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Graduates
Kinds of Graduates Terms modified by Graduates Selected AbstractsGRADUATE AND PROFESSIONAL EDUCATIONHIGHER EDUCATION ABSTRACTS, Issue 4 2009Article first published online: 26 FEB 2010 No abstract is available for this article. [source] COLLEGE-TO-WORK MIGRATION OF TECHNOLOGY GRADUATES AND HOLDERS OF DOCTORATES WITHIN THE UNITED STATESJOURNAL OF REGIONAL SCIENCE, Issue 4 2006Paul D. Gottlieb ABSTRACT This study estimates a series of random parameter logit models of the college-to-work migration decisions of technology graduates and holders of doctorates within the United States. We employ detailed information on the migration-relevant characteristics of individuals, as well as on their actual origins and destinations at the metropolitan scale. In addition to its obvious implications for "brain drain" policies in U.S. metropolitan areas, the study demonstrates the richness of the random parameters technique for behavioral-geographic analysis. We find that science and technology graduates migrate to better educated places, other things equal; that PhD graduates pay greater attention to amenity characteristics than other degree holders; and that foreign students from some immigrant groups migrate to places where those groups are concentrated. [source] Dermatologists Perform More Skin Surgery Than Any Other Specialist: Implications for Health Care Policy, Graduate and Continuing Medical EducationDERMATOLOGIC SURGERY, Issue 3 2008RANDALL K. ROENIGK MD First page of article [source] Psychometric Correlates of FIRO-B Scores: Locating the FIRO-B scores in personality factor spaceINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 1 2008Adrian Furnham This paper investigated the relationship between the six Fundamental Interpersonal Relations Orientation (FIRO)-B scales, the Big Five Personality traits assessed by the NEO PI-R, the Hogan Development Survey (HDS) and two measures of cognitive ability (Watson Glaser; Graduate and Managerial Assessment). It examined the concurrent and construct validity of the measure in various adult groups attending assessment centres in order to locate the FIRO-B dimensions in established personality factor space. The FIRO-B was consistently correlated with Extraversion, though analysis at the primary factor (facet) level showed many traits from all five factors were strongly correlated with the six FIRO-B scores. Regressing the six FIRO-B facets onto each of the Big Five in turn showed all were significant particularly for Expressed Inclusion and Wanted Control. The second study also showed considerable and logical overlap between the six FIRO-B scales and the 11 dysfunctional personality strategies as measured by the HDS. There were also strong correlational patterns for the Cautious, Reserved, Colourful and Dutiful type disorders. The third study showed the FIRO-B was statistically associated with both cognitive ability tests though it only accounted for small percentages of the explained variance. Expressed Control was the most consistently correlated of the intelligence test scores. Despite the fact that many explicable associations were found between the FIRO-B and other measure the effect sizes were not large. Thus only 4% of the trait facet scores and 4.5% of the HDS showed medium effect sizes. Results are discussed in terms of the usefulness and possible discriminant validity of the instrument for use in selection and assessment. [source] Graduate and professional student development and student affairsNEW DIRECTIONS FOR STUDENT SERVICES, Issue 115 2006Ann M. Gansemer-Topf Research, Assessment Analyst Student development theories offer frameworks for better understanding and enhancing the experiences of graduate and professional students. [source] Recent veterinary graduates over the last five decades: recollections and perceptionsAUSTRALIAN VETERINARY JOURNAL, Issue 11 2005TJ HEATH Objective To describe the attitudes of veterinary graduates over the last 50 years to their experiences as recent graduates Design A questionnaire, sent by mail. Procedure A questionnaire seeking information on experiences as a recent graduate was sent to about 100 veterinarians who graduated in or about 1950, 1960, 1970, 1980, 1990 and 2000, and 68% responded. Data were entered onto an Excel spreadsheet, and analysed with the SAS System 8 for Windows. Results Most veterinarians who graduated in 1970 and earlier were generally satisfied with their conditions, even though these were often taxing. In the 1970s the cattle industry faltered and rural practice suffered a downturn. Veterinary positions became scarce, and there were few opportunities for graduates to move on from an unsatisfactory workplace - as many were at that time. By 1980 many recent graduates were questioning their decision to study veterinary science. Many of them, working long hours under often stressful conditions, felt that that they were not receiving adequate help or support - or remuneration - from their employers, or respect from their clients. This also afflicted many who graduated in 1990, but by 2000 graduates were reporting an improvement. Their hours of work and the expectations placed on them were more manageable, and the level of help and support, and remuneration, were more acceptable. As a result they found their first year much more enjoyable than had those who had graduated since about 1970. Many of the factors contributing to this improvement resulted from changes in society generally. Specifically, both graduates and employers have become more conscious of what might reasonably be expected, an Award specified minimum levels, the AVA started accrediting New Graduate Friendly Practices, publishing a most informative New Graduate Guide, and helping in other ways. Remuneration, especially when compared with comparable professions, continues to be a source of discontent. Furthermore, despite improved conditions on average, many graduates still suffer under substandard conditions, and these can have an adverse effect on their health and their attitude to their career in veterinary science. Conclusions Average conditions of employment of recent veterinary graduates have improved somewhat after a nadir in the 1970s and 1980s, but they are still substandard for some. Remuneration remains the greatest source of dissatisfaction for recent graduates. [source] The really useful company: Graduates, employment and the humanitiesCRITICAL QUARTERLY, Issue 1 2001Rick Rylance First page of article [source] European Graduates: cross,country diversity and gender disparityEUROPEAN JOURNAL OF EDUCATION, Issue 4 2002Torgerdur Einarsdóttir First page of article [source] Education, Motivation and Pay of UK Graduates: are they different for women?EUROPEAN JOURNAL OF EDUCATION, Issue 4 2002Arnaud Chevalier First page of article [source] Both Sides Now: The Story of School Desegregation's Graduates by Amy Stuart Wells, Jennifer Jellison Holme, Anita Tijerina Revilla, and Awo Korantemaa AtandaHISTORY OF EDUCATION QUARTERLY, Issue 3 2010MICHELLE A. PURDY No abstract is available for this article. [source] Graduates' career aspirations and individual characteristicsHUMAN RESOURCE MANAGEMENT JOURNAL, Issue 1 2005Wolfgang Mayrhofer Using the basic distinction between organisational and post-organisational career orientation, this article examines preferences of business school graduates for different types of career fields and systematic differences between people with different career orientations in terms of behavioural characteristics as well as personality traits. The results show that business school graduates clearly distinguish between organisational and post-organisational career fields. Graduates with post-organisational career aspirations display attributes of high flexibility, leadership motivation, selfpromotion/self-assertion, self-monitoring, networking and less self-consciousness. For individuals preferring an organisational career pattern, inverse relationships apply. Some implications of the findings for HR practice are discussed. [source] The Robert Wood Johnson Foundation Clinical Scholars Program and Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 4 2010Adam Landman MD ACADEMIC EMERGENCY MEDICINE 2010; 17:1,6 © 2010 by the Society for Academic Emergency Medicine Abstract Specialized research training for emergency physicians (EPs) may strengthen overall patient care through the development and improvement of clinical evidence in emergency care. One way an increasing number of emergency physicians have acquired these skills is through the Robert Wood Johnson Foundation Clinical Scholars Program (CSP), a 2-year fellowship that trains physicians to be leaders in improving health care. In addition to providing training in health policy and health services research, the CSP emphasizes the translation of research into action through leadership training, program development, and community-based participatory research. This article provides an in-depth look at the CSP and its impact on emergency medicine (EM). To date, 41 EPs have trained through the program, with increasing numbers in recent years. Graduates have gone on to become leaders in academia, public health, private industry, and foundations. Past and present EM-trained Clinical Scholars are working to find creative solutions for the challenges posed by the U.S. health care system and improve the delivery of emergency care. Emergency physicians who wish to conduct research or work with communities, organizations, practitioners, and policy-makers to address issues essential to the health and well-being of all Americans should consider the Robert Wood Johnson Foundation CSP. [source] Assessment of the Joint Food Science Curriculum of Washington State University and the University of Idaho by Graduates and Their EmployersJOURNAL OF FOOD SCIENCE EDUCATION, Issue 1 2006Stephanie Clark ABSTRACT: Thirty-two recent graduates from the joint food science program of Washington State Univ. (WSU) and The Univ. of Idaho (UI) and 12 of their employers participated in a survey study to assess food science program outcomes. The objective of this study was to assess the joint curriculum in its ability to prepare undergraduate students for critical thinking, problem solving, and technical competence in the food industry. Two survey tools, 1 for graduates and 1 for their employers, were designed to assess job preparedness and the skill set attained by food science program graduates. Graduates of the joint food science program generally indicated satisfaction with their food science education and suggested that they were adequately prepared for their jobs. Both students and employers indicated that most of the identified Success Skills are used daily on the job, and that graduates were well prepared with Success Skills. Graduates and employers reported adequate preparation in Food Processing and Engineering competence. Some significant differences (P < 0.05) were found in perceived and assessed competence. Specifically, while student indicated that they were well prepared with Food Chemistry and Analysis, Food Safety and Microbiology, and Applied Food Science competence, employers indicated only adequate preparation in Food Chemistry and Analysis, and Applied Food Science competence, but poor preparation in Food Safety and Microbiology competence. The findings suggest that students should be given opportunities for self-evaluation in undergraduate courses. Because the survey models are based on Institute of Food Technologists requirements, it is expected that the surveys can be readily adopted by other institutions to assess student learning and program effectiveness. [source] A longitudinal study of the relationship between career management and organizational commitment among graduates in the first ten years at workJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 6 2002Jane Sturges This paper reports the findings of a two-wave longitudinal study investigating relationships between organizational and individual career management activities and organizational commitment in the early years of graduate careers. Several hypotheses are tested and receive mixed support. High organizational commitment predicts the practice of career management activities by graduates to further their career within the organization while low commitment is closely associated with behaviour aimed at furthering the career outside the organization. Graduates who manage their own careers also receive more career management help from their employer. This suggests that there may be the potential for employers to create a ,virtuous circle' of career management in which individual and organizational activities complement each other. Copyright © 2002 John Wiley & Sons, Ltd. [source] PhD Graduates with Post-doctoral Qualification in the Private Sector: Does It Pay Off?LABOUR, Issue 3 2007Isabelle Recotillet Post-doctoral training was initially developed for PhD graduates wishing to embark on a career in the public sector. However, a large proportion of post-doctorate graduates turn to the private sector, and in particular to occupations that do not involve research. The question we raise is that of the wage premium on post-doctoral training. To control for selection bias arising in the case where unobservable elements are correlated between participation and wages, we first estimate a treatment effect model. The main finding is that when selection bias is not controlled for, post-doctoral participation increases earnings; however, when selection bias is controlled for, the participation in a post-doctoral programme has no positive effect. With regards to this finding we show that post-doctoral programmes play much more the role of a signal in the first stage of a career. This finding is also reinforced when we use a bivariate selection rule to control for the endogenous nature of having been recruited in the private sector. [source] Effects of conventional and problem-based learning on clinical and general competencies and career developmentMEDICAL EDUCATION, Issue 3 2008Janke Cohen-Schotanus Objective, To test hypotheses regarding the longitudinal effects of problem-based learning (PBL) and conventional learning relating to students' appreciation of the curriculum, self-assessment of general competencies, summative assessment of clinical competence and indicators of career development. Methods, The study group included 2 complete cohorts of graduates who were admitted to the medical curriculum in 1992 (conventional curriculum, n = 175) and 1993 (PBL curriculum, n = 169) at the Faculty of Medicine, University of Groningen, the Netherlands. Data were obtained from student records, graduates' self-ratings and a literature search. Gender and secondary school grade point average (GPA) scores were included as moderator variables. Data were analysed by a stepwise multiple and logistic regression analysis. Results, Graduates of the PBL curriculum scored higher on self-rated competencies. Contrary to expectations, graduates of the PBL curriculum did not show more appreciation of their curriculum than graduates of the conventional curriculum and no differences were found on clinical competence. Graduates of the conventional curriculum needed less time to find a postgraduate training place. No differences were found for scientific activities such as reading scientific articles and publishing in peer- reviewed journals. Women performed better on clinical competence than did men. Grade point average did not affect any of the variables. Conclusions, The results suggest that PBL affects self-rated competencies. These outcomes confirm earlier findings. However, clinical competence measures did not support this finding. [source] Does a new undergraduate curriculum based on Tomorrow's Doctors prepare house officers better for their first post?MEDICAL EDUCATION, Issue 12 2003A qualitative study of the views of pre-registration house officers using critical incidents Introduction, In 1994 Manchester University introduced an integrated undergraduate medical course using problem-based learning (PBL) throughout. The study reported here explored whether there were any differences between the new course graduates (NCGs) and the traditional course graduates (TCGs) in the types of scenarios they recalled as ,critical incidents', or challenging cases, while working as pre-registration house officers (PRHOs). The focus is on differences rather than causal links. Method, We used semistructured interviews to generate our data. Twenty-four traditional course graduates and 23 new course graduates were interviewed approximately 3 months after starting their first PRHO placement. Results, We identified 4 types of critical incidents relating to: clinical practice; limitations of competence; emotional involvement; and communication. Traditional course graduates reported difficulties in making patient management decisions, whereas the NCGs were better at dealing with uncertainty, knowing their limits and asserting their rights for support. Communication difficulties and coping with emotional involvement were common across both groups of graduates and hence remain problems in relation to being prepared for the role of a PRHO. Conclusions, Graduates of the new, integrated curriculum seemed to be much better at dealing with uncertainty, knowing their personal limits and asserting their rights for support when they felt these limits had been reached. Communication difficulties and emotional involvement remain major factors in the transition from student to PRHO. [source] Since we seem to agree, why are the outcomes so difficult to achieve?NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 121 2010Terry Rhodes There is mounting evidence from faculty and employers that a broad set of skills and abilities are essential for student success as graduates, citizens, and employees. The traditional approach to general education with an emphasis on exposure to a menu of knowledge no longer suffices. Graduates need to be able to integrate their learning, apply it in real-world settings, and use it to address complex and unscripted problems. Examining the emergent research on student learning and key factors that deepen and enhance learning in essential areas for all students at our institutions leads us to developing new modes of measuring and assessing for learning among our students. One such new approach, the VALUE project, using rubrics and portfolios of student work, is described and discussed as a way to engage students in assessing their own leaning, while giving faculty useful information, and institutions reportable results for accountability. [source] Breast Disease-Related Educational Outcomes at the University of FloridaTHE BREAST JOURNAL, Issue 3 2000D. Scott Lind MD Abstract: The purpose of this study was to assess resident knowledge related to breast disease at the University of Florida. In addition, we surveyed graduates of our surgery program regarding the importance of breast disease in their surgical practice and we determined if the completion of postgraduate courses on breast disease influenced patient outcome measures. In the decade of the 1990s, we compared the American Board of Surgery In-Service Training Examination (ABSITE) scores of residents rotating on the breast service in the 6 months immediately prior to examination (June,January) with those residents who had not rotated on the breast service within the 6 months leading up to the ABSITE examination. We also compared ABSITE scores of surgery residents at the University of Florida at Gainesville (breast service) to surgery residents at the University of Florida at Jacksonville (no breast service). Finally, we surveyed graduates of the general surgery program at the University of Florida at Gainesville (1980,1998) to determine the importance of breast disease in their practices and if the completion of postgraduate courses on breast disease influenced rates of breast conservation and immediate breast reconstruction. Residents who rotated on the breast service in the 6 months prior to the ABSITE had significantly fewer incorrect breast-related ABSITE questions than residents who had not rotated on the breast service. Those graduates who had taken postgraduate courses in breast disease responded that they were more likely to perform breast,conserving surgery. There was also a trend for graduates who had completed postgraduate courses on breast disease to respond that they were more likely to perform immediate breast reconstruction following mastectomy. Limiting breast surgery to a single service does not appear to improve resident accumulation and retention of breast disease-related knowledge. Graduates who complete postgraduate courses related to breast disease are more likely to perform breast-conserving surgery and immediate reconstruction following mastectomy. Since the management of breast disease comprises a significant part of general surgical practice, surgical educators must ensure adequate resident education and evaluation with respect to breast disease. [source] Graduate density, gender, and employmentTHE BRITISH JOURNAL OF SOCIOLOGY, Issue 3 2002Malcolm Brynin ABSTRACT The expansion of higher education is often viewed as reflecting increased demand for skills, whether related to technological change or the growing complexity of the economy. It is also linked to widening pay differentials between the poorly and highly educated. There are reasons, however, to question these associations. Even if demand for graduates is growing the supply of graduates might as a result of the status derived from having a degree still exceed this. The demand for graduates itself need not be wholly tied in with upgrading of the labour force. Graduates could be part of a more flexible workforce who increasingly undertake non-graduate work, thus downgrading their labour-market position. LFS (Labour Force Survey) and BHPS (British Household Panel Study) data are used to show that there has been no major shift in the distribution of graduates in the British labour market, that career starts are increasingly at a lower status point, and that there is a negative effect of graduate density on wages. There are also redistributional effects. There has been a large increase in the social demand for higher education by women, and they have gained from this expansion while men have lost out. In addition, graduate density is positive for non-graduates, who gain from the reduced rewards accruing to graduates. The results call into question the simple idea of a trend towards a demand for increasing levels of skills and qualifications. More attention should be paid to the distribution of skills and to complex interactions within this. [source] Do International Medical Graduates (IMGs) "Fill the Gap" in Rural Primary Care in the United States?THE JOURNAL OF RURAL HEALTH, Issue 2 2009A National Study ABSTRACT:,Context: The contribution that international medical graduates (IMGs) make to reducing the rural-urban maldistribution of physicians in the United States is unclear. Quantifying the extent of such "gap filling" has significant implications for planning IMG workforce needs as well as other state and federal initiatives to increase the numbers of rural providers. Purpose: To compare the practice location of IMGs and US medical graduates (USMGs) practicing in primary care specialties. Methods: We used the 2002 AMA physician file to determine the practice location of all 205,063 primary care physicians in the United States. Practice locations were linked to the Rural-Urban Commuting Areas, and aggregated into urban, large rural, small rural, and isolated small rural areas. We determined the difference between the percentage of IMGs and percentage of USMGs in each type of geographic area. This was repeated for each Census Division and state. Findings: One quarter (24.8% or 50,804) of primary care physicians in the United States are IMGs. IMGs are significantly more likely to be female (31.9% vs 29.9%, P < .0001), older (mean ages 49.7 and 47.1 year, P < .0001), and less likely to practice family medicine (19.0% vs 38%, P < .0001) than USMGs. We found only two Census Divisions in which IMGs were relatively more likely than USMGs to practice in rural areas (East South Central and West North Central). However, we found 18 states in which IMGs were more likely, and 16 in which they were less likely to practice in rural areas than USMGs. Conclusions: IMGs fill gaps in the primary care workforce in many rural areas, but this varies widely between states. Policies aimed to redress the rural-urban physician maldistribution in the United States should take into account the vital role of IMGs. [source] Gaps in Procedural Experience and Competency in Medical School GraduatesACADEMIC EMERGENCY MEDICINE, Issue 2009Susan B. Promes MD Abstract Objectives:, The goal of undergraduate medical education is to prepare medical students for residency training. Active learning approaches remain important elements of the curriculum. Active learning of technical procedures in medical schools is particularly important, because residency training time is increasingly at a premium because of changes in the Accreditation Council for Graduate Medical Education duty hour rules. Better preparation in medical school could result in higher levels of confidence in conducting procedures earlier in graduate medical education training. The hypothesis of this study was that more procedural training opportunities in medical school are associated with higher first-year resident self-reported competency with common medical procedures at the beginning of residency training. Methods:, A survey was developed to assess self-reported experience and competency with common medical procedures. The survey was administered to incoming first-year residents at three U.S. training sites. Data regarding experience, competency, and methods of medical school procedure training were collected. Overall satisfaction and confidence with procedural education were also assessed. Results:, There were 256 respondents to the procedures survey. Forty-four percent self-reported that they were marginally or not adequately prepared to perform common procedures. Incoming first-year residents reported the most procedural experience with suturing, Foley catheter placement, venipuncture, and vaginal delivery. The least experience was reported with thoracentesis, central venous access, and splinting. Most first-year residents had not provided basic life support, and more than one-third had not performed cardiopulmonary resuscitation (CPR). Participation in a targeted procedures course during medical school and increasing the number of procedures performed as a medical student were significantly associated with self-assessed competency at the beginning of residency training. Conclusions:, Recent medical school graduates report lack of self-confidence in their ability to perform common procedures upon entering residency training. Implementation of a medical school procedure course to increase exposure to procedures may address this challenge. [source] Combined Residency Training in Emergency Medicine and Internal Medicine: An Update on Career Outcomes and Job SatisfactionACADEMIC EMERGENCY MEDICINE, Issue 9 2009Chad S. Kessler MD Abstract Objectives:, This study was designed to provide an update on the career outcomes and experiences of graduates of combined emergency medicine-internal medicine (EM-IM) residency programs. Methods:, The graduates of the American Board of Emergency Medicine (ABEM) and American Board of Internal Medicine (ABIM)-accredited EM-IM residencies from 1998 to 2008 were contacted and asked to complete a survey concerning demographics, board certification, fellowships completed, practice setting, academic affiliation, and perceptions about EM-IM training and careers. Results:, There were 127 respondents of a possible 163 total graduates for a response rate of 78%. Seventy graduates (55%) practice EM only, 47 graduates (37%) practice both EM and IM, and nine graduates (7%) practice IM or an IM subspecialty only. Thirty-one graduates (24%) pursued formal fellowship training in either EM or IM. Graduates spend the majority of their time practicing clinical EM in an urban (72%) and academic (60%) environment. Eighty-seven graduates (69%) spend at least 10% of their time in an academic setting. Most graduates (64%) believe it practical to practice both EM and IM. A total of 112 graduates (88%) would complete EM-IM training again. Conclusions:, Dual training in EM-IM affords a great deal of career opportunities, particularly in academics and clinical practice, in a number of environments. Graduates hold their training in high esteem and would do it again if given the opportunity. [source] Labour Market Performance of Tertiary Education Graduates in VietnamASIAN ECONOMIC JOURNAL, Issue 2 2000Chris N. Sakellariou First page of article [source] The Employment Landscape for Accounting Graduates and Work Experience RelevanceAUSTRALIAN ACCOUNTING REVIEW, Issue 4 2009Mandy Cheng This study outlines the results of a survey undertaken at an Australian university in 2007 and examines the factors that are associated with an undergraduate accounting student obtaining a job offer. Undertaking relevant part-time work, academic performance and social (extra-curricular) activities are significant factors leading to job offers prior to graduation. Our study also identifies a high level of part-time work currently undertaken by full-time students, confirming the trend identified in other studies. Interestingly, this high level of part-time work was not found to negatively affect students' academic performance. [source] Four years after graduation: Occupational therapists' work destinations and perceptions of preparedness for practiceAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 2 2009Dione Brockwell Abstract Objective:,The present study sought to identify the work destinations of graduates and ascertain their perceived preparedness for practice from a regional occupational therapy program, which had been specifically developed to support the health requirements of northern Australians by having an emphasis on rural practice. Design:,Self-report questionnaires and semistructured in-depth telephone interviews. Participants:,Graduates (n = 15) from the first cohort of occupational therapists from James Cook University, Queensland. Main outcome measure:,The study enabled comparisons to be made between rural and urban based occupational therapists, while the semistructured interviews provided a deeper understanding of participants' experiences regarding their preparation for practice. Results:,Demographic differences were noted between occupational therapists working in rural and urban settings. Rural therapists were predominantly younger and had worked in slightly more positions than their urban counterparts. The study also offered some insights into the value that therapists placed on the subjects taught during their undergraduate occupational therapy training, and had highlighted the differences in perceptions between therapists with rural experience and those with urban experience regarding the subjects that best prepared them for practice. Generally, rural therapists reported that all subjects included in the curriculum had equipped them well for practice. Conclusions:,Findings suggest the need to undertake further research to determine the actual nature of rural practice, the personal characteristics of rural graduates and the experiences of students while on rural clinical placements. [source] Preparedness for rural community leadership and its impact on practice location of family medicine graduatesAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 1 2005Wayne Woloschuk Abstract Objective:,To identify non-clinical dimensions of preparedness for rural practice and to determine whether preparedness for rural practice is predictive of rural practice location. Design:,Cross-sectional postal survey mailed in 2001. Setting:,Communities across Canada where graduates were practising. Subjects:,,Graduates (n = 369) of the family medicine residency program at the universities of Alberta (U of A) and Calgary (U of C) between 1996 and 2000, inclusive. Interventions:,Using a 4-point scale, graduates rated the extent to which the residency program prepared them for eight dimensions of rural practice: clinical demands of rural practice, understanding rural culture, small community living, balancing work and personal life, establishing personal/professional boundaries, becoming a community leader, handling a ,fish bowl' lifestyle, and choosing a suitable community. Main outcome measure:,Identification of non-clinical dimensions of preparedness for rural practice and whether scores on preparedness scales are predictive of rural practice location. Results:,The overall response rate was 76.4%. Factor analysis of the eight preparedness items produced two factors, ,rural culture' and ,rural community leader' which explained 72% of the variance. The alpha coefficient for each factor was 0.87. Odds ratios revealed that family medicine graduates prepared for rural community leadership roles were 1.92 (CI = 1.03,3.61) times more likely to be in rural practice. Rural physicians were also 2.14 (CI = 1.13,4.03) times as likely to have a rural background. Conclusions:,Preparedness to be a rural community leader and having a rural background were predictive of rural practice. Educators should consider this in both family medicine residency admissions policy and practice and when designing and implementing family medicine residency curricula. [source] Graduates in Veterinary ScienceAUSTRALIAN VETERINARY JOURNAL, Issue 5 2005Article first published online: 10 MAR 200 No abstract is available for this article. [source] Graduates in Veterinary ScienceAUSTRALIAN VETERINARY JOURNAL, Issue 10 2004Article first published online: 10 MAR 200 No abstract is available for this article. [source] The Determinants of Management Development: The Views of MBA GraduatesBRITISH JOURNAL OF MANAGEMENT, Issue 2000Christopher Mabey This article is derived from survey data obtained from a structured sample of 450 MBA graduates and is part of a wider programme of research investigating the current state of management development in Britain. The intention is to analyse the determinants of the amount, the methods and the impact of management development systems in UK organizations and to assess these findings in relation to a comparable analysis of HRD managers. Both the amount and the variety of management development methods are greater than has been previously reported and, for the HRD sample, the impact of this activity is broadly positive. While agreeing on the amount, MBA managers are less enthusiastic about the availability and effectiveness of management development they have experienced. Overall, the management development policy choices made by organizations are consistently the most influential in determining outcomes, and the implications for this are discussed. [source] | ||||||||||||||||||||||||||||||||||||||||