Published Article / The relationship between the postgraduate supervisor and postgraduate student is commonly described in the literature because of the interesting and sometimes even complex dynamics involved in this process. However, the literature is not always very explicit about the specific expectations of those involved. The findings of a qualitative case study, completed at an American research intensive university (Indiana University, Indianapolis, Indiana, USA) are communicated in the article. Despite the complexity of the research supervision process, the expectations associated with the supervision process remains a unique experience of collaborative learning. A commitment is required from each of the role players to communicate expectations initially and continuously. Furthermore it was noted that an environment should be created for students in which they are respected as colleagues.

Published Article / Postgraduate supervision and research training are core academic activities for most higher education institutions. Worldwide, including in South Africa, there is concern about the quality of postgraduate training in higher education institutions, the length of time it takes postgraduate students to complete their postgraduate studies, and the high percentage of students who terminate their studies. Against the backdrop of these concerns, the quality of research supervision is essential for the successful completion of studies. However, ensuring the quality of the input dimension within South African postgraduate supervision is complicated – the reasons being that the process is entangled with issues of power, desire, and differences in relation to supervision practices, along with rapid higher education transformation demanding more quality and accountability, etc. Therefore it is recommended that the supervision process be monitored for improvement purposes and to address context-specific needs. This article reports on an improvement-oriented investigation into the current supervision practices at the case study university.

Zugl.: Darmstadt, Techn. University, Diss., 2009.

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No description available.

This study aimed to investigate the motivation of whether pursuing postgraduate study or not among Chinese students in Inner Mongolia University and Dalian Nationalities University. All in all fourteen specific questions were designed in the questionnaire. Psychodynamic theory, social cognitive theory and Bronfenbrenner’s ecological theory have been employed to analyze the data. The results indicate that students’ motivations to pursue postgraduate studies have both internal and external causes. For those who want to pursue postgraduate studies, the internal causes can be listed as following: a higher degree for a decent job and students’ thirst for knowledge. The external causes include peer influence and extra expectation to fulfill parents' dreams. Those who do not want to pursue postgraduate studies hold more than a different idea on the relation between a better job and a higher degree. They think they can find a good job without a higher degree, and higher education level will not make any difference.

The capsaicin receptor (vanilloid receptor I, transient receptor potential vanilloid 1 or TRPV I) is a member of the transient receptor potential (TRP) family of proteins. This cation channel is sensitive to a range of inflammatory mediators such as some lipoxygenase products, as well as the tussive agents capsaicin, resiniferatoxin and protons. It has been proposed that TRPV I is a cough receptor and may be important in airways inflammation. Rat TRPVI (rTRPVI) and human TRPVI (hTRPVl) permanently expressing cell lines were generated and successfully characterised by agonist triggered changes in intracellular calcium levels. Thapsigargin and/or removal of extracellular calcium revealed that, both rTRPVI and hTRPVI are not only expressed on the cell surface but on thapsigargin sensitive and insensitive intracellular stores respectively. Citric acid, an agent routinely used in the clinic for inhalation cough challenges, was investigated for its ability to activate TRPVl permanently expressed in a cell line. rTRPV I was activated by citric acid in a concentration and pH dependent manner. Citric acid activation of TRPVI was inhibited by iodoresiniferatoxin but not capsazepine. Mutation of the TRPVI putative proton binding site (E648 to A648) abolished citric acid activation of the channel without reducing the capsaicin evoked response. Thus, citric acid activates rTRPV I by a proton dependent mechanism. The role of N-linked glycosylation and sialylation on rTRPVI and hTRPVI was investigated. Treatment of rTRPVl with neuraminidase or tunicamycin dramatically reduced the channels' maximal responses to capsaicin. In addition mutation of the rTRPVI N-linked glycosylation site (N604 to Q604) or expression ofrTRPVI in the glycosylation mutant cell line, Lec2, also resulted in a striking reduction in the receptors' maximal calcium response to capsaicin. Flow cytometry data indicated that these differences in TRPVI function were unlikely to be linked to differences in receptor cell surface expression. Human TRPV I also displayed significant reductions in responsiveness to capsaicin following either neuraminidase or tunicamycin treatment. Thus, receptor sialylation regulates TRPVI activation by capsaicin. Finally, TRPVI expression on human primary bronchial fibroblasts (HPBF) was investigated. Negligible endogenous TRPVI expression was detected in HPBF. Interestingly, the inflammatory mediators tumour necrosis factor (TNF-a), lipopolysaccharide (LPS) and interleukin Ia (IL-Ia) all induced TRPVI expression in HPBF, as assessed by RT-PCR, flow cytometry and calcium signalling. TRPVI functional expression was observed as early as 6 hrs (for TNF-a) post challenge and remained elevated upto the final time point tested (96 hrs for IL-Ia). Thus, TRPVI may play an important role in the inflammatory process. In conclusion, TRPV I may play an important role in conditions where cough and inflammation have been implicated.

Published Article / Worldwide, including in South Africa, involvement in research is making increasing quality demands on higher education institutions in terms of sustaining high-level research capability and involvement on an efficient and effective basis. These are complex issues, particularly when concerns such as the quality of postgraduate training, lengthy postgraduate completion rates and the high percentage of suspension of postgraduate studies are present. These are just some of the issues leading to this improvement-oriented study investigating new-generation postgraduate students at a case-study university of technology. The research methodology applied in this study was primarily a qualitative research method, supported by a quantitative research element.

Becoming a Family Physician – Exploring the Experiences of Residents During the First Six Months of Postgraduate Training describes the early training experience of residents from their perspective as they begin a postgraduate program in Family Medicine. A case study approach using focus groups and individual interviews was used to gain insight into the resident-participant’s experiences of the first six months of training. Resident-participants were asked to describe their concerns, changes that occurred and the influences they attributed to those changes as a way to explore their early training experiences from their perspective. This study found resident-trainees do not begin a Family Medicine postgraduate training program knowing what it means to be a Family Physician, but must learn what it means to fulfill this role. From the participants’ perspective, this process involves adjusting to significant shifts in responsibility in the areas of Knowledge, Practice Management and Relationships that occur when they make the transition from being medical students in undergraduate training to doctors responsible for the outcome of care during postgraduate training. As the participants began postgraduate training they were eager to accept the responsibility of being the doctor, but were uncertain they had the necessary medical experience and expertise for someone calling themselves the doctor. The experience of practice, which included developing relationships with different patients over time (continuity of care) was particularly influential in helping the participants gain confidence in fulfilling the role of doctor and learning that the role of Family Physician is complex, multifaceted and not limited to their initial concept of doctoring. As the participants adjusted to their new responsibilities, they gained confidence in their new role as doctor, which subsequently led to a more comprehensive understanding of what it meant to be a Family Physician. This study was able to contribute to what little is know about the transition into a postgraduate Family Medicine program by illuminating from the resident-participant’s perspective how the transition is experienced. In doing so, medical educators have a better understanding of the early training experience of resident-trainees and how these experiences contribute to consolidating their new professional identity.

Becoming a Family Physician – Exploring the Experiences of Residents During the First Six Months of Postgraduate Training describes the early training experience of residents from their perspective as they begin a postgraduate program in Family Medicine. A case study approach using focus groups and individual interviews was used to gain insight into the resident-participant’s experiences of the first six months of training. Resident-participants were asked to describe their concerns, changes that occurred and the influences they attributed to those changes as a way to explore their early training experiences from their perspective. This study found resident-trainees do not begin a Family Medicine postgraduate training program knowing what it means to be a Family Physician, but must learn what it means to fulfill this role. From the participants’ perspective, this process involves adjusting to significant shifts in responsibility in the areas of Knowledge, Practice Management and Relationships that occur when they make the transition from being medical students in undergraduate training to doctors responsible for the outcome of care during postgraduate training. As the participants began postgraduate training they were eager to accept the responsibility of being the doctor, but were uncertain they had the necessary medical experience and expertise for someone calling themselves the doctor. The experience of practice, which included developing relationships with different patients over time (continuity of care) was particularly influential in helping the participants gain confidence in fulfilling the role of doctor and learning that the role of Family Physician is complex, multifaceted and not limited to their initial concept of doctoring. As the participants adjusted to their new responsibilities, they gained confidence in their new role as doctor, which subsequently led to a more comprehensive understanding of what it meant to be a Family Physician. This study was able to contribute to what little is know about the transition into a postgraduate Family Medicine program by illuminating from the resident-participant’s perspective how the transition is experienced. In doing so, medical educators have a better understanding of the early training experience of resident-trainees and how these experiences contribute to consolidating their new professional identity.