued that the European Parliament’s approach is preferable to the Commission’s ‘disguised employee’ approach, since it fundamentally re-envisions trainees as workers with additional rights, reversing the current negative trainee status as those without working rights. © 2024 Oxford University Press. All rights reserved.