Master's degree-accredited professional education and development courses for general practitioners in the North Western Deanery 1997–2002: impact on effectiveness, retention and recruitment to additional roles

2006 ◽  
Vol 17 (2) ◽  
pp. 147-154 ◽  
Author(s):  
Rebecca Baron ◽  
David McKinlay ◽  
Jim Martin ◽  
Bill Ward
Keyword(s):  
General Practitioners ◽  
Professional Education ◽  
Master's Degree ◽  
The North ◽  
Master’S Degree ◽  
Education And Development ◽  
North Western

Balancing the Spheres of Life During Professional Economic Education

2020 ◽  
Vol 26 (8) ◽  
pp. 886-900
Author(s):  
O. A. Zolotina ◽  
M. A. Serpukhova
Keyword(s):  
Professional Education ◽  
Master's Degree ◽  
Work And Family ◽  
Economic Education ◽  
Sociological Research ◽  
State University ◽  
Family Balance ◽  
Part Time ◽  
Master’S Degree ◽  
Work Family

Aim. The presented study aims to determine the key employment parameters that allow bachelor’s and master’s degree students to combine work with professional education in the optimal way and help people enrolled on further professional education to maintain a balance between work and family functions.Tasks. The authors analyze surveys of bachelor’s and master’s degree undergraduates and graduates of continuing professional education (CPE) programs of the Faculty of Economics of Lomonosov Moscow State University (MSU).Methods. This study uses general logical methods: dialectical, logical, comparative, and systems analysis; methods of sociological research, including public surveys.Results. The authors identify major employment characteristics that help working students maintain high academic performance and positively affect the work-family balance of older people receiving further professional education.Conclusions. Increased flexibility of the labor market in the form of more part-time job offers could make a significant contribution to maintaining and improving the quality of training of students who combine work and studies, which is especially relevant for bachelor’s degree students. Diversifying the available forms of employment can positively affect the decision to gain intitial professional experience while studying at the university. Due to the development of remote employment, the forms of occupation available to students need to be further studied in detail.

scholarly journals How can a postgraduate professional education and development course benefit general practitioners?: a qualitative study

2015 ◽  
Vol 12 ◽  
pp. 31
Author(s):  
Steven Agius ◽  
Rebecca Baron ◽  
Barry Lewis ◽  
Stephen Luckhurst ◽  
Mark Sloan ◽  
...  
Keyword(s):  
General Practitioners ◽  
Professional Education ◽  
Positive Impact ◽  
Framework Analysis ◽  
Community Based ◽  
Beneficial Impact ◽  
Education And Development ◽  
The Impact ◽  
Development Course ◽  
Practice Development

Purpose: The rationale for ‘professional education and development’ (PED) courses is to support general practitioners, enabling them to access a range of theoretical and practical skills within a supportive schema. It aims to identify whether and how a regional PED course has had a beneficial impact upon participants. Methods: The study comprised a qualitative investigation of participants’ assessed coursework portfolios. The content of each portfolio gives individual accounts of the impact of the course on personal and practice development. Permission to access extant portfolios was obtained from 16 recent alumni of the course. The anonymous written material was analysed by the research team for recurring discourses and themes using a thematic framework analysis. Results: Seven major thematic categories were extrapolated from the data: leadership, resilience, quality improvement, change management, development of new services, educational expertise, and patient safety. In each category, we found evidence that the course enabled development of practitioners by enhancing knowledge and skills which had a positive impact upon their self-perceived effectiveness and motivation. Conclusion: Extended specialty training is on the horizon but such courses may still serve a valuable purpose for current trainees and the existing general practitioners workforce which will be responsible for leading the shift towards community-based service delivery.

ADVANTAGES AND DISTINCTIVE OPPORTUNITIES OF EDUCATION AT THE DEPARTMENT OF MANAGEMENT

10.12737/1390 ◽  
2013 ◽  
Vol 2 (5) ◽  
pp. 70-72
Author(s):  
Мангаладзе ◽  
N. Mangaladze ◽  
Лунев ◽  
D. Lunev ◽  
Ходенкова ◽  
...  
Keyword(s):  
Professional Education ◽  
Special Interest ◽  
Professional Training ◽  
Master's Degree ◽  
State University ◽  
Training And Education ◽  
Master’S Degree ◽  
Higher Professional Education ◽  
Core Role

The activities and achievements of the Department of Management are briefl y reviewed, its core role in the educational profi le of the Astrakhan state university is emphasized. Substantial advantages of Master’s degree program, off ered at the Department of management, are listed with regard to unique areas of professional training and education, provided to undergraduates. This paper would be of special interest to students desiring to master strongly needed competences and for specialists seeking to continue higher professional education to get the Master’s Degree.

scholarly journals The Dependence of the Salary Level on the Availability of a Master’s Degree in Russia

2021 ◽  
Vol 21 (1) ◽  
pp. 86-103
Author(s):  
Gleb S. Rudaev ◽  
Sergei V. Busygin
Keyword(s):  
Professional Education ◽  
Master's Degree ◽  
A Priori ◽  
Federal District ◽  
Salary Level ◽  
Federal Districts ◽  
Positive Time ◽  
Master’S Degree ◽  
Higher Professional Education ◽  
The Impact

The master’s degree program is the third level of higher professional education and is available after obtaining a bachelor’s or specialist’s degree. It provides an opportunity to gain deeper knowledge in a specific field and can be useful for a successful career in many areas of activity, as well as opens the way to scientific and teaching activities. Awareness of the importance of obtaining a master’s degree by a University graduate largely depends on their expectations about possible career growth and the level of future income. Therefore, the question of a quantitative a priori assessment of the impact of the master’s degree on the level of wages, taking into account the available alternatives, seems relevant. The article considers the impact of master’s education on the salary level for the period from 2014 to 2018, and calculates a quantitative a priori assessment of this impact, taking into account certain factors such as the federal district of residence, age, etc. The study was based on data from the Russian monitoring of the economic situation and health of the population of the HSE - RLMS for the period 2014-2018. It showed that successful completion of a master’s degree directly affects the level of wages. Also, the master’s program has a small but positive time effect and has the greatest impact on wages in technologically and socially developed Federal districts. The main contribution of the work to the knowledge of the subject of research was a comprehensive study of the position of master’s education, as well as determining its impact on wages, with the calculation of a quantitative a priori assessment in various simulated situations.

A Comparative Analysis of Occupational Therapy Graduates from Baccalaureate and Entry-Level Master's Degree Programs

1984 ◽  
Vol 4 (2) ◽  
pp. 67-91 ◽  
Author(s):  
Grace E. Gilkeson ◽  
William P. Hanten
Keyword(s):  
Occupational Therapy ◽  
Professional Education ◽  
Professional Growth ◽  
Master's Degree ◽  
Demographic Data ◽  
Target Population ◽  
The United States ◽  
Chi Square ◽  
Master’S Degree ◽  
Level Of Significance

Using a static group comparison design, two groups of therapists who had graduated from occupational therapy programs in the United States were surveyed Occupational therapists whose professional education was at the baccalaureate level were compared with those who entered practice with a professional master's degree A stratified systematic, random sample was selected from 7,902 therapists comprising the above target population Comparative analyses pertained to general demographic data, job activities and responsibilities, professional productivity, and professional growth. Subjects sampled were at 1 through 6 years since graduation, inclusively. A questionnaire was mailed to each of the 1,147 subjects, with 91.4% responding. Descriptive data were summarized using means, standard deviations, and percentages. For categorical items, chi-square analyses were employed A nested two-way ANOVA was used to analyze continuous data Although not at a level of significance overall, several notable trends were identified.

CONTENTS OF PREPARATION OF FUTURE TEACHERS OF PEDAGOGY FOR TEACHING THE COURSE “THEORY AND METHODS OF EDUCATION”

2021 ◽  
pp. 93-97
Author(s):  
Fizeshi O.Yo.
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Professional Education ◽  
Master's Degree ◽  
Primary School Teacher ◽  
Practical Skills ◽  
Future Teachers ◽  
School Teachers ◽  
Primary School Teachers ◽  
Master’S Degree

The article reveals the content and significance of the course “Theory and methods of education” in the system of training future primary school teachers at the bachelor’s level and features of preparation of students studying for a master’s degree (future teachers of pedagogy) for teaching this discipline.Purpose is: to generalize the features of training future teachers of pedagogy to teach the course “Theory and methods of education” in the system of professional education of future primary school teachers.Methods are: the method of theoretical analysis of normative educational documents and educational-methodical literature on methods of teaching pedagogy in institutions of higher pedagogical education; the method of generalization, systematization to formulate the conclusions of scientific research.Results are: the main attention of the publication is focused on theoretical and practical aspects of mastering by future primary school teachers the content of the discipline “Theory and methods of education”, formation on its basis of competencies for the implementation of pedagogical activities in a modern primary school. An important condition for the effective assimilation of the content of the course is the comprehensive training of future teachers of pedagogy in the master’s program. In particular, it is important in this context to study the methods of teaching the section of pedagogy “Theory and methods of education”, which includes acquaintance of future teachers of pedagogy with the main purposes and tasks of a course, its structure, features of construction of the working program on discipline, the list of sections and subjects, which are recommended for study by future primary school teachers. It is also important to master the most rational forms and methods of classroom organization (lectures, seminars, micro-teaching, modeling of pedagogical situations, etc.) and extracurricular (pedagogical observation of the real pedagogical process in primary school, acquaintance with pedagogical and methodical literature, study of advanced pedagogical experience, etc.) of students’ work. Factors of effective preparation of future teachers of pedagogy for teaching the course “Theory and methods of education” in the system of training future teachers of primary school are: organizational and methodological preparation of future teachers of pedagogy for teaching “Theory and methods of education”, directing the content of teaching methods to the formation of a system of theoretical knowledge on the theory and methods of education and practical skills and abilities to apply them in teaching, development of professional competence through the use of interactive teaching methods, organization of reflective activities of students studying for a master’s degree in the process and results of their own teaching activities during the internship.Conclusionsare: preparation of future teachers of pedagogy for teaching the discipline “Theory and methods of education” is a systematic and complex activity, which is aimed at forming a teacher’s personality with a high level of scientific knowledge, ability to creatively rethink educational material, practical skills for teaching educational material.Key words: theory and methods of education, methods of teaching, primary school teacher, teacher of pedagogy.

The need for qualified speech-language pathologists in rural/remote areas

1986 ◽  
Vol 7 (3) ◽  
pp. 3-5 ◽  
Author(s):  
Stan Dublinske
Keyword(s):  
Professional Education ◽  
Master's Degree ◽  
Bachelor's Degree ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Remote Areas ◽  
Speech Language Pathologist ◽  
Language Pathology ◽  
Master’S Degree

Administrators in rural/remote areas often ask if the speech-language pathologist must have a master's degree to provide services. This article includes discussions of the types of services provided by speech-language pathologists, and the differences in professional education between a master's degree and a bachelor's degree for a speech-language pathologist. Alternatives are presented for providing speech-language pathology services to rural/remote areas that do not require an on-site qualified speech-language pathologist.

scholarly journals Academic and Educational Production Of A Master’s Student In EPT Of IFAP Macapá, Amapá, Amazônia, Brazil

2021 ◽  
pp. 186-200
Author(s):  
Valderi Nascimento Viana ◽  
Amanda Alves Fecury ◽  
Euzébio de Oliveira ◽  
Carla Viana Dendasck ◽  
Claudio Alberto Gellis de Mattos Dias
Keyword(s):  
Professional Education ◽  
Master's Degree ◽  
Educational Practice ◽  
Northern Region ◽  
Scientific Production ◽  
Technological Education ◽  
National Network ◽  
Academic Production ◽  
Educational Production ◽  
Master’S Degree

Scientific production within undergraduate and graduate courses has its importance for the construction of a new way of thinking of the student. The Professional Master’s Degree in Professional Education in National Network (ProfEPT) unites disciplinary content, pedagogical knowledge, and the final academic production and links them to real situations of educational practice, and the final work can be presented in various ways (articles, books, educational products). The academic production, both of the advisor and the guiding, in addition to the importance related to scientific dissemination, has weight in the evaluation of the program and also in its maintenance. The objective of this work is to quantitatively show the academic and educational production of a master’s student in Professional and Technological Education (EPT) from the Institute of Education, Science and Technology (IFAP) of Macapá, Amapá, Amazônia, Brazil. During the master’s degree, scientific production in various forms proved necessary during the training process. Uniting the theory with the practice of writing, facilitated the production of the dissertation that should be presented at the end of the course. Through the organization process, planning of ideas resulted in a new thought structured according to the standards of the academy, but that is not limited to this space and norms. The production during the master’s degree seeks to contribute both quantitatively and qualitatively to the scientific production of the northern region, positively impacting it and the master’s program. In addition to the importance in the contribution of scientific creation and dissemination, the productions tend to positively impact the evaluation and maintenance of the PROFEPT-IFAP program, carried out by CAPES.

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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