Collaborative Dual-Degree Programs and Value Added for Students

2011 ◽  
Vol 16 (1) ◽  
pp. 40-61 ◽  
Author(s):  
Steven M. Culver ◽  
Ishwar K. Puri ◽  
Giancarlo Spinelli ◽  
Karen P. K. DePauw ◽  
John E. Dooley
Keyword(s):  
Value Added ◽  
Degree Programs ◽  
Dual Degree

International training considerations of Canadian Clinician-Scientist Trainees - A national survey

2020 ◽  
Vol 43 (4) ◽  
pp. E2-7
Author(s):  
Adam Pietrobon ◽  
Elina K. Cook ◽  
Charles Yin ◽  
Derek C. H. Chan ◽  
Tina B. Marvasti
Keyword(s):  
Degree Completion ◽  
Degree Programs ◽  
International Training ◽  
Additional Training ◽  
Canadian Medical School ◽  
Extended Training ◽  
Clinician Scientist ◽  
Dual Degree ◽  
Question Survey

Purpose: Canadian clinician-scientist trainees enrolled in dual degree programs often pursue an extended training route following completion of MD and MSc or PhD degrees. However, the proportion, plans and reasoning of trainees who intend to pursue training internationally following dual degree completion has not been investigated. In this study, we assessed the international training considerations of current clinician-scientist trainees. Methods: We designed an 11-question survey, which was sent out by program directors to all current MDPhD program and Clinician Investigator Program (CIP) trainees. Responses were collected from July 8, 2019 to August 8, 2019. Results: We received a total of 191 responses, with representation from every Canadian medical school and both MD-PhD program and CIP trainees. The majority of trainees are considering completing additional training outside Canada, most commonly post-doctoral and/or clinical fellowships. The most common reasons for considering international training include those related to quality and prestige of training programs. In contrast, the most common reasons for considering staying in Canada for additional training are related to personal and ethical reasons. Irrespective of intentions to pursue international training, the majority of trainees ultimately intend to establish a career in Canada. Conclusion: While most trainees are considering additional training outside of Canada due to prestige and quality of training, the majority of trainees intend to pursue a career as a clinician-scientist back in Canada. Trainees would likely benefit from improved guidance and mentorship on the value of international training, as well as enhanced support in facilitating cross-border mobility.

Facial Cosmetic Surgery Training in American Oral and Maxillofacial Surgery Residency Programs

2018 ◽  
Vol 36 (2) ◽  
pp. 91-100 ◽  
Author(s):  
Ryan M. Diepenbrock ◽  
Rian W. Suihkonen
Keyword(s):  
Cosmetic Surgery ◽  
Maxillofacial Surgery ◽  
Chief Resident ◽  
Oral And Maxillofacial Surgery ◽  
Degree Programs ◽  
Reconstructive Procedures ◽  
Medical Specialties ◽  
Residency Programs ◽  
Training Requirements ◽  
Dual Degree

Facial cosmetic surgery is rapidly being incorporated into the contemporary oral and maxillofacial surgery (OMS) practice. The Commission on Dental Accreditation (CODA), the accreditation body for American Oral and Maxillofacial Surgery residencies, mandates a minimum requirement in 4 major categories. Facial cosmetic surgery procedures are included in the “Facial Cosmetic and Reconstruction” category. This requirement stipulates that each graduating resident must complete at least 20 facial cosmetic and/or facial reconstructive procedures. We hypothesized that some OMS programs meet and exceed the minimum graduation requirement set forth by the CODA in the facial cosmetic and reconstruction category solely with cosmetic procedures. We also speculated that some OMS programs surpassed the minimal graduation requirements of medical specialties most commonly associated with performing facial cosmetic procedures. Finally, the research was intended to investigate whether there was a difference, in terms of cosmetic surgery experience, between 4-year OMS certificate programs and OMS programs with an incorporated medical degree (dual degree or 6-year program). Surveys were sent to all 102 CODA-accredited OMS programs. These data were analyzed to evaluate the total number of facial cosmetic procedures completed at each institution over a 5-year period and the average number of facial cosmetic surgery procedures per chief resident. In addition, a comparison was made between single and dual degree programs. Finally, these numbers were compared with medical residencies/fellowship accredited by the Accreditation Council for Graduate Medical Education (ACGME). Twenty-two of 102 programs returned the survey. Over the 5-year period (2011-2016), accredited OMS programs completed an average of 211 facial cosmetic procedures ranging from zero procedures to 1073. Genioplasties and rhinoplasties were the most common facial cosmetic surgery procedures tallied. Four-year OMS programs completed 20.3 procedures per chief resident while dual degree programs completed 9.7 cases on average. OMS programs with the largest volume of cases reached and exceeded many of the minimum procedure requirements set forth by plastic and reconstructive surgery residency programs and American Academy of Cosmetic Surgery Fellowships. With the vast differences among training requirements, it is challenging to assess what is a reasonable number of procedures to ensure a surgeon is comfortable and, more importantly, competent and proficient. When compared with the variability of requirements from medical specialties that commonly perform facial cosmetic procedures, the data support that comprehensive experience in facial cosmetic surgery is attainable within American Oral and Maxillofacial Surgery Residencies.

scholarly journals The Future of Multicultural Social Work

10.18060/75 ◽  
2005 ◽  
Vol 6 (1) ◽  
pp. 43-50 ◽  
Author(s):  
Rowena Fong
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Cultural Values ◽  
Ethnic Studies ◽  
Systems Of Care ◽  
Care Service ◽  
Degree Programs ◽  
Future Directions ◽  
Fully Integrated ◽  
Dual Degree

Multicultural social work has been evolving over the last forty years despite challenges in limited knowledge, insufficient resources, and inadequate infusion into the curriculum. Discussions continue about appropriate conceptual frameworks, culturally sensitive terms, traditional and indigenous practice approaches and treatments, and relevant outcome measures and evaluation methods. Future directions foster the inclusion of cultural values as strengths. Intersectionality guides practice approaches and systems of care. Service learning requirements, national ethnic resource centers, and ethnic resource centers, and ethnic studies dual degree programs are innovative initiatives yet to be fully integrated into social work curriculum.

scholarly journals Nursing and therapy professions to the universities! Documentation of the online symposia «Are dual degree programs in midwifery a model for the therapy professions?» and «Bachelor degree programs in Austria and Switzerland: models for the therapy and nursing professions in Germany?» held on March 18, and September 8, 2021. / Pflege- und Therapieberufe an die Hochschulen! Dokumentation der Online-Symposien «Sind duale Studiengänge der Hebammen ein Modell für die Therapieberufe?» und «Bachelor-Studiengänge in Österreich und der Schweiz: Modelle für die Therapie- und Pflegeberufe in Deutschland?» vom 18. März und 8. September 2021

2021 ◽  
Vol 8 (1) ◽  
pp. 125-127
Author(s):  
Heidi Höppner ◽  
Andreas Gerber-Grote ◽  
Thomas Bucher
Keyword(s):  
Degree Programs ◽  
Bachelor Degree ◽  
Gilt Nach ◽  
Dual Degree

Abstract Der Verein zur Förderung der Wissenschaft in den Gesundheitsberufen VFWG veranstaltete zwei Online-Symposien zum Stand der Akademisierung in Deutschland, wo lediglich die Hebammen dank EU-Vorschriften seit 2020 an Fachhochschulen ausgebildet werden. Für die Pflege- und Therapieberufe gilt nach wie vor die Modellklausel, die bis 2024 verlängert wurde. In Österreich und der Schweiz sind die Ausbildungen für die Therapieberufe vollständig an den Fachhochschulen angesiedelt, für diejenigen für die Pflege und die medizinisch-technischen Berufe teilweise. Das erste Symposium erörterte, ob sog. duale Studiengänge ein Modell sein könnten für die Therapieberufe in Deutschland. Das zweite Symposium fragte, ob der Weg, den Österreich und die Schweiz eingeschlagen haben, Argumente liefern kann für eine Akademisierung der Gesundheitsberufe in Deutschland. Dieser Beitrag führt ins Thema ein; die folgenden Beiträge dokumentieren die Beiträge verschiedener Autoren zu den beiden Symposien.

Internationalization and Strategic Alliances

2014 ◽  
pp. 207-221 ◽  
Author(s):  
Diana Bank
Keyword(s):  
Online Education ◽  
Strategic Alliances ◽  
Home Country ◽  
Business Schools ◽  
Academic Research ◽  
Foreign Languages ◽  
Degree Programs ◽  
Education Academic ◽  
Dual Degree ◽  
Future Work

This chapter presents the internationalization processes of universities, in particular that of business schools, in their search for expanding the offerings and experiences presented to their students, who have become ever more demanding in terms of quality and quantity of choices. In this context, strategies for internationalization include online education, academic research links, the formation of campuses abroad, as well as strategic alliances in exchange and dual degree programs. The aim of this process of internationalization is to form well-prepared students for future work in an ever-changing, competitive, and international workplace where foreign languages and experience outside one's home country have become the norm.

Effective Higher Education Management through Collaborative Dual-Degree Programs

2014 ◽  
pp. 585-596 ◽  
Author(s):  
Steven M. Culver
Keyword(s):  
Higher Education ◽  
Educational Experiences ◽  
Educational Programs ◽  
Degree Programs ◽  
Higher Education Management ◽  
Education Management ◽  
Transnational Higher Education ◽  
Political Forces ◽  
Joint Degree Programs ◽  
Dual Degree

Influenced by constantly changing demographic, social, and political forces, the internationalization of higher education has been a movement that has shifted purposes and directions over the last 40 years. As more and more students take advantage of educational experiences that transcend country borders, and as these educational experiences become more varied, the development, delivery, and evaluation of educational programs becomes more complex. In some settings, newly developed structures, such as dual-degree or joint-degree programs, have been established as one way to organize and provide structure to such educational programs. The purpose of this chapter is to use the results of a study of a sample of collaborative dual-degree programs in Europe to provide guidance for the management of transnational higher education initiatives.

Curing the Common Curriculum

2022 ◽  
pp. 145-172
Author(s):  
Samantha Marina Lemus-Martinez ◽  
Jessica M. Lewis ◽  
Bridgette Cram
Keyword(s):  
Medical Education ◽  
Interdisciplinary Collaboration ◽  
Degree Programs ◽  
Skill Sets ◽  
Professional Activities ◽  
Implementation Stages ◽  
Professional Degree ◽  
Student Skill ◽  
Florida International University ◽  
Dual Degree

Professional degree programs in higher education are increasingly under fire on matters of quality, proficiency, and cost. To address these issues and anticipated controversies, the authors of this chapter provide context to the process of developing a micro-credentialing system at the central university level at Florida International University (FIU) and how it was adapted at its medical school as an innovative tool for developing medical student skill sets. Through a use-case, the authors highlight examples of common challenges identified within professional degree programs, how they were addressed at FIU's Herbert Wertheim College of Medicine using the centralized micro-credentialing system, and the planning and implementation stages of a formalized micro-credential program in undergraduate medical education. Finally, the authors discuss the potential for micro-credentials to supplement or replace dual degree programs, enhance interdisciplinary collaboration, and influence the future of entrustable professional activities of professional practice in medical education.

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