scholarly journals Preparing Graduate Students for Industry and Life Long Learning: A Project Based Approach

2009 ◽  
pp. 292-301 ◽  
Author(s):  
J. Barrie Thompson ◽  
Helen M. Edwards
Keyword(s):  
Graduate Students ◽  
Life Long Learning

A checklist to help students analyze published articles in basic medical sciences.

1995 ◽  
Vol 268 (6) ◽  
pp. S21 ◽  
Author(s):  
P K Rangachari ◽  
S Mierson
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Biomedical Sciences ◽  
Medical Sciences ◽  
Student Responses ◽  
Life Long Learning ◽  
Research Article ◽  
Reading Textbooks ◽  
Scientific Life ◽  
Basic Medical

Because critical analysis of published information is an essential component of scientific life, it is important that students be trained in its practice. Undergraduate students who are more accustomed to reading textbooks and taking lecture notes find it difficult to appreciate primary publications. To help such students, we have developed a checklist that helps them analyze different components of a research article in basic biomedical sciences. Students used the checklist to analyze critically a published article. The students were assigned an article and asked to write a paper (maximum 2 pages of single-spaced type) assessing it. This assignment has been found useful to both undergraduate and graduate students in pharmacology and physiology. Student responses to a questionnaire were highly favorable; students thought the exercise provided them with some of the essential skills for life-long learning.

scholarly journals Teaching Critical Reflection to Graduate Students

2014 ◽  
Vol 7 (1) ◽  
pp. 56 ◽  
Author(s):  
Gavan Peter Longley Watson ◽  
Natasha Kenny
Keyword(s):  
Graduate Students ◽  
Critical Reflection ◽  
Learning Strategy ◽  
University Teaching ◽  
Learning Approach ◽  
Graduate Course ◽  
Applied Learning ◽  
Post Secondary ◽  
Life Long Learning ◽  
The University

Critical reflection is a highly valued and widely applied learning approach in higher education. There are many benefits associated with engaging in critical reflection, and it is often integrated into the design of graduate-level courses on university teaching, as a life-long learning strategy to help ensure that learners build their capacity as critical reflective teaching practitioners. Despite its broad application and learning benefits, students often find the process of engaging in critical reflection inherently challenging. This paper explores the challenge associated with incorporating critical reflection into a graduate course on University Teaching at the University of Guelph. Strategies for effectively incorporating critical reflection are presented, based largely on Arsonson’s (2011) framework for teaching critical reflection and the outcomes of a workshop offered at the 2013 STLHE Conference. The strategies discussed have multi-disciplinary relevance, and can be broadly applied to improve how critical reflection is incorporated into post-secondary courses.

scholarly journals DEVELOPING GRADUATE ATTRIBUTES USING A SUSTAINABILITY ASSESSMENT PROJECT

2019 ◽  
Author(s):  
Ralph Buchal ◽  
Emmanuel Songsore
Keyword(s):  
Graduate Students ◽  
Sustainability Assessment ◽  
Assessment Method ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Life Long Learning ◽  
Systematic Framework

Ashby’s sustainability assessment method provides a systematic framework for dealing with complex, multidisciplinary problems. It also provides a framework for helping graduate students develop many desired graduate attributes. In this study, Ashby’s method was used in a third-year group sustainability assessment project, after which the development of three Canadian Engineering Accreditation Board graduate attributes (i.e., professionalism, impact on society and the environment, and life-long learning) were assessed. Students were surveyed to self-assess their level of competence in selected graduate attribute indicators, using Western Engineering programs’ Graduate Attributes indicators and rubric. After completing the project, most students assessed their abilities to be good to excellent under most indicators. Students also rated the project as being effective in developing these attributes.

Professional and Soft Skills for Engineering Graduate Students

2007 ◽  
Author(s):  
Nael Barakat
Keyword(s):  
Graduate Students ◽  
Soft Skills ◽  
State University ◽  
Graduate Studies ◽  
Checks And Balances ◽  
Life Long Learning ◽  
Academic Records ◽  
Course Outcomes ◽  
Incoming Students

Graduate studies in engineering have always been a favorable choice for career advancement, in both the practice and the academic sides of the career. Graduate students constitute a significant population of engineering schools, which brings with it a whole spectrum of questions and issues. To verify the quality of students and their preparedness for graduate studies, checks and balances have been installed to filter these students through investigating their academic records. However, the soft and professional side of the skill set that these students have is not of much significance in these filters. These skills include, but are not limited to, communication, logical reasoning, management, autonomy, and ethics and professionalism. Embedded among these skills is also the intellectual and mental graduation of school. With most students realizing the importance of continuous education and life long learning, many of them are seeking graduate studies. The highly diverse background of these students creates an obvious differential in their ability to meet expectation at that level of academics. This has resulted in many issues arising in graduate schools about the preparedness of the incoming students. To better identify and treat these deficiencies, strategies and applications are being sought. In this paper, a list of the expected soft and professional skills in graduate engineers is provided. A discussion of the most common issues related to this skill set in incoming graduate students is presented. In addition, a strategy that has been designed and applied through a mandatory course in an existing graduate engineering curriculum, at Grand Valley State University (GVSU) School of Engineering (SOE), dealing with these issues, is included. Reflections on the course outcomes and evaluations are also provided.

scholarly journals The Future of Graduate Education: What Doth Tomorrow Bring?

2011 ◽  
Vol 2 (10) ◽  
Author(s):  
Troy A. Festervand ◽  
James R. Lumpkin
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Professional Growth ◽  
Graduate Programs ◽  
Continuous Change ◽  
Philosophy Of Life ◽  
Life Long Learning ◽  
The Future ◽  
Limited Period

Future graduate students and graduate education must accept the axiom that personal and professional growth does not exist for a specific and limited period of time. Developing a program or plan for identifying and delivering or acquiring new skills becomes the responsibility and opportunity for graduate programs, students, and alumni alike. Perhaps most importantly, this essay has suggested that graduate education adopt the philosophy of “life-long learning.” To some, both educators and the educated, such a perspective is to be avoided, as it will require continuous change. To others, change is just another word for opportunity.

Contrasting interest profiles of dental educators, practicing dentists, and graduate students

1976 ◽  
Vol 40 (4) ◽  
pp. 215-218 ◽  
Author(s):  
MJ Loupe ◽  
LH Meskin ◽  
JM Proshek
Keyword(s):  
Graduate Students

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

Perception of Hearing Loss by Graduate Students of Speech-Language Pathology

2004 ◽  
Vol 31 (Fall) ◽  
pp. 205-214
Author(s):  
Mary Aguila-Vinson ◽  
Jennifer Lister ◽  
Theresa Hnath-Chisolm ◽  
Patricia Blake-Rahter
Keyword(s):  
Hearing Loss ◽  
Graduate Students ◽  
Speech Language Pathology ◽  
Language Pathology

Preliminary Findings on the Use of Session Questionnaires to Improve Clinician-Client Alliance With Special Consideration to Clinical Education

2015 ◽  
Vol 25 (1) ◽  
pp. 50-60
Author(s):  
Anu Subramanian
Keyword(s):  
Graduate Students ◽  
Clinical Education ◽  
Clinical Decision Making ◽  
Rating Scale ◽  
Treatment Effectiveness ◽  
Clinical Decision ◽  
Added Value ◽  
Therapeutic Outcomes ◽  
Specific Feedback ◽  
Stakeholder Perspective

ASHA's focus on evidence-based practice (EBP) includes the family/stakeholder perspective as an important tenet in clinical decision making. The common factors model for treatment effectiveness postulates that clinician-client alliance positively impacts therapeutic outcomes and may be the most important factor for success. One strategy to improve alliance between a client and clinician is the use of outcome questionnaires. In the current study, eight parents of toddlers who attended therapy sessions at a university clinic responded to a session outcome questionnaire that included both rating scale and descriptive questions. Six graduate students completed a survey that included a question about the utility of the questionnaire. Results indicated that the descriptive questions added value and information compared to using only the rating scale. The students were varied in their responses regarding the effectiveness of the questionnaire to increase their comfort with parents. Information gathered from the questionnaire allowed for specific feedback to graduate students to change behaviors and created opportunities for general discussions regarding effective therapy techniques. In addition, the responses generated conversations between the client and clinician focused on clients' concerns. Involving the stakeholder in identifying both effective and ineffective aspects of therapy has advantages for clinical practice and education.

Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

2021 ◽  
pp. 1-21
Author(s):  
Jacqueline A. Towson ◽  
Matthew S. Taylor ◽  
Diana L. Abarca ◽  
Claire Donehower Paul ◽  
Faith Ezekiel-Wilder
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Mixed Reality ◽  
Role Play ◽  
Speech Language Pathology ◽  
Traditional Role ◽  
Allied Health Professionals ◽  
Interprofessional Communication ◽  
Language Pathology ◽  
The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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