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\"Practice-Based Design Research provides a companion to masters and PhD programs in design research through practice. The contributors address a range of models and approaches to practice-based research, consider relationships between industry and academia, researchers and designers, discuss initiatives to support students and faculty during the research process, and explore how students' experiences of undertaking practice-based research has impacted their future design and research practice. The text is illustrated throughout with case study examples by authors who have set up, taught or undertaken practice-based design research, in a range of national and institutional contexts\"-- Provided by publisher.

Long seen as proving grounds for professors, PhD programs have begun to shed this singular sense of mission. Prompted by poor placement numbers and guided by the efforts of academic organizations, administrators and faculty are beginning to feel called to equip students for a range of careers. Yet, graduate students, faculty, and administrators often feel ill-prepared for this pivot. The Reimagined PhD assembles an array of professionals to address this difficult issue. The contributors show that students, faculty, and administrators must collaborate in order to prepare the 21st century PhD for a wide range of careers. The volume also undercuts the insidious notion that career preparation is a zero sum game in which time spent preparing for alternate careers detracts from professorial training. In doing so, The Reimagined PhD normalizes the multiple career paths open to PhD students, while providing practical advice geared to help students, faculty, and administrators incorporate professional skills into graduate training, build career networks, and prepare PhDs for a variety of careers. 

Many doctoral curricula aim to produce narrowly focused researchers rather than critical thinkers. That can and must change, says Gundula Bosch. Many doctoral curricula aim to produce narrowly focused researchers rather than critical thinkers. That can and must change, says Gundula Bosch.

Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills.

Background Standardized training for orthopedic and traumatology residents is a crucial component of postgraduate medical education. Traditional teaching methods, such as Lecture-Based Learning (LBL), often fail to stimulate student initiative and clinical thinking. To address this, our study aimed to explore the effectiveness of a combined Problem-Based Learning (PBL) and Standardized Patients (SP) teaching method in enhancing the clinical skills and self-learning abilities of orthopedic residents. Methods A randomized controlled trial was conducted with 59 orthopedic residents from three medical institutions in China. The participants were randomly divided into a control group ( n  = 29) receiving traditional LBL combined with SP and a study group ( n  = 30) receiving PBL combined with SP. Both groups were instructed on common orthopedic diseases for 21 h. Teaching effectiveness was assessed through self-designed electronic questionnaires, classroom performance metrics, and final exams. Results Compared with the control group, the study group demonstrated significantly greater levels of self-study initiative, teamwork ability, classroom learning efficiency, learning interest, and clinical processing ability ( P  < 0.05). The study group also showed greater improvement in their ability to handle clinical problems and had higher postclass knowledge retention and learning interest scores ( P  < 0.05). Practical exam scores and overall scores were significantly higher in the study group ( P  < 0.05), although written exam scores did not differ significantly. Conclusions The combined PBL and SP teaching method was found to be superior to traditional LBL in improving the clinical skills and self-learning abilities of orthopedic residents. This approach enhances student engagement, clinical thinking, and overall educational outcomes, suggesting that it is a valuable addition to orthopedic resident training programs.

Background Biomedical graduate education requires systematic reform, as traditional lecture-based approaches do not meet the interdisciplinary and clinically oriented demands of the field. This study aims to develop the education systems in biomedical science using the RPISD to design a data-driven aligned with the needs of learners and instructors. Methods A comprehensive literature review, current state analysis, and relevant case analysis were conducted. Additionally, 100 learner surveys were analyzed using descriptive statistics, and 36 learner and 15 instructor interviews were examined through thematic analysis. A usability test was also performed in alignment with the RPISD phases to validate the framework. Results The study identified 12 educational principles and 18 strategies for the Department of Biomedical Sciences. Specifically, six educational principles and seven educational strategies were developed with respect to the curriculum, four educational principles and five educational strategies in regard to teaching methods, and four educational principles and six educational strategies in relation to the educational environment. Conclusion This framework contributes to higher education by offering a structured model that differs from existing approaches through its emphasis on contextual adaptability and learner-centered design. It provides guidelines for institutions seeking to reform or improve their graduate education systems.

This qualitative multi-case study explores the exercise and development of the design judgment of eight instructional design (ID) students working on design projects over one semester in graduate programs at four different institutions in the USA. Their design processes were explored through interviews and their design documents using the concepts of design judgment as reported by Nelson and Stolterman (The design way: Intentional change in an unpredictable world, MIT Press, Cambridge, 2012) and reflection-in-action as reported by Schön (The reflective practitioner: How professionals think in action, Basic Books, New York, 1983) to characterize the exercise and development of their design judgment across the semester. Findings reveal that these ID students make multiple design judgments concurrently and constantly. Their prior design experience, the course requirements and their design practice in class influence both the exercise and development of their design judgment. Lastly, the development of their design judgment is both perceptible and personal. In light of these findings, recommendations are made for how to support the development of ID students’ design judgment.

The outbreak of Coronavirus disease 2019(COVID-19) necessitated an abrupt transition from on campus, face-to-face sessions to online, distance learning in higher education institutions. The purpose of this study was to investigate the perceptions of postgraduate dental learners and instructors about the transition to distance learning, including the changes to the learning and teaching and its efficaciousness. A convergent mixed methods approach to research was utilized. All the instructors and postgraduate learners in a dental college were invited to participate in an online survey. Quantitative data was analyzed using descriptive and inferential analyses on SPSS for Windows version 25.0, and for the responses to the open-ended questions, multi-staged thematic analysis was utilized. Both groups of stakeholders: learners and instructors, were satisfied with the rapid transition to distance learning due to COVID-19. Instructors were significantly more satisfied than the learners. The stakeholders adapted well to the change. The perception of the stakeholders regarding the case-based scenarios significantly influenced their level of satisfaction. As perceived by the stakeholders, the transition to distance learning entailed advantages and challenges. Going through the experience enabled the stakeholders to develop informed opinions of how best to sustain learning and teaching irrespective of how matters unfold in relation to the pandemic. In conclusion, the worldwide dental education community faced unprecedented challenges due to the onset of COVID-19. From a macro perspective, decision-makers must not miss out on the valuable opportunities, inherent in the experience, to reinforce curriculums, and maximize learning and teaching.

Background There is currently no consensus among universities regarding the content and format of Oral Biomaterials courses for graduate dental students. This course was designed to maximize instructional efficiency within a limited timeframe and to promote the sharing of educational resources. The aim is to cultivate interdisciplinary thinking, enhance clinical diagnostic reasoning, and increase research awareness, all while providing a solid foundation in materials science. Methods To develop a robust curriculum, we surveyed 89 dental educators from 18 universities across 14 provinces in China. Their feedback informed the selection of effective teaching strategies, the design of course content and structure, and the development of comprehensive assessment methods. As an elective, the course was attended by 14 graduate students whose performance was evaluated through both course grades and survey questionnaires. These results were then compared with the academic outcomes of 10 students who experienced traditional teaching methods. Results Survey data revealed that approximately 57.3% of the teachers supported establishing a dedicated Oral Biomaterials course, and 61.8% endorsed scheduling the course during the graduate period. For the course design, 61.8% recommended an equal balance between theoretical and practical instruction, while 76.4% believed that 25–35 class hours provided the most effective teaching duration. These differences were statistically significant ( P  < 0.001). After one semester, the experimental group achieved an average comprehensive score of 88.77, significantly higher than the 79.33 average observed in the group taught by traditional methods ( P  < 0.05). Conclusion By gathering and analyzing the insights of dental educators from major Chinese universities, this study developed an online curriculum system that overcomes the spatial and temporal limitations of traditional instruction. The system addresses the current shortage of accessible online resources for Oral Biomaterials courses and promotes inter-institutional resource sharing. The one-semester implementation and subsequent evaluation confirmed that this innovative teaching approach significantly improved learning outcomes and received positive feedback from students.

Introduction This scoping review aimed to review the various challenges facing dental education. Dental education faces multiple institutional, student and faculty-based challenges. Institutional challenges include updating infrastructure resources, recruiting qualified faculty, and implementing administrative policies that enhance dental education. Student-based challenges include implementing teaching/learning strategies that will enable students to acquire adequate knowledge, skill, and logical reasoning to identify and execute evidence-based treatment. Faculty-based challenges include regular updating of the dental curriculum, including recent advances in teaching methodology, and adding elective courses that can enhance the readiness of future dentists to address the evolving oral health needs of the public. Methodology The scoping review was conducted using the PRISMA-ScR, focusing on the current challenges in dental education. Articles were identified via searches of Google Scholar, PubMed, Web of Science and Embase for the period 2019 to 2024. Only English language papers detailing challenges in dental education were included. At the culmination of the search protocol, twelve articles were selected for inclusion in this scoping review. Results Analysis of these twelve papers identified several themes, which apply to the dental education systems of many, but not all, nations: (1) the correlation between the basic science and clinical phases of the curriculium remains poor; (2) dental students receive inadequate patient care experience to truly develop the competency needed for unsupervised dental practice after graduation; (3) dental students often graduate with inadequate foundational knowledge and clinical experience to provide care for geriatric, specialized pediatric and medically compromised patients, and recieve limited clinical experience in public health settings; (4) dental schools struggle to provide students with training in the technology advancements that are increasingly prevalent in dental practice; (5) difficulties in hiring, training and retaining dentists in faculty positions diminishes the quality of the education experience for students; and (6) an increased number of graduates in some countries struggle to find employment. Conclusion A variety of studies and advocacy papers over the past 25 years have identified or described similar challenges facing dental education in many nations of the world. The fact that these challenges persist signals the urgent need for curricular and infrastructure reform to better prepare dental students for the realities of dental practice in the 21st century and to provide an environment that will provide an attractive workplace for dentists who desire to participate in the education of the next generation of dentists.