Effective practices of research supervisors in handling postgraduate students

Background and Objectives@#There were issues and dearth of studies on postgraduate research supervision across all fields and discipline. This study sought to describe the effective practices of university research supervisors handling postgraduate students in education and health sciences. @*Methodology@#A descriptive qualitative design was used to understand the effective research supervision practices based on the experiences of 10 university research supervisors in handling postgraduate students in the fields of education and health sciences. All supervisors voluntarily accomplished an online questionnaire consisting of 10 open-ended items. Their responses underwent thematic analysis. @*Results@#Evidence of expertise among the research supervisors was established. Data from the responses of the research supervisors were grouped into themes and analyzed according to the conceptual models of effective research supervision of Lee [7] namely functional model, emancipation model, relationship development model, critical thinking model, and enculturation model. Most of the responses on effective practices fall under the functional model wherein supervisors need to have directing and project management skills. Practices under this model were further categorized into communication, feedback, monitoring, managing and research process-related matters. Distinct findings in this study categorized under the other models include having dialogue with supervisees, respecting supervisees as thinkers, and showing respect to supervisees. Ineffective practices were also recognized. They included not reading the supervisee's work, imposing solutions to supervisees, pressuring them and not taking advising duties professionally. @*Conclusion@#Most of the effective practices of research supervisors in handling postgraduate students are founded on their supervisory functions particularly in their directing and project management activities.

Modelo conceitual aplicável a estudos sobre determinantes sociais da saúde em municípios brasileiros / A conceptual model for studies on social determinants of health in Brazilian municipalities

Resumo Os modelos conceituais de determinantes sociais da saúde (DSS) disponíveis na literatura, embora úteis para compreensão dos mecanismos que afetam os resultados do sistema de saúde sobre as condições de vida das populações, apresentam limitações quanto à sua aplicação em estudos empíricos e, consequentemente, na orientação da gestão de políticas públicas de saúde. Isso ocorre porque as categorias adotadas por esses modelos não são adequadamente representadas por indicadores ou variáveis homogêneas, sujeitas a manipulações matemáticas ou estatísticas em um sistema simples de relacionamentos. Este estudo tem por objetivo contribuir para o preenchimento dessa lacuna, ao propor um modelo conceitual de DSS passível de aplicação operacional, ou seja, de ser reproduzido em modelos matemáticos ou estatísticos, a fim de subsidiar estudos e definir estratégias de saúde pública. O esforço recorre à literatura para revisar modelos conceituais consagrados, identificar um conjunto de DSS e apresentar recomendações e critérios de escolha. Na sequência, identifica fontes de dados confiáveis que disponibilizem indicadores e variáveis dispostos em séries históricas e propõe o desenho de um modelo conceitual aplicável, cuja operacionalização requer métodos e ferramentas próprios de uma abordagem sistêmica.

Abstract The conceptual models of Social Determinants of Health (SDH) available in the literature, although useful for comprehending mechanisms that affect the results of the health system on the living conditions of the population, present limitations regarding their application in empirical studies and, consequently, in guiding public health policies. This occurs because the categories adopted by these models are not adequately represented by indicators of homogeneous variables subject to mathematical or statistical manipulations in a simple relation system. This study aims to help filling this gap by proposing an operationally applicable SDH conceptual model - reproducible as a mathematical or statistical model - to support studies and define strategies concerning public health. We resorted to the literature to review previously developed conceptual models, identifying a set of SDH and presenting recommendations and choice criteria. Then we located reliable data sources supplying indicators and variables listed in historic series and proposed an applicable conceptual model, which requires specific methods and tools for a systemic approach for operationalization.

Fundamentos da instrução: breve revisão com enfoque na perspectiva de Elias e Merriam (1984, 1995) / Lecturas de la instrucción: la perspectiva de Elias y del Merriam / Foundation of instruction: approach on Elias and Merriam perspective

Pretende sensibilizar-se os leitores para os modelos conceptuais ou sistemas teóricos explicativos, justificativos ou orientadores, das práticas educativas ou de instrução. Encontramos na literatura diferentes tipologias de perspectivas da aprendizagem/do conhecimento, com ressonâncias ao nível do ensino e da instrução, ou seja, teorias de aprendizagem e da instrução, paradigmas/epistemologias da Psicologia Educacional, ou orientações paradigmáticas do ensino. Iremos, apenas, neste contexto, dar conta da leitura de Elias e Merriam (1984, 1995) sobre os fundamentos da instrução. O sistema proposto por Elias e Merriam (1984, 1995) é bastante estruturado, sistemático, de leitura substancialmente holística e de grande acuidade e actualidade. Estes autores propõem, como fundamentos filosóficos da educação, seis (6) sistemas maiores do pensamento educacional: a educação liberal, a educação progressista (progressive education), o behaviorismo, a educação humanista, a educação radical e a análise conceptual.

We pretend sensibly the readers for the conceptual models or theoretical systems that justify the instructional practices. We find in literature different types of perspectives of learning/knowledge, with resonances to the level of education and the instruction, that is, theories of learning and the instruction, Educational Psychology paradigms, or orientations of education. In this context, we explained the Elias and Merriam (1984, 1995) perspective about the instructional foundation. The system considered for Elias and Merriam (1984, 1995) is sufficiently structuralized, systematic, of substantially holistic reading with great actuality. These authors consider, as philosophical beddings of the education, six (6) bigger systems of the educational thought: the liberal education, the progressive education, the behaviourism, the education humanist, the radical education and the conceptual analysis.

Lo objetivo es sensibilizar los lectores a los modelos conceptuales o teoría de los sistemas explicativos de enseñanza o de instrucción práctica. Encontramos en la literatura diferentes perspectivas sobre tipos de aprendizaje y conocimiento e las resonancias con el nivel de la educación y la instrucción, o paradigmas/epistemologías de la Psicología Educativa, orientaciones paradigmáticas en la educación. Nosotros, en este contexto sólo referimos la lectura de Elias y Merriam (1984, 1995) sobre la base de la instrucción. El sistema propuesto por Elias y Merriam (1984, 1995) es muy estructurado, sistemático, global y actual e puntual. Los autores proponen, como fundamentos filosóficos de la educación, seis (6) sistemas de enseñanza superior de pensamiento: la educación liberal, la educación progresista, el conductismo, la educación humanista, la educación radical y la análisis conceptual.