Breaking the bubble: Recent graduates’ experiences with ideological diversity.

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

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Diagnostic Accuracy of Oral Cancer and Suspicious Malignant Mucosal Changes among Future Dentists

Healthcare ◽

10.3390/healthcare9030263 ◽

2021 ◽

Vol 9 (3) ◽

pp. 263

Author(s):

Kamis Gaballah ◽

Asmaa Faden ◽

Fatima Jassem Fakih ◽

Anfal Yousuf Alsaadi ◽

Nadeen Faiz Noshi ◽

...

Keyword(s):

Oral Cancer ◽

Dental Students ◽

Benign Tumors ◽

Dental Practitioners ◽

Significant Difference ◽

Potentially Malignant Disorders ◽

Potentially Malignant ◽

Recent Graduates ◽

Mucosal Changes ◽

Oral Abnormalities

This study aimed to assess the ability of dental students and recent graduates to detect and recognize mucosal changes that are suggestive of oral cancer and potentially malignant disorders. In this cross-sectional study, a questionnaire was administered to dental students and recent graduates of Ajman University (n = 132). Completed questionnaires were received from 84 (63.6%) females and 48 (36.4%) males which included fifth-year students (n = 80), interns (n = 39), and dental practitioners (n = 13). This questionnaire was designed to assess the respondent’s ability to detect and recognize different types of oral lesions, as well as their knowledge of oral cancer appearance and malignancy potential. The overall accuracy of diagnosis was 46%. The participants correctly identified normal variations, benign tumors, malignant tumors, and premalignant lesions at rates of 60.3%, 31.0%, 55.7%, and 33.4%, respectively. There was no significant difference between the two genders in their ability to recognize and detect correct answers (females, 48.3%; males, 47.2%). According to education level, interns provided the highest percentage of correct answers (52.5%), followed by newly dental practitioners (51.9%) and fifth-year students (44.1%). Conclusion: The respondents of this survey did not exhibit a satisfactory diagnostic capability in recognizing mucosal changes consistent with the clinical presentation of oral cancer. Thus, a need exists for improved and updated educational methods for undergraduate students regarding oral cancer and potentially malignant disorders. Meanwhile, practitioners should look for oral abnormalities to provide better diagnosis and management. Practitioners should also stay up to date on the oral malignancy topic by attending workshops and clinicopathological conferences.

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Training for policy capacity: A practitioner’s reflection on an in-house intervention for civil servants, students, and post-secondary graduates in Canada

Teaching Public Administration ◽

10.1177/01447394211019458 ◽

2021 ◽

pp. 014473942110194

Author(s):

Bobby Thomas Cameron

Keyword(s):

Prince Edward Island ◽

Provincial Government ◽

Civil Servants ◽

Mentorship Program ◽

Post Secondary ◽

Policy Capacity ◽

Public Servant ◽

Capacity Theory ◽

Integrated Policy ◽

Recent Graduates

A substantial amount of scholarly work focuses on conceptualizing, theorizing and studying the policy capacity of governments. Yet, guidance for practitioners on developing policy capacity training programs is lacking. In this article, I reflect on my experience as a public servant in the provincial government of Prince Edward Island where I designed and implemented the Policy Capacity Development and Mentorship Program for civil servants, recent graduates and students. In this article, I offer a descriptive overview of the framework and logic of the program and discuss how I integrated policy capacity theory. This article may serve other practitioners who seek to implement similar programs in their respective organizations and provides a base for future interventions. The article also offers thoughts on practitioner-led collaboration with academics and recommendations for those who would like to establish similar programs in their organizations.

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