Training the Next Generation of Infectious Disease Researchers: A Biorisk Management Module Embedded in a European Master Program.

Introduction: The current global situation with increasing zoonotic transmissions of pathogens, rapidly changing ecosystems due to the climate change and with it the distribution of potential vectors, demands new ways of teaching and educating students in the field of infectious disease research. Methods: The international master program "Infectious Diseases and One Health-IDOH" started its second application period in 2019. Biosafety is an integral part of IDOH, exemplified by a biosafety level 3 hands-on training at the Animal Health Research Center IRTA-Centre de Recerca en Sanitat Animal (CReSA), Barcelona. At Hanover Medical School, biosafety is expanded to a comprehensive biorisk management approach with focus on risk assessment, bioethics, and training in a mobile containment laboratory. This article illustrates in depth the intention and the individual teaching units of the biorisk management module within the third semester of the IDOH master. Risk assessment is taught based on the new WHO Laboratory Biosafety Manual 4th edition, which represents a paradigm shift toward a risk-based approach instead of a prescriptive definition of biosafety levels. This methodology will enable the international IDOH students to cope with different national legislations and to provide guidance on biosafety in their home countries. In the final unit, the students operate a mobile containment laboratory and simulated a viral hemorrhagic fever outbreak in Africa. Conclusion: In sum, this module combines theoretical risk assessment and its practical implementation in the mobile laboratory as a future direction for training infectiologists. In addition, our report may serve as a blue print for others to amend their education with the herewith mentioned pillars of biosafety teaching.

Survey Results on Online Teaching and Learning Environments in the European EMMA Project.

In the Erasmus+ project EMMA, a concept for a common digital teaching and learning platform is to be developed for an online joint master program. In the initial phase, a status quo survey was carried out among the consortium members, which shows which digital infrastructures are already in use and which functions are considered particularly important by the teachers. This paper shows the first results of the short survey via online questionnaire and discusses the challenges derived from it. Due to the non-homogeneous infrastructure and software use, there are neither the teaching-learning platform nor digital communication applications tools that are used equally by all six European higher education institutions. However, the consortium pursues the idea of specifying a limited tool pool order to strengthen the user experience and usability of teachers and students with different interdisciplinary backgrounds and digitalization expertise.

Two Puzzles, a Tour Guide, and a Teacher: The First Cohorts' Lived Experience of Participating in the MClSc Interprofessional Pain Management Program.

(1) Background: The Master of Clinical Science program (MClSc) in Advanced Healthcare Practice at (University) introduced a new "Interprofessional Pain Management" (IPM) field in September 2019. The purpose of this study is to inquire into the following research question: What are MClSc Interprofessional Pain Management students' lived experiences of participating in pain management education? (2) This study followed an interpretivist research design. The text that was considered central to descriptions of the lived experience of participating in the IPM program was highlighted and organized into a spreadsheet and then sorted into themes. (3) Results: Five themes in regard to the lived experiences of participating in the first cohort of the MClSc IPM program were identified: Reflection on Stagnation in Professional Disciplines; Meaning Making Through Dialogue with Like-Minded Learners; Challenging Ideas and Critical Thinking at Play; Interprofessionalism as Part of Ideal Practice; and Becoming a Competent Person-Centred Partner in Pain Care. (4) Conclusions: This program offers a unique approach to learning while creating an online platform to work, collaborate, and challenge like-minded experts in the field of pain. In doing this research, we hope that more practitioners will work towards the goal of becoming competent, person-centered pain care providers.

Preparing students to deal with the consequences of the workforce shortage among health professionals: a qualitative approach.

BACKGROUND: Healthcare is facing a shortage of qualified healthcare professionals. The pandemic has brought to light the fragile balance that affects all healthcare systems. Governments have realized that these systems and the professionals working in them need support at different levels to strengthen the retention of the workforce. Health professionals' education can play an important role in ensuring that new generations of workers have sound personal and professional competencies to successfully face the challenges of professional practice. These challenges are described in the literature, but the extent to which they are considered in health professionals' education is less clear. METHODS: This qualitative study compares the professional challenges and educational needs described in the literature with the current curricula for health professionals offered in Switzerland. Data were collected nationally through focus group interviews with 65% of Switzerland's directors of bachelor's and master's programs of health professions (nursing, physiotherapy, occupational therapy, midwifery, nutrition and dietetics, osteopathy, radiologic medical imaging technology, health promotion and prevention, and health sciences). The data attained were analyzed using knowledge mapping. RESULTS: The results reveal a gap among education programs with regard to occupational health promotion and cultural diversity. Both topics are taught with a sole focus on patients, and students are expected to adopt similar strategies for their health promotion and stress management. Physicians are insufficiently involved in interprofessional education. The programs fail to enhance health professionals' political, economic and digital competencies. CONCLUSION: The results of this study offer clear guidance about what topics need to be integrated into curricula to improve health professionals' well-being at work and their preparedness to face daily professional challenges.

Developing a master's degree program in Gerontology.

The aging population is growing exponentially, and it is expected that soon the number of older adults within our population will outnumber the youth. To prepare for this shift in demographics, there is a need for educational programs in gerontology. The objective was to find out whether individuals in the community feel there is a need for a master's degree in gerontology and if so, what topical areas should be covered. Participants indicated that there is a need for a master's degree in gerontology and many professionals working with older adults would consider enrolling in the program. In addition, professionals, older adults, and undergraduate students shared many topics that should be covered in the programs, for instance, financial planning, caregiver stress, Medicare, and other social programs. In addition, findings indicate that an online program may be the best to meet the demands of the working professionals who would like to enroll in the program but are concerned about time and many other issues. The data collected from the present study, along with the core competencies put forth by the Academy for Gerontology in Higher Education (AGHE) will be used to design a master's program at a university in New Jersey.

Specialty system of special physical education at master's level based on World Health Organization rehabilitation competency framework / 中国康复理论与实践

@#Objective To explore the specialty system of special physical education at master's level.Methods Professional competency for special physical education was developed using the World Health Organization Rehabilitation Competency Framework (RCF), and was applied to the exploration of theoretical structure and methodological system for the construction of special physical education program at master's level.Results Based on the RCF, a competency framework for special physical education teachers was constructed, involving in five areas: practice, professionalism, learning and development, management and leadership, and research. The proficiency of competencies and activities should attain the corresponding level. The construction of special physical education program should be built to highlight the characteristics of RCF and focus on the training of competency in four areas: education objectives, instructional methods, the curriculum of the program and instructional assessment.Conclusion A competency-based program at the master's level in special physical education has been constructed using the RCF. The program uses the RCF to specify professional competency standards for special physical education teachers, and this can be transformed into the content of the competency-based program for special physical education at the master's level. The RCF is used to construct a competency-based special physical education system, which can be used to specify the educational objectives, instructional modalities, specialized core curriculum, and content and methods of instructional assessment in the design of a special physical education program at the master's level.

Gestión de calidad en programas de maestría / Quality Management on Master's Programs

Introducción: La acreditación en la Universidad de Ciencias Médicas de La Habana se inició en 2002. Desde entonces se han efectuado un total de 41 procesos de evaluación externa en 25 programas de maestría. Objetivo: Describir la gestión de calidad para programas de maestría en la Universidad de Ciencias Médicas de La Habana. Métodos: Se realizó una investigación descriptiva transversal en el primer trimestre de 2021, para lo cual se emplearon métodos y procedimientos cuali-cuantitativos. Resultados: De los programas autorizados, 7 perdieron su condición de acreditación por diferentes causas; 18, de los cuales 10 eran de excelencia, 6 certificados y 2 calificados, tuvieron una categoría superior a la autorizada; 4 estaban concebidos para realizar procesos de evaluación externa a distancia en 2021 y se previó que otros 13 lo hicieran en 2022. La situación actual de la pandemia de la COVID-19 propició que los programas de maestrías asumieran diversas modalidades para dar continuidad a su ejecución, al considerar las orientaciones de la Junta de Acreditación Nacional. En los documentos revisados se destacó la ejecución de Proyecto de Investigación Aplicada. Conclusiones: La gestión de calidad para programas de maestrías avanza con los años. Poseen categoría de acreditación superior aquellos acreditables, con predominio de la categoría de excelencia. Están proyectados los procesos de evaluación externa para 2021 y 2022, y se ejecuta un Proyecto de Investigación Aplicada que consolida las acciones de esta estrategia(AU)

Introduction: Accreditation at the University of Medical Sciences of Havana began in 2002. Since then, a total of 41 external assessment processes have been carried out in 25 master's programs. Objective: To describe quality management for master's programs at the University of Medical Sciences of Havana. Methods: A cross-sectional and descriptive research was carried out in the first quarter of 2021, for which qualitative-quantitative methods and procedures were used. Results: Of the authorized programs, seven lost their accreditation status for different reasons. Eighteen, of which ten were of excellence, six were certified and two were qualified, had a category higher than the authorized one. Four were conceived to carry out remote external assessment processes in 2021, while another thirteen were expected to do so in 2022. The current situation of the COVID-19 pandemic led to the master's programs taking on various modalities to give continuity to their execution, upon considering the orientations from the National Accreditation Board. The documents reviewed highlighted the implementation of the Applied Research Project. Conclusions: Quality management for master's programs advances over the years. Those creditable have a higher accreditation category, with a predominance of the excellence category. The external assessment processes are projected for 2021 and 2022, while an Applied Research Project is being executed and consolidates the actions of this strategy(AU)

The value of a post-graduate clinical placement for nursing students.

The importance of a clinical placement in graduate nursing programs has been recognized in the academic literature and in the advanced nursing practice workforce environment as being beneficial. During a placement, post-graduate students have opportunities to familiarize themselves with the Advanced Practice Nurse (APN) role and competencies, build networks, advance their personal and professional development, and validate their motivation and desire to pursue a particular professional area of advanced nursing practice. This paper describes reflections on a post-graduate clinical placement in palliative care, exercising the Canadian Nursing Association's (2019) APN competencies. Exposure to such a placement helps novice APNs develop a strategic and grounded advanced nursing practice foundation.

Innovation in Digital Education: Lessons Learned from the Multiple Sclerosis Management Master's Program.

Since 2020, the master's program "Multiple Sclerosis Management" has been running at Dresden International University, offering structured training to become a multiple sclerosis specialist. Due to the COVID-19 pandemic, many planned teaching formats had to be changed to online teaching. The subject of this paper was the investigation of a cloud-based digital hub and student evaluation of the program. Authors analyzed use cases of computer-supported collaborative learning and student evaluation of courses and modules using the Gioia method and descriptive statistics. The use of a cloud-based digital hub as a central data platform proved to be highly successful for learning and teaching, as well as for close interaction between lecturers and students. Students rated the courses very positively in terms of content, knowledge transfer and interaction. The implementation of the master's program was successful despite the challenges of the COVID-19 pandemic. The resulting extensive use of digital tools demonstrates the "new normal" of future learning, with even more emphasis on successful online formats that also increase interaction between lecturers and students in particular. At the same time, there will continue to be tailored face-to-face events to specifically increase learning success.

Do it together! Conception and long-term results of the trans-institutional Master of Medical Education (MME) program in Germany.

Medical education has the responsibility to react to developments and changing demands in healthcare. This implies the need for experts in the area of medical education as well as nationally coordinated initiatives. An innovative model based on trans-institutional cooperation and nationwide consensus for establishing a master's degree course in Medical Education (MME) and long-term results are presented here to other countries and other programs, facing similar challenges. A MME program with the following goals was implemented at the Medical Faculty of Heidelberg University, Germany, in 2004: Qualification of leaders in medical faculties, professionalization and improvement of teaching quality, promotion of nationwide and international exchange, and stimulation of research in medical education. Since then, 15 cohorts with a total of 380 participants have started their studies, 179 participants have graduated and 90 publications resulted from the master's theses (as at November 2018). Evaluation and survey data revealed a very high degree of satisfaction among the participants and a lasting development to medical education experts. Our concept shows that the bundling of regional expertise into a clearly structured trans-institutional network can be a driving force for nationwide comprehensive changes, in order to address changing demands in healthcare systems and transfer it into medical education programs.

Individual and institutional influencing factors on completion rates in a medical education master's program in Germany.

Background: The increasing significance of didactic aspects in medical education has also led to the development of special postgraduate programs. Completion rates represent an important outcome criterion for these programs of study. Up to today, detailed studies on what factors influence these completion rates have been lacking. Methods: Within the framework of outcomes research, a semi-structured online survey of students was conducted in the Master of Medical Education Germany program. Of the 90 items, 21 referred to the master's thesis that is required for graduation. Results: 157 out of 246 (63.8%) of students from classes 1-10 of the program (study period 2004-2014) participated in the survey. 109 participants had submitted a master's thesis, whereas 45 participants had not completed their studies by submitting a master's thesis. Influencing factors of successful completion were, among other things, little difficulty in choosing the topic, retention of the originally chosen topic, general support by the program administration in the modules and ensuring timely feedback from the advisor, and the provision of temporal, staff and financial resources by the home faculty. The failure to turn in the project report and a lengthy interruption of master thesi's work could be identified as critical parameters. Conclusion: Taking into account these results can contribute to increasing completion rates in medical education graduate programs. Systematic outcomes research leads, moreover, to quality assurance. Such studies should be conducted in a standardized manner in the future, in order to facilitate comparisons between medical education programs.

Predictors of female registered nurses' interest in enrolling in master's programs of nursing graduate schools in Japan.

Objective: Enrollment in graduate schools presents a useful opportunity for registered nurses to enhance their expertise in their nursing field and gain better opportunities to achieve their desired career advancements. This study investigates the predictors associated with registered nurses' interest in enrolling in master's programs of nursing graduate schools. Materials and Methods: For the predictors associated with interest in enrolling in master's programs of nursing science, we evaluated items related to registered nurses' perceptions of their work environments and their impressions regarding master's programs in nursing. The analyzed subjects were 3,611 female registered nurses working in 30 hospitals in Mie prefecture, Japan. Multiple linear regression analyses were conducted to investigate registered nurses' predictors of interest in enrolling in master's programs of nursing graduate schools. We included the variables with Variance Inflation Factor (VIF) less than (<) 2 in the statistical model. Results: Full-time nurses were more interested in enrolling in master's programs than part-time nurses. Registered nurses who felt that they could keep up with courses in graduate schools, that they would be able to acquire skills to contribute to society, and that their colleagues were competent, showed stronger interest in master's programs. Registered nurses who were under the impression that graduate school teachers were dedicated to their students showed lower interest in master's programs. Registered nurses who felt that their superiors were competent and that they were expected to perform well by physicians also showed lower interest in master's programs. Conclusion: Predictors significantly associated with registered nurses' interest in enrolling in master's programs of nursing graduate schools were determined. Further studies are required to gain a more detailed understanding of the nurses' attitudes investigated.

Similaridades e diferenças entre o Mestrado Acadêmico e o Mestrado Profissional enquanto política pública de formação no campo da Saúde Pública / Similarities and diferences between Academic and Professional Master Programs as Educational Public Policy in the field of Public Health

Resumo Ao buscar uma especificidade para o Mestrado Profissional (MP) em Saúde Pública, interrogamos, o que ele, ao se instituir, procurou do ponto de vista de seus meios e finalidades, conservar ou romper com os modelos de formação dos Mestrados Acadêmicos (MA). No campo da Saúde Pública, o tema ganha outros temperos se considerarmos que tanto o MP quanto o MA preservam na finalidade a formação para o Sistema Único de Saúde. Nesse sentido, a pesquisa buscou investigar a vocação heurística e inovadora do MP face ao MA como uma política pública de formação. Em uma perspectiva comparada, analisamos as principais características dos cursos de MP em saúde pública, frente ao processo de flexibilização da pós-graduação brasileira que o diferencia do MA, e discutimos se essas características tornam o MP uma política pública de formação. Na análise dos dados utilizamos o método da Análise de Conteúdo. Concluímos que as instituições de ensino tendem a reproduzir o modelo de formação do MA no MP e a expectativa de tornar o serviço de saúde matéria e motivo para a formação não é suficiente para distinguir ambas modalidades.

Abstract In the attempt to find a specificity for the Professional Master Program in Public Health (PM), we asked, what is, from the point of view of its means and purposes, kept or broke from the training models of the Academic (traditional) Masters Program (AM). In the public health field, this discussion possess an extra "flavor", as both program aim, in Brazil, to prepare health professionals to the Brazilian Unified Health System (SUS). Therefore, this research sought to investigate the heuristic and innovative vocation of the PM vis-à-vis the AM as an education public policy. From a comparative approach, we analyzed the main characteristics and differences among AM and PM, face the flexibilization process of graduate programs in Brazil, and discussed if these features would characterize the PM into an educational public policy. Data was analyzed by the Content Analysis method. We conclude that educational institutions tend to reproduce the AM training model in the PM and the expectation of making the health service matter and reason for training is not sufficient to distinguish both modes.

Improving Diversity of Dental Students Through the Boston University Master's of Oral Health Sciences Postbaccalaureate Program.

Boston University Goldman School of Dental Medicine (GSDM), in collaboration with Boston University School of Medicine, introduced the Oral Health Sciences (OHS) pipeline program in 2005 to enhance the academic preparedness of students from underrepresented minority (URM) groups for dental school admission. The aim of this study was to evaluate the OHS program's success in preparing URM students for dental school, as measured by acceptance to dental school and performance in the first and second years. Data on 2005-15 program enrollees were collected from admissions records, the registrar, and the Office of Institutional Research on students' race/ethnicity, undergraduate and OHS grade point average (GPA), and Dental Admission Test (DAT) scores. Acceptance to dental school and performance at GSDM for non-URM OHS graduates, URM OHS graduates, and non-OHS dental students were compared. A total of 55 URM students completed the OHS program during this period, with 49 successfully matriculating to a dental school in the U.S. and 33 attending GSDM. Average OHS GPA was higher for those URM students accepted to dental school than for those who did not gain admission (3.36±0.30 vs. 2.94±0.19). Evaluation of the academic performance of URM OHS students in the first year (p=0.13) and second year (p=0.88) at GSDM showed that these students performed as well as the non-OHS and non-URM OHS students. These results demonstrate that the OHS master's program serves as a successful credential-enhancing program for dental school applicants, while also serving as a pipeline to increase the number of qualified applicants from URM groups.

Predictors of female registered nurses’ interest in enrolling in master’s programs of nursing graduate schools in Japan / Journal of Rural Medicine

Objective: Enrollment in graduate schools presents a useful opportunity for registered nurses to enhance their expertise in their nursing field and gain better opportunities to achieve their desired career advancements. This study investigates the predictors associated with registered nurses’ interest in enrolling in master’s programs of nursing graduate schools.Materials and Methods: For the predictors associated with interest in enrolling in master’s programs of nursing science, we evaluated items related to registered nurses’ perceptions of their work environments and their impressions regarding master’s programs in nursing. The analyzed subjects were 3,611 female registered nurses working in 30 hospitals in Mie prefecture, Japan. Multiple linear regression analyses were conducted to investigate registered nurses’ predictors of interest in enrolling in master’s programs of nursing graduate schools. We included the variables with Variance Inflation Factor (VIF) less than (<) 2 in the statistical model.Results: Full-time nurses were more interested in enrolling in master’s programs than part-time nurses. Registered nurses who felt that they could keep up with courses in graduate schools, that they would be able to acquire skills to contribute to society, and that their colleagues were competent, showed stronger interest in master’s programs. Registered nurses who were under the impression that graduate school teachers were dedicated to their students showed lower interest in master’s programs. Registered nurses who felt that their superiors were competent and that they were expected to perform well by physicians also showed lower interest in master’s programs.Conclusion: Predictors significantly associated with registered nurses’ interest in enrolling in master’s programs of nursing graduate schools were determined. Further studies are required to gain a more detailed understanding of the nurses’ attitudes investigated.

Master in oral biology program: A path to addressing the need for future dental educators.

In dental education, the anatomical sciences, which include gross anatomy, histology, embryology, and neuroanatomy, encompass an important component of the basic science curriculum. At Creighton University School of Dentistry, strength in anatomic science education has been coupled with a solid applicant pool to develop a novel Master of Science in Oral Biology, Anatomic Sciences track degree program. The program provides a heavy emphasis on developing teaching skills in predoctoral students as well as exposure to research processes to encourage the cohort to pursuing a career in academic dentistry. The individuals considered for this program are applicants for admission to the School of Dentistry that have not been accepted into the entering dental class for that year. The students undertake a two year curriculum, studying anatomic sciences with a special emphasis on teaching. The students also must complete a research project that requires a thesis. The students in the program are guaranteed acceptance to dental school upon successful completion of the program. After six years, the first ten students have received their Master of Science degrees and continued in dental school. The program is favorably viewed by the faculty and participating students. It is also considered successful by metrics. Nine of the ten graduates have said they would like to participate in academic dentistry in some capacity during their careers. Anat Sci Educ 10: 607-612. © 2017 American Association of Anatomists.

Higher education in gerontology: A comparison of master's programs in Japan, Taiwan, and Turkey.

As of 2015, there is only one master's program of gerontology acknowledged by each of the following countries: Japan, Taiwan, and Turkey. All three programs have fewer than 15 years of history. These three countries differ in society types based on the proportion of older adults, rate of population aging, and population size. However, in terms of gerontological education, they seem to share great commonalities. Common challenges are a lack of awareness of the field of gerontology, insufficient numbers of gerontology programs and faculty members to produce trained gerontologists within society, and the inadequacy of opportunities for trained gerontologists to play an active role in various fields. This study intends not only to compare the differences and similarities among three countries and programs, but also to elucidate characteristics of a unique gerontology program in each country and identify challenges and possibilities from the perspective of gerontological educators.

Accelerated Master's Programs in Nursing for Non-Nurses: An Integrative Review of Students' and Faculty's Perceptions.

Accelerated master's programs in nursing for non-nurses (AMPNNNs) are rapidly increasing in number. They offer accelerated entry into nursing practice for individuals with a baccalaureate degree or higher. An integrative review, based on Whittemore and Knafl (2005) was conducted to identify the characteristics of the students and the perceptions of students, graduates, and faculty who participate in these programs. A search of published literature yielded 15 sources with relevant data for this integrative review. Student characteristics indicate predominantly Caucasian females who are older, mature, and academically accomplished. There is a dearth of literature related to the perceptions of students and faculty as they experience the program. Student experienced role changes, and the demands of nursing education were notable. Faculty identified the need to develop innovative teaching strategies for adult learners. The gaps in the evidence base of AMPNNNs are highlighted, and areas for future research are recommended.

Creating the future: Brown University's Executive Master of Healthcare Leadership.

The Affordable Care Act is ushering in a new paradigm for all aspects of the healthcare industry - from hospitals to insurers, from IT companies to physician practice groups. Brown's new executive master's degree in healthcare leadership provides the knowledge healthcare leaders need to navigate this new world. The 16-month program mixes online learning and short campus-based sessions to accommodate the working professional.

Master's programs in advanced nursing practice: new strategies to enhance course design for subspecialty training in neonatology and pediatrics.

The advanced nurse practitioner (ANP) role first developed in the USA in the 1960s in primary care. Since then, it has evolved in many different countries and subspecialties, creating a variety of challenges for those designing and implementing master's programs for this valuable professional group. We focus on ANPs in the neonatal and pediatric intensive care setting to illustrate the complexity of issues faced by both faculty and students in such a program. We review the impact of limited resources, faculty recruitment/accreditation, and the relationship with the medical profession in establishing a curriculum. We explore the evidence for the importance of ANP role definition, supervision, and identity among other health professionals to secure a successful role transition. We describe how recent advances in technology can be used to innovate with new styles of teaching and learning to overcome some of the difficulties in running master's programs for small subspecialties. We illustrate, through our own experience, how a thorough assessment of the available literature can be used to innovate and develop strategies to create an individual MSc programs that are designed to meet the needs of highly specialized advanced neonatal and pediatric nursing practice.