Yes / Whilst there is increasing demand on radiology services in the UK, pressures are restricting the expansion of the multi-professional workforce. A pilot academy for radiography reporting was established to augment the traditional university and clinical education in a simulated environment using focussed teaching and real image worklists in a dedicated environment away from departments. Methods: Located at a facility to replicate the clinical reporting environment, the emphasis of the nine-month pilot was to provide extensive ‘hands-on’ training to eight trainees. Evaluation of the academy was undertaken through focus groups, telephone interviews, and online surveys to consider the experiences of the trainees and their managers and mentors. Results: There was overwhelming support for the academy from trainees, mentors, and managers. Key benefits included relieving pressures on department and mentors; providing an intense, structured, and safe environment to learn; and, perhaps most importantly, an extensive and cohesive peer-support network. Issues identified included conflict within departments due to differences in reporting style and the need for greater collaboration between the university, academy, and departments. Conclusion: The use of simulation in education is widely researched, however, there are a number of key factors that need to be considered when implementing it into practise. Peer-support and reflection is seen as essential for its success. Extensive dedicated time to focus on reporting alongside peers can support the development of these skills away from the clinical environment and as such can reduce pressure on service delivery and positively influence learner outcomes. / The pilot academy received funding from the NHS Vanguard scheme (Working Together NHS Vanguard) for purchase of equipment and the salaries of the clinical educator (pro-rata). The university fees and backfill payments were funded by Health Education England.

Development of appropriate educational structures for industrial graduate students is becoming increasingly important, as industry's demand for graduate-educated employees increases. In the past few years, a special investment has been made in industrial graduate schools, with the aim ofbringing graduate education and industry together, and increasing industry's access to doctoral graduates. In this study, we followed a group of doctoral students in the Graduate School for Applied IT and Software Engineering, in order to document their experiences and identify problems and factors relevant to their progress in graduate education and in industry. In an extensive interview study, twenty-three graduate students present their situation and experience of graduate education, conducted partly through placement in a company. In a stepwise analysis of the material, diff erent environmental factors are identi:fied, that can be related to a structured interpretation of their experience, dependent on the nature of their industrial environment. The result is related to earlier research on traditional graduate education and supervision. Questions elucidated in the material and analysis include the graduate students' experience oftheir situation, how they handle the responsibility for their education, which people they experience as most signi:ficant, what in±luence their company has exercised over their subject choice and publication and how the acadernic environment interacts with the company environment. The study provides a comprehensive survey of a so-far fairly unknown educational situation characterized by great variation in study conditions, and presents a model for analysis of the graduate educational prodess for industrial doctoral students.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-09-20T12:53:34Z No. of bitstreams: 1 joicydafonsecaguimaraes.pdf: 1431118 bytes, checksum: fa18a38b7895b736b2607ecf0e7b888b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-10-16T11:31:52Z (GMT) No. of bitstreams: 1 joicydafonsecaguimaraes.pdf: 1431118 bytes, checksum: fa18a38b7895b736b2607ecf0e7b888b (MD5) / Made available in DSpace on 2018-10-16T11:31:52Z (GMT). No. of bitstreams: 1 joicydafonsecaguimaraes.pdf: 1431118 bytes, checksum: fa18a38b7895b736b2607ecf0e7b888b (MD5) Previous issue date: 2018-07-25 / A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discutiu os desafios do processo de implementação do Programa Multicêntrico de PósGraduação em Bioquímica e Biologia Molecular na Universidade Federal de Juiz de Fora campus Governador Valadares (PMBqBM/UFJF-GV). Os objetivos definidos para este estudo foram descrever e analisar os processos de regulamentação e de funcionamento do programa e propor um Plano de Ação Educacional para o fortalecimento do PMBqBM em âmbito geral e no campus GV. Assumimos como hipótese a estruturação das responsabilidades e competências nas instâncias de decisão e no âmbito do funcionamento dos cursos como ação necessária ao fortalecimento do programa, o que compreende a melhoria da capacidade de definir e regulamentar as atribuições dos representantes de cada instância e de aperfeiçoar os sistemas de interação e comunicação entre seus membros. Utilizamos como metodologia o estudo de caso e a pesquisa qualitativa e como instrumentos a análise documental e a realização de entrevistas com roteiro semiestruturado. Os resultados nos mostraram que questões relacionadas à promoção da interação nas instâncias de decisão e de atuação, à efetividade da atividade de nucleação e à definição de responsabilidades sobre a gestão e operacionalização de trâmites acadêmico-administrativos merecem atenção. Esses temas são abordados no Plano de Ação Educacional elaborado com vistas ao fortalecimento do PMBqBM como um todo e no campus GV. / The present dissertation was developed on the Professional Master’s Degree in Educational Management and Assessment (PPGP) at the Center for Public Policies and Assessment in Education of the Federal University of Juiz de Fora (CAEd/UFJF). The case study in question discussed the challenges in the process of implementation of the Multicentric Graduate Program in Biochemistry and Molecular Biology at UFJF, Governador Valadares campus (PMBqBM/UFJF-GV). The objectives defined are to describe and analyze the processes of regulating and functioning of the program and to propose an educational action plan to strengthen the PMBqBM as a whole and within the GV campus. We assume as hypothesis the structuring of responsibilities and competences in the decision-making spheres as a necessary course of action to the strengthening of the program. Such conditions comprehend the capacity of defining and regulating the attributions of the representatives of each sphere and the capacity to improve interactional and communicational systems among its members. We have applied the methodology of case study and qualitative research and, as instruments, document analysis and semi structured interviews. The results have shown that the issues related to the promotion of interaction in the instances of decision-making and operationalization of academicadministrative proceedings deserve attention. These themes are dealt with on the education action plan elaborated aiming at the strengthening of the PMBqBM as a whole and within the GV campus.