Faculty Perspectives on the Master’s Degree in Music Education

The purpose of this study was to examine music education faculty members’ perceptions of the master’s degree in music education (MME). A total of 76 music teacher educators completed a researcher-designed survey instrument. Participants believed their MME students’ top four motivations for pursuing MME degrees were to become a better teacher, to gain a higher salary, to create a possible pathway to doctoral study in the future, and to gain academic stimulation through graduate level coursework. Faculty also indicated the MME degree was focused on both teaching/pedagogy and research. Participants explained that their students primarily learn about research through reading and discussing research articles in class, and that their students learn about pedagogy primarily from reading pedagogical articles and reflecting on personal teaching videos. In addition, participants presented various opinions regarding the purpose of MME degrees. Implications for music teacher educators are discussed.

Professional Preparation: Faculty Practices for NCLEX-RN® Success

Davis proposed that there are three overlapping phases of a caring relationship to NCLEX-RN® preparation, grounded in Peplau’s theory. Faculty members’ perspectives on successful strategies related to NCLEX-RN® results were explored using semistructured phone interviews. Faculty perspectives were categorized under external support structures and internal collaborative processes. The results indicate that a multifaceted collaborative approach using commercial testing products and program evaluation is the best approach.

Novel foundation course for medical students: student and faculty perspectives

Background: According to the National Medical Council (NMC) recommendation, the foundation course was carried out in our institution for I MBBS 2019 and 2020 students. The current study was done to solicit the viewpoints of the students and faculty members about the connection of the topics included in the foundation course. Methods: This cross-sectional study was carried out to seek the perspectives of students who took the foundation course and the faculties involving in teaching the topics allotted for the 2019 and 2020 MBBS students. Google Forms was used to collect the data, which was analyzed by Excel. Results: The general experience of the students and faculty was uniformly positive for 100% for both students and faculty in the 2019 group, and 94.1% and 97.8% for students and faculty, respectively, in the 2020 group. In the 2019 group, the skills module was recognized as the most appropriate module in the foundation course with (77.8%), followed by sports and extracurricular activities module (both at 64.6%). In the 2020 group, the professional development and ethics module was recognized as most appropriate by 89.3% of students, followed by the orientation module (83.3%) and language & computer skills module (80.9%) Conclusions: This Foundation Course for MBBS students provided before the start of the medical curriculum is a novel and useful step. Feedback from various colleges across India can help make this course still more useful.