https://www.um.edu.mt/library/oar/handle/123456789/317 2026-06-25T10:29:37Z 2026-06-25T10:29:37Z Attard, Josephine Camilleri, Liberato Spiteri, Georgette https://www.um.edu.mt/library/oar/handle/123456789/147710 2026-06-25T10:07:53Z 2026-01-01T00:00:00Z

Title: Academic experts’ perspectives on strategic benefits, challenges, and development of professional doctorates in midwifery within a small-state context Authors: Attard, Josephine; Camilleri, Liberato; Spiteri, Georgette Abstract: Professional doctorates (PDs) provide an advanced pathway for midwives to integrate clinical expertise, research, and leadership. While well established in countries such as the United Kingdom, their relevance and feasibility within smallstate higher education systems remain underexplored. This study examined midwifery academics’ perceptions of the benefits, challenges, and contextual considerations associated with developing a Professional Doctorate in Midwifery in Malta. A cross-sectional survey was conducted with a purposive sample of midwifery academics involved in curriculum development and leadership within a Maltese tertiary institution. Data were collected using a 41-item structured questionnaire informed by a literature review and interviews with UK professional doctorate leaders. Quantitative and qualitative data were analysed using descriptive and inferential statistics, including Friedman’s test. Participants strongly supported the introduction of a PD, highlighting its potential to enhance research capacity, strengthen midwifery leadership, and foster integration between academic and clinical practice. Key challenges included limited supervisory expertise, resource constraints, and the need for flexible programme delivery. Comparisons with established UK models demonstrated broad alignment while identifying context-specific concerns related to sustainability within a small higher education system. Professional doctorates have significant potential to advance midwifery scholarship, leadership, and workforce sustainability. The study proposes a framework of Seven Essential Domains for Professional Doctorate Education to guide the strategic design and implementation of PD programmes that strengthen research capacity and support woman-centred, evidence-informed care.

2026-01-01T00:00:00Z Spiteri, Georgette Gatt, Daniela Lungaro-Mifsud, Stephen Scerri, Josianne Couto, Jose Guilherme Formosa, Melissa Marie Trapani, Josef Pavli, Foteini https://www.um.edu.mt/library/oar/handle/123456789/147508 2026-06-17T11:14:20Z 2026-01-01T00:00:00Z

Title: Malta Journal of Health Sciences : volume 13 : issue 1 Authors: Spiteri, Georgette; Gatt, Daniela; Lungaro-Mifsud, Stephen; Scerri, Josianne; Couto, Jose Guilherme; Formosa, Melissa Marie; Trapani, Josef; Pavli, Foteini Abstract: Table of contents:; 1/ Trevor Abela Fiorentino - Editorial - Teaching for confidence; 2/ Jeanette Falzon, Tonio Agius, Anabel Sciriha - Effects of Pilates on Low Back Pain: A Scoping Review; 3/ Randall Debattista, Tonio Agius, & Anabel Sciriha - Neuromuscular Electrical Stimulation in Respiratory Conditions: A Systematic Review; 4/ Victor Martinelli - Academic Emotions in University Students: A Comparative Study; 5/ Gabriella D’Aponte & Claire Copperstone - Stress and Lifestyle Behaviour Changes in Maltese University Students During Exams: A Cross-Sectional Study; 6/ Frank Houghton - Revising Alcohol Consumption Guidelines: Exploring the implications of new initiatives for Canada, Ireland and Malta; 7/ Corinne Scicluna, Maria Cassar, Sharon Martinelli, Daren Chircop, Barbara Anne Nicolls - Electronic Portfolios: Experiences of Pre-Registration Nursing Students at the University of Malta

2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/147478 2026-06-16T11:06:50Z 2026-01-01T00:00:00Z

Title: Auditory and visual processing skills in Maltese children Abstract: Auditory processing (AP) and visual processing (VP) abilities are important for language development, learning, and classroom participation; however, evidence from Malta remains limited. This study investigated AP and VP performance in 8-year-old Maltese children according to gender, primary language, and neurodevelopmental profile. Participants included 83 children: 71 neurotypical (NT) and 12 neurodiverse (ND). AP skills were assessed using a computer-based battery administered via TestFlight, while VP skills were measured using the Motor-Free Visual Perception Test–Fourth Edition (MVPT-4). Language processing was evaluated through a Sentence Imitation Test derived from the Language Assessment for Maltese Children (LAMC). A researcher-developed questionnaire collected demographic and language background data. Data were analysed using descriptive and inferential statistics within an exploratory quantitative framework. Neurodevelopmental status emerged as the strongest determinant of performance, with ND children demonstrating consistently weaker AP and VP outcomes than NT peers. Gender and primary language showed minimal influence. Sentence imitation performance differed according to neurodevelopmental profile but not gender. Findings highlight interactions between perceptual, cognitive, and linguistic processes. Clinically, results support including AP and VP measures in assessment protocols, while educational implications include reducing perceptual load and implementing structured multisensory teaching approaches. This study contributes novel local evidence on perceptual processing in Maltese children within a bilingual context. Description: M.Sc.(Melit.)

2026-01-01T00:00:00Z Abela Fiorentino, Trevor https://www.um.edu.mt/library/oar/handle/123456789/147350 2026-06-11T11:50:05Z 2026-01-01T00:00:00Z

Title: Editorial : teaching for confidence Authors: Abela Fiorentino, Trevor Abstract: Healthcare education has made substantial strides in ensuring that students develop into competent professionals. The acquisition of knowledge and technical competence have been long prioritised in healthcare education, with students being rigorously examined on their ability to recall information and perform clinical tasks. As such, healthcare curricula and educational frameworks are intentionally designed to ensure that graduates emerge as knowledgeable and competent practitioners (Monrouxe & Bloomfield, 2023). However, despite the strong emphasis on competence within healthcare education, uncertainty and hesitation remain prevalent among new graduates. Many appear to lack the professional confidence required for independent practice, even after being certified as knowledgeable, skilful, and clinically competent (Alharbi et al., 2023; Carpio et al., 2025; Najafi & Nasiri, 2023). [excerpt]

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