Career opportunities and challenges of orthodontists graduated in the UAE

Career opportunities and challenges of orthodontists graduated in the UAE | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Career opportunities and challenges of orthodontists graduated in the UAE Balquees Buhamer, Donald Ferguson, Eman Allam This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-1681787/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Aim: To assess the UAE orthodontics graduates and alumni professional career opportunities as well as challenges facing them. In addition, the impact of their postgraduate clinical and research training on their current job satisfaction and their future career plans was also explored. Methods: A questionnaire was sent online to a sample of 132 dentists representing all orthodontics specialists graduating from UAE based programs. Survey data were collated for 13 queries related to “job satisfaction” (6 queries) and “impact of the educational program from which they graduated” (7 queries). Likert scales were used to record responses. The ordinal responses to the 13 queries were assessed according to subgroup breakdowns in relation to demographics and current position satisfaction using non‐parametric testing. Results: Thirty-seven graduates responded to the online survey (28% response rate). Job satisfaction rate averaged (3.72) and was significantly lower than the impact of the educational program response (average 4.37). About 90% employability rate was reported. Orthodontists currently working in the UAE were significantly less satisfied with their jobs than orthodontists working outside the UAE when queried about salary and benefits, positive and supportive work environment and overall job satisfaction. Orthodontists who never moved since taking their initial job were less satisfied with salary and benefits as well as a positive and supportive work environment. Conclusion: While several factors might currently be considered essential elements for the higher education institutes quality assessment, their efforts in preparing their graduates to joining the workforce and improving their chances in career development and opportunities would be the most valuable from the postgraduates’ perspectives specifically in practice-focused degrees such as clinical specialities in dentistry. Majority of the orthodontics specialists graduated from UAE speciality programs are satisfied with their current job and the way their educational program prepared them. UAE postgraduate education orthodontic specialists job satisfaction career opportunities Introduction Attaining a dental postgraduate speciality degree, in the mind of all degree seekers, is expected to provide them with the level of knowledge and skills necessary for preparation of significant career advancement. In the pursuit of education excellence, all postgraduate education institutes are required to demonstrate commitment to preparing their students for life after study. These efforts should include developing strong industry links and offering effective career support services. The impact of the global pandemic resulted in a situation where all higher education institutions were facing their most challenging times dealing with the unanticipated forced changes and, at the same time, were required to demonstrate quality education in terms of regulations and requirements that were all set based on standardized checklist written instructions that lack flexibility [ 1 – 3 ]. Nations demonstrate their concern for the future by their level of attention and commitment to quality education. The United Arab Emirates (UAE) is currently one of the leading Middle East countries in different sectors and is, following the vision of the Founders of the Union, focused on building an educational system that entail high quality learning environment fostering creativity and supporting new academic programs that cope with the labour market requirements. In dental education, UAE has few institutes that offer either general pre-graduate dental degree and/or postgraduate education with a range of programs and various degrees of speciality training [ 4 – 6 ]. A postgraduate program degree that leads to a good job will focus on career preparedness as a core competency. Orthodontics, is somehow unique since it is considered one of the most in high demand dental speciality degrees and requires mainly substantial clinical training. In an increasingly challenging and competitive job market, most dental graduates consider orthodontics as a portal for a secure career. It is highly unexpected for an orthodontics professional with a speciality degree to face problems finding a good job, some may also prefer to open their own private practices. Nevertheless, this should not stop orthodontic educators from putting great efforts into developing specialty education curriculum that provide the best preparation possible helping their students acquire a successful professional career-ready credentials [ 7 , 8 ]. The current job market competition analysis highlights the fact that universities and higher education institutes need to support the development of strategies that ensure graduating talented professionals who are able to master interpersonal skills that enhance their social responsibilities in addition to the general clinical practice competencies. Higher education leaders need to put more work directed into developing curriculum that incorporate helping students understand how they can employ soft skills and help them maintain a career-long professionalism standards in addition to their traditional academics and clinical practice skills [ 9 , 10 ]. The aim of the current study was to assess the UAE orthodontics graduates and alumni professional career opportunities as well as challenges facing them. The impact of their postgraduate clinical and research training on their degree of job satisfaction and their future career plans was also explored. Materials And Methods The study design was cross-sectional questionnaire based. The sample consisted of a cohort of 132 dentists representing all orthodontics specialists graduating from UAE based programs. Data were collected through an online survey using Google Forms platform (Google, CA, USA). An invitational email including the survey link was distributed electronically to all of the graduates and alumni with a reminder and follow up email every two weeks twice afterwards. The questionnaire consisted of 32 questions focused on five main domains including general demographic information, current position description, job satisfaction, the impact of the educational program on their career choices/challenges, and general feedback questions. Questions were administered in different formats including both closed-ended and open-ended questions as well as 3 and 5- point Likert scale. Data were anonymously collected where the PI (BB) was blinded to the identity of the respondents. The questionnaire was piloted first on a small group of graduates to assess feasibility, legitimacy and clarity. Statistical analysis Microsoft Excel software was used for data collection and the assessment was done using the Statistical Package Service Solutions (SPSS, version 27, Chicago, IL, USA); the significance level was predetermined at 95% level of probability. Non-parametric statistical testing was used for ordinal data; Mann‐Whitney U tests were used when responses to queries were analysed for two subgroups and Kruskal Wallis H‐tests were used when queries were analysed by more than 2 subgroups. Results Out of the 132 graduates and alumni who received the email, 37 responded yielding a response rate of around 28%. Demographic characteristics of all respondents are presented in Table 1 . Survey data were collated for 13 queries related to “job satisfaction” (6 queries) and “impact of the educational program from which they graduated” (7 queries). Likert scales were used to record responses for both sections. The job satisfaction survey section listed 5-choices ranging through 1: very unsatisfied, 2: unsatisfied, 3: neutral, 4: satisfied, 5: very satisfied. The impact of education program survey section listed 3-choices ranging through 1: not effective, 2: somewhat effective, 3: significantly effective. The ordinal responses to the 13 queries were assessed according to subgroup breakdowns in demographics and current position. Descriptive statistics of survey responses demonstrated that job satisfaction average (3.72) was lower than impact of educational program response average (4.37). (Table 2 ) Table 1 Characteristics of the study sample (n = 37). Characteristic Percentage (%) Age 20–40 (88.2) 40–60 (11.8) Gender F (55.9) M (44.1) Marital Status Single (38.2) Married (61.8) Nationality UAE (23.5) Other (76.5) Highest professional degree MSc. (97.1) Ph.D. (2.9) Employment status Full-Time (73.5) Part-Time or other (26.5) Year of Graduation 2011–2016 (20.5) 2018–2022 (76.5) Table 2 Descriptive statistics, i.e., sample size (n), means and standard deviations (SD) for respondent scores related to job satisfaction (questions 17 through 22) and impact of educational program (questions 23 through 29). n Mean SD Job satisfaction Q17 Current Job 31 3.90 1.08 Q18 Workload 31 3.81 1.01 Q19 No patients 31 3.94 1.06 Q20 Compensation 31 3.35 1.47 Q21 Positive-supportive 31 3.74 1.44 Q22 Career opportunity 31 3.55 1.41 Impact of education program Q23 Career reparation 33 4.27 0.98 Q24 Clinical skills 33 4.52 0.87 Q25 Critical thinking 33 4.45 1.03 Q26 Help with job 33 4.15 1.12 Q27 Treatment by peers 33 4.45 0.90 Q28 Professionalism 33 4.33 1.08 Q29 Career develop plans 33 4.39 1.06 Mann Whitney U tests demonstrated that responses to some job satisfaction queries differed significantly ( P ≤ .05) as illustrated in Table 3 . For example, for the “Overall satisfaction with your current job”, respondents working in the UAE averaged significantly lower than respondents working outside UAE ( P = .007). when asked about their satisfaction with “Number of patients you see in the clinic”, full-time employees averaged significantly higher than part-time employees ( P = .003). For the job satisfaction query on “Compensation (salary and benefits)”, “Positive and supportive work environment”, and “Potential opportunities for career improvement and promotions”, respondents working in the UAE averaged significantly lower than respondents working outside UAE ( P = .002, .008, .008 respectively). Moreover, respondents who never moved since graduating from the specialty program averaged significantly lower job satisfaction than respondents who moved 1 to 3 times since graduating ( P = .002). For job satisfaction query on “Potential opportunities for career improvement and promotions”, nationality subgroup UAE averaged significantly lower than respondents from other nationalities ( P = .034). In addition, Kruskal Wallis H-tests demonstrated that for job satisfaction query on “Number of patients you see in the clinic”, 2021 graduates averaged significantly lower satisfaction with number of patients than graduates of 2018 and 2016 or before ( P = .032) (Table 4 ). Table 3 Significantly difference respondent scores demonstrated by Mann Whitney U tests including sample size (n), means, standard deviations (SD) and probability (P sig). Question Variable Subgroup n Mean SD P sig Q17 Current job UAE 19 3.58 1.07 Outside UAE 10 4.70 0.67 .007 Q19 Number of patients Full time 24 4.21 0.78 Part time 5 2.60 1.34 .003 Q20 Compensation UAE 19 2.74 1.45 Outside UAE 10 4.60 0.70 .002 Q20 Compensation Never 25 3.12 1.45 1 to 3 times 4 4.75 0.50 .040 Q21 Positive and supportive work environment UAE 19 3.32 1.49 Outside UAE 10 4.70 0.95 .008 Q21 Positive and supportive work environment Never 25 3.52 1.48 1 to 3 times 4 5.00 0.00 .043 Q22 Potential opportunity for career improvement and promotions Other 23 3.87 1.29 UAE 8 2.63 1.41 .034 Q22 Potential opportunity for career improvement and promotions UAE 19 3.11 1.49 Outside UAE 10 4.50 0.85 .011 Table 4 Significantly difference respondent scores demonstrated by Kruskal Wallis H-tests including sample size (n), means, standard deviations (SD) and probability ( P sig); a = significantly smaller ( P ≤ .05) than b. question variable subgroup n mean SD P sig Q19 Number of patients 2021 6 2.67 a 1.03 .032 2020 5 4.00 0.71 2019 9 4.11 1.05 2018 5 4.40 b 0.89 ≤ 2016 5 4.60 b 0.55 Q23 Career preparedness 2021 7 5.00 b 0.00 2020 6 3.67 a 1.03 .032 2019 9 3.89 1.05 2018 5 4.20 1.10 ≤ 2016 5 5.00 b 0.00 Q23 Career preparedness Yes 20 4.60 b 0.82 Maybe 8 3.50 a 0.93 .024 No 4 4.00 1.15 Q26 Job help Yes 20 4.30 1.17 Maybe 8 3.25 a 0.71 .009 No 4 5.00 b 0.00 Q27 Treatment by peers 2021 7 5.00 b 0.00 2020 6 3.67 a 1.03 .038 2019 9 4.11 1.05 2018 5 4.60 0.89 ≤ 2016 5 5.00 0.00 Q28 Professionalism 2021 7 4.71 b 0.76 2020 6 3.00 a 0.00 .002 2019 9 4.11 1.45 2018 5 5.00 b 0.00 ≤ 2016 5 5.00 b 0.00 Kruskal Wallis H-tests also demonstrated that responses to some impact of program effectiveness queries differed significantly ( P ≤ .05) (Table 4 ). For example, regarding the impact of program on “Your overall level of career preparedness”, 2020 graduate respondents averaged significantly lower than graduates of 2021 and 2016 or before ( P = .032). Similarly, for queries on the impact of program on “The way you are being treated among your peers” as well as the “Sense of professionalism”, 2020 graduate respondents averaged significantly lower than graduates of 2021, 2018 and 2016 or before ( P = .038 and P = .002 respectively). Moreover, respondents indicating a “maybe” to choosing the same educational program again judged “career preparedness” and “Help in securing your current job or moving to a better job” significantly less effective than respondents indicating “yes” to choosing the same program again ( P = .024 and .009 respectively). Discussion The evolution of the postgraduate dental educational system within the UAE over the past several years with the introduction of multiple programs being offered to the same pool of dental students had raised some concerns on the capacity of these programs to offer the necessary educational curricula and clinical training that allow their graduates to be able to secure promising employment positions. Specialty degrees graduates are generally expected to remarkably fulfill their professional duties and successfully compete in the job market meeting the requirements of the local and national workforce. Providing updated data on employment status and career outcomes of former graduates of the current established UAE programs will allow exploring potential ways to implement some changes in the structure of these programs in order to be able to improve the career path of their future graduates and incoming candidates. In the UAE, the first postgraduate institute to offer a master’s degree in orthodontics was the European University College located in Dubai and offering the degree in collaboration with Malmoe University, Sweden. By the end of 2019 the dental institutes with postgraduate programs in UAE increased to six dental institutes, three of them with both undergraduate and postgraduate programs. An observation that indicates growth that is aligned with the UAE governmental strategies, attempting an education transformation mainly through expanding the offering of more academic programs. Those new programs are rigorously encouraged to seek national and international accreditation status to confirm the provision of high quality of education standards [ 5 , 11 ]. In the current study, majority of the respondents were between 20–40 years old, females, married, belonged to nationalities other than UAE, their highest professional degree is MSc, and has a full-time job. When asked about their satisfaction with their current position, almost 63% of the respondents indicated that they are either satisfied or very satisfied with their current job. Previous studies in the field of dentistry, indicated that obtaining a postgraduate speciality qualification significantly enhanced the dentists’ job satisfaction rates, quality of life, as well as self-confidence and sense of accomplishment [ 13 – 16 ]. Nevertheless, respondents working inside UAE expressed significantly less overall satisfaction with their current roles as well with their compensation (in terms of salaries and benefits), the feeling of positive and supportive work environment, and their view of available potential opportunities for career improvement and promotions compared to respondents working outside the UAE. Employability rate of the graduates is considered one of the main factors representing higher education institutional effectiveness and quality valuation [ 17 – 20 ]. The findings of the current study indicated that almost 90% of the respondents were employed either as a full-time or part-time orthodontics specialists or consultants, 27.3% of them were able to secure a governmental position while 48.5% indicated being hired at a private institution. The orthodontics speciality education in the UAE is confined to only two major programs that has been offering orthodontic education over the past several years. Interestingly, 56% of the graduates who participated in the current study indicated that if they had to go back and start over, they would choose to join the same program. 26.5% indicated that they may consider joining the same program again versus only 14.7% who indicated that they would not. A fact that dictates that most of the graduates are confident that their program had effectively prepared them for success. The voice of graduates, as well as existing students, should be considered one of the most important indicators in deriving strategy initiatives and policy decisions for all educational institutes. In the current study, positive feedback from the graduates on their clinical speciality degree programs was confirmed both through the quantitative analysis of the responses to the closed ended questions as well as their comments recorded in the open-ended questions. When asked about their satisfaction of the number of patients they see in the clinic and the impact of their educational program on their overall level of career preparedness, graduates of years 2021 and 2020 averaged significantly lower than graduates of 2018 and 2016 or before. A finding that could be possibly linked to the effect of the COVID-19 global pandemic on the capacity of all clinical training programs to sustain the same level of training while having to deal with many challenges that included, but was not limited to, the significantly reduced number of patients visits during the pandemic. The limitation of the current study includes the small sample size, attributed to the fact that orthodontics specialty programs in the UAE are relatively new, as well as the low response rate (28%). Therefore, the findings should not be generalized and must be interpreted with caution. Conclusion While several factors might currently be considered essential elements for the higher education institutes quality assessment, their efforts in preparing their graduates to joining the workforce and improving their chances in career development and opportunities would be the most valuable from the postgraduates’ perspectives specifically in practice-focused degrees such as clinical speciality in dentistry. A framework for higher education institutes that would allow them to define their own strengths and weakness and collaborate for wider impact should be considered. Orthodontics speciality education institutes within the UAE are encouraged to make reasonable efforts to assure providing the best preparation and education opportunities possible to their future students. Declarations Ethics approval and consent to participate The study protocol was approved by the European University College Research Ethics Committee (EUC-IRB-10.10.21B) and informed consents were obtained from all subjects. Methods were carried out in accordance with relevant guidelines and regulations. Consent for publication Not applicable. Availability of data and material The datasets used and/or analysed during the current study available from the corresponding author on reasonable request. Competing interests All authors declare there are no competing interests or conflict of interest. Funding None Authors' contributions Dr. BB performed the data gathering assisted by Dr. EA. Dr. DF was in charge of the statistical analyses. Dr. EA has managed the whole project. All authors read and approved the final manuscript Acknowledgements None References Kumari A, Wu DT, Motiani K, Wu KY, Palumbo M, Tran SD. 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Collins JM, Cunningham SJ, Moles DR, Galloway J, Hunt NP. Factors which influence working patterns of orthodontists in the United Kingdom. Br Dent J. 2009; 207(1): E1 Ghafari JG. Ways and pathways of global orthodontic postgraduate education. Semin Orthod. 2020; 26(4): 188-198. James PA, Shipengrover JA, Crosson J. Primary care education: measuring instruction to improve quality. Acad Med 2002; 77:922. Henzi D, Davis E, Jasinevicius R, Hendricson W. North American dental students’ perspectives about their clinical education. J Dent Educ. 2006; 70(4): 361-377. https://www.caa.ae/Pages/Programs/All.aspx . Accessed 01/03/2022 Newton JT, Thorogood N, Gibbons DE. The work patterns of male and female dental practitioners in the United Kingdom. Int Dent J. 2000; 50(2): 61-68. Luzzi L, Spencer AJ, Jones K, Teusner D. Job satisfaction of registered dental practitioners. Aust Orthod J. 2005; 50(3): 179-185. Ayers K, Thomson WM, Rich AM, Newton JT. Gender differences in dentists’ working practices and job satisfaction. J Dent. 2008; 36(5): 343-350. Gilmour J, Stewardson DA, Shugars DA, Burke F. An assessment of career satisfaction among a group of general dental practitioners in Staffordshire. Br Dent J. 2005; 198(11): 701-704. Denton A, Newton JT, Bower EJ. Occupational burnout and work engagement: a national survey of dentists in the United Kingdom. Br Dent J. 2008; 205(7): E13. Divaris K, Barlow PJ, Chendea SA, Cheong WS, Dounis A, Dragan IF, Vrazic D. (2008). The academic environment: the students’ perspective. Eur J Dent Educ. 2008; 12, 120-130. Henzi D, Davis E, Jasinevicius R, Hendricson W, Cintron L, Isaacs M. Appraisal of the dental school learning environment: the students' view. J Dent Educ. 2005; 69(10), 1137–1147. Stewart FM, Drummond JR, Carson L, Hoad Reddick G. (2004). The future of the profession--a survey of dental school applicants. Br Dent J. 2004; 197(9), 569–577. Crossley ML, Mubarik A. A comparative investigation of dental and medical student's motivation towards career choice. Br Dent J. 2002; 193(8), 471–473. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-1681787","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":109080733,"identity":"788ac802-18da-41ea-be82-108a3b8d11f0","order_by":0,"name":"Balquees Buhamer","email":"","orcid":"","institution":"European University College","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Balquees","middleName":"","lastName":"Buhamer","suffix":""},{"id":109080734,"identity":"17753c0a-7eab-4095-b79d-7ab5b594edbf","order_by":1,"name":"Donald Ferguson","email":"","orcid":"","institution":"European University College","correspondingAuthor":false,"submittingAuthor":false,"prefix":"","firstName":"Donald","middleName":"","lastName":"Ferguson","suffix":""},{"id":109080735,"identity":"496d5093-008b-4ba5-9244-242f64334e3e","order_by":2,"name":"Eman Allam","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA6UlEQVRIiWNgGAWjYPACCxkGBuYDJGmR4GFgYEsgWQuPAXFq+cUOP3vAUCPBwz/tzMfHPDUM8vwNzA8f4NMiOTvN3IDhmASPxO3czcY8xxgMZxxgM8Zrn8HtBDMJBjagw27nbpPmbWBg3MDAABTBA+xvp3+TYPgnwSN/O+f5b6AW+w0M7N9/4LVFOsdMgrFNgsfgdg4bM1BL4gYGHjN8OhgkbueUSST2SfAY3k4zlpxzTCJ5xmGeYrwO45+dvk3iwzcbObnbyQ8/vKmxse1vb9/4Aa81IJCAZCswFRBUPwpGwSgYBaOAEAAAUww9epu9jCAAAAAASUVORK5CYII=","orcid":"","institution":"European University College","correspondingAuthor":true,"submittingAuthor":false,"prefix":"","firstName":"Eman","middleName":"","lastName":"Allam","suffix":""}],"badges":[],"createdAt":"2022-05-22 12:59:10","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-1681787/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-1681787/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":23724197,"identity":"f71eddd6-fd3f-4d5f-8638-dcf4bc5fdbd5","added_by":"auto","created_at":"2022-07-11 18:29:11","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":275459,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-1681787/v1/efe44049-f50a-452d-ab62-477e13ff1963.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Career opportunities and challenges of orthodontists graduated in the UAE","fulltext":[{"header":"Introduction","content":"\u003cp\u003eAttaining a dental postgraduate speciality degree, in the mind of all degree seekers, is expected to provide them with the level of knowledge and skills necessary for preparation of significant career advancement. In the pursuit of education excellence, all postgraduate education institutes are required to demonstrate commitment to preparing their students for life after study. These efforts should include developing strong industry links and offering effective career support services. The impact of the global pandemic resulted in a situation where all higher education institutions were facing their most challenging times dealing with the unanticipated forced changes and, at the same time, were required to demonstrate quality education in terms of regulations and requirements that were all set based on standardized checklist written instructions that lack flexibility [\u003cspan additionalcitationids=\"CR2\" citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eNations demonstrate their concern for the future by their level of attention and commitment to quality education. The United Arab Emirates (UAE) is currently one of the leading Middle East countries in different sectors and is, following the vision of the Founders of the Union, focused on building an educational system that entail high quality learning environment fostering creativity and supporting new academic programs that cope with the labour market requirements. In dental education, UAE has few institutes that offer either general pre-graduate dental degree and/or postgraduate education with a range of programs and various degrees of speciality training [\u003cspan additionalcitationids=\"CR5\" citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eA postgraduate program degree that leads to a good job will focus on career preparedness as a core competency. Orthodontics, is somehow unique since it is considered one of the most in high demand dental speciality degrees and requires mainly substantial clinical training. In an increasingly challenging and competitive job market, most dental graduates consider orthodontics as a portal for a secure career. It is highly unexpected for an orthodontics professional with a speciality degree to face problems finding a good job, some may also prefer to open their own private practices. Nevertheless, this should not stop orthodontic educators from putting great efforts into developing specialty education curriculum that provide the best preparation possible helping their students acquire a successful professional career-ready credentials [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. The current job market competition analysis highlights the fact that universities and higher education institutes need to support the development of strategies that ensure graduating talented professionals who are able to master interpersonal skills that enhance their social responsibilities in addition to the general clinical practice competencies. Higher education leaders need to put more work directed into developing curriculum that incorporate helping students understand how they can employ soft skills and help them maintain a career-long professionalism standards in addition to their traditional academics and clinical practice skills [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. The aim of the current study was to assess the UAE orthodontics graduates and alumni professional career opportunities as well as challenges facing them. The impact of their postgraduate clinical and research training on their degree of job satisfaction and their future career plans was also explored.\u003c/p\u003e"},{"header":"Materials And Methods","content":"\u003cp\u003eThe study design was cross-sectional questionnaire based. The sample consisted of a cohort of 132 dentists representing all orthodontics specialists graduating from UAE based programs. Data were collected through an online survey using Google Forms platform (Google, CA, USA). An invitational email including the survey link was distributed electronically to all of the graduates and alumni with a reminder and follow up email every two weeks twice afterwards. The questionnaire consisted of 32 questions focused on five main domains including general demographic information, current position description, job satisfaction, the impact of the educational program on their career choices/challenges, and general feedback questions. Questions were administered in different formats including both closed-ended and open-ended questions as well as 3 and 5- point Likert scale. Data were anonymously collected where the PI (BB) was blinded to the identity of the respondents. The questionnaire was piloted first on a small group of graduates to assess feasibility, legitimacy and clarity.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStatistical analysis\u003c/h2\u003e \u003cp\u003eMicrosoft Excel software was used for data collection and the assessment was done using the Statistical Package Service Solutions (SPSS, version 27, Chicago, IL, USA); the significance level was predetermined at 95% level of probability. Non-parametric statistical testing was used for ordinal data; Mann‐Whitney U tests were used when responses to queries were analysed for two subgroups and Kruskal Wallis H‐tests were used when queries were analysed by more than 2 subgroups.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eOut of the 132 graduates and alumni who received the email, 37 responded yielding a response rate of around 28%. Demographic characteristics of all respondents are presented in Table \u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e. Survey data were collated for 13 queries related to \u0026ldquo;job satisfaction\u0026rdquo; (6 queries) and \u0026ldquo;impact of the educational program from which they graduated\u0026rdquo; (7 queries). Likert scales were used to record responses for both sections. The job satisfaction survey section listed 5-choices ranging through 1: very unsatisfied, 2: unsatisfied, 3: neutral, 4: satisfied, 5: very satisfied. The impact of education program survey section listed 3-choices ranging through 1: not effective, 2: somewhat effective, 3: significantly effective. The ordinal responses to the 13 queries were assessed according to subgroup breakdowns in demographics and current position. Descriptive statistics of survey responses demonstrated that job satisfaction average (3.72) was lower than impact of educational program response average (4.37). (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCharacteristics of the study sample (n\u0026thinsp;=\u0026thinsp;37).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCharacteristic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePercentage (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u0026ndash;40 (88.2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e40\u0026ndash;60 (11.8)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eF (55.9)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM (44.1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMarital Status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSingle (38.2)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMarried (61.8)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNationality\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUAE (23.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther (76.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHighest professional degree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMSc. (97.1)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePh.D. (2.9)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eEmployment status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFull-Time (73.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePart-Time or other (26.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYear of Graduation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2011\u0026ndash;2016 (20.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2018\u0026ndash;2022 (76.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics, i.e., sample size (n), means and standard deviations (SD) for respondent scores related to job satisfaction (questions 17 through 22) and impact of educational program (questions 23 through 29).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eJob satisfaction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCurrent Job\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.08\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eWorkload\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.01\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo patients\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCompensation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.47\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePositive-supportive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.44\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCareer opportunity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e31\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.41\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eImpact of education program\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCareer reparation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.98\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eClinical skills\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.87\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCritical thinking\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.03\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eHelp with job\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.12\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eTreatment by peers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.90\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eProfessionalism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.08\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQ29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eCareer develop plans\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.06\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eMann Whitney U tests demonstrated that responses to some job satisfaction queries differed significantly (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026le;\u0026thinsp;.05) as illustrated in Table \u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. For example, for the \u0026ldquo;Overall satisfaction with your current job\u0026rdquo;, respondents working in the UAE averaged significantly lower than respondents working outside UAE (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.007). when asked about their satisfaction with \u0026ldquo;Number of patients you see in the clinic\u0026rdquo;, full-time employees averaged significantly higher than part-time employees (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.003). For the job satisfaction query on \u0026ldquo;Compensation (salary and benefits)\u0026rdquo;, \u0026ldquo;Positive and supportive work environment\u0026rdquo;, and \u0026ldquo;Potential opportunities for career improvement and promotions\u0026rdquo;, respondents working in the UAE averaged significantly lower than respondents working outside UAE (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.002, .008, .008 respectively). Moreover, respondents who never moved since graduating from the specialty program averaged significantly lower job satisfaction than respondents who moved 1 to 3 times since graduating (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.002). For job satisfaction query on \u0026ldquo;Potential opportunities for career improvement and promotions\u0026rdquo;, nationality subgroup UAE averaged significantly lower than respondents from other nationalities (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.034). In addition, Kruskal Wallis H-tests demonstrated that for job satisfaction query on \u0026ldquo;Number of patients you see in the clinic\u0026rdquo;, 2021 graduates averaged significantly lower satisfaction with number of patients than graduates of 2018 and 2016 or before (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.032) (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSignificantly difference respondent scores demonstrated by Mann Whitney U tests including sample size (n), means, standard deviations (SD) and probability (P sig).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQuestion\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSubgroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eP sig\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCurrent job\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOutside UAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.67\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.007\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber of patients\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFull time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePart time\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.34\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.003\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCompensation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOutside UAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.002\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCompensation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNever\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 to 3 times\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.040\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePositive and supportive work environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOutside UAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.70\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.008\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePositive and supportive work environment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNever\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.48\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1 to 3 times\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.043\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePotential opportunity for career improvement and promotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e2.63\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.034\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePotential opportunity for career improvement and promotions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eUAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e3.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOutside UAE\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.50\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.011\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSignificantly difference respondent scores demonstrated by Kruskal Wallis H-tests including sample size (n), means, standard deviations (SD) and probability (\u003cem\u003eP\u003c/em\u003e sig); a\u0026thinsp;=\u0026thinsp;significantly smaller (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026le;\u0026thinsp;.05) than b.\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003equestion\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003evariable\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003esubgroup\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003emean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cem\u003eP\u003c/em\u003e sig\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNumber of patients\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.67\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.032\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.40\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026le;\u0026thinsp;2016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.60\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCareer preparedness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.00 \u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.67 \u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.032\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026le;\u0026thinsp;2016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.00 \u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCareer preparedness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.60 \u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMaybe\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.50 \u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.024\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eJob help\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMaybe\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.25 \u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.71\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.009\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.00 \u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTreatment by peers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.00\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.67\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.03\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.038\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.05\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.60\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026le;\u0026thinsp;2016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eQ28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eProfessionalism\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.71 \u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2020\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3.00 \u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.002\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2018\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.00 \u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u0026le;\u0026thinsp;2016\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5.00\u003csup\u003eb\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eKruskal Wallis H-tests also demonstrated that responses to some impact of program effectiveness queries differed significantly (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;\u0026le;\u0026thinsp;.05) (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e). For example, regarding the impact of program on \u0026ldquo;Your overall level of career preparedness\u0026rdquo;, 2020 graduate respondents averaged significantly lower than graduates of 2021 and 2016 or before (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.032). Similarly, for queries on the impact of program on \u0026ldquo;The way you are being treated among your peers\u0026rdquo; as well as the \u0026ldquo;Sense of professionalism\u0026rdquo;, 2020 graduate respondents averaged significantly lower than graduates of 2021, 2018 and 2016 or before (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.038 and \u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.002 respectively).\u003c/p\u003e \u003cp\u003eMoreover, respondents indicating a \u0026ldquo;maybe\u0026rdquo; to choosing the same educational program again judged \u0026ldquo;career preparedness\u0026rdquo; and \u0026ldquo;Help in securing your current job or moving to a better job\u0026rdquo; significantly less effective than respondents indicating \u0026ldquo;yes\u0026rdquo; to choosing the same program again (\u003cem\u003eP\u003c/em\u003e\u0026thinsp;=\u0026thinsp;.024 and .009 respectively).\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe evolution of the postgraduate dental educational system within the UAE over the past several years with the introduction of multiple programs being offered to the same pool of dental students had raised some concerns on the capacity of these programs to offer the necessary educational curricula and clinical training that allow their graduates to be able to secure promising employment positions. Specialty degrees graduates are generally expected to remarkably fulfill their professional duties and successfully compete in the job market meeting the requirements of the local and national workforce. Providing updated data on employment status and career outcomes of former graduates of the current established UAE programs will allow exploring potential ways to implement some changes in the structure of these programs in order to be able to improve the career path of their future graduates and incoming candidates.\u003c/p\u003e \u003cp\u003eIn the UAE, the first postgraduate institute to offer a master\u0026rsquo;s degree in orthodontics was the European University College located in Dubai and offering the degree in collaboration with Malmoe University, Sweden. By the end of 2019 the dental institutes with postgraduate programs in UAE increased to six dental institutes, three of them with both undergraduate and postgraduate programs. An observation that indicates growth that is aligned with the UAE governmental strategies, attempting an education transformation mainly through expanding the offering of more academic programs. Those new programs are rigorously encouraged to seek national and international accreditation status to confirm the provision of high quality of education standards [\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn the current study, majority of the respondents were between 20\u0026ndash;40 years old, females, married, belonged to nationalities other than UAE, their highest professional degree is MSc, and has a full-time job. When asked about their satisfaction with their current position, almost 63% of the respondents indicated that they are either satisfied or very satisfied with their current job. Previous studies in the field of dentistry, indicated that obtaining a postgraduate speciality qualification significantly enhanced the dentists\u0026rsquo; job satisfaction rates, quality of life, as well as self-confidence and sense of accomplishment [\u003cspan additionalcitationids=\"CR14 CR15\" citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Nevertheless, respondents working inside UAE expressed significantly less overall satisfaction with their current roles as well with their compensation (in terms of salaries and benefits), the feeling of positive and supportive work environment, and their view of available potential opportunities for career improvement and promotions compared to respondents working outside the UAE.\u003c/p\u003e \u003cp\u003eEmployability rate of the graduates is considered one of the main factors representing higher education institutional effectiveness and quality valuation [\u003cspan additionalcitationids=\"CR18 CR19\" citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e]. The findings of the current study indicated that almost 90% of the respondents were employed either as a full-time or part-time orthodontics specialists or consultants, 27.3% of them were able to secure a governmental position while 48.5% indicated being hired at a private institution.\u003c/p\u003e \u003cp\u003eThe orthodontics speciality education in the UAE is confined to only two major programs that has been offering orthodontic education over the past several years. Interestingly, 56% of the graduates who participated in the current study indicated that if they had to go back and start over, they would choose to join the same program. 26.5% indicated that they may consider joining the same program again versus only 14.7% who indicated that they would not. A fact that dictates that most of the graduates are confident that their program had effectively prepared them for success. The voice of graduates, as well as existing students, should be considered one of the most important indicators in deriving strategy initiatives and policy decisions for all educational institutes. In the current study, positive feedback from the graduates on their clinical speciality degree programs was confirmed both through the quantitative analysis of the responses to the closed ended questions as well as their comments recorded in the open-ended questions.\u003c/p\u003e \u003cp\u003eWhen asked about their satisfaction of the number of patients they see in the clinic and the impact of their educational program on their overall level of career preparedness, graduates of years 2021 and 2020 averaged significantly lower than graduates of 2018 and 2016 or before. A finding that could be possibly linked to the effect of the COVID-19 global pandemic on the capacity of all clinical training programs to sustain the same level of training while having to deal with many challenges that included, but was not limited to, the significantly reduced number of patients visits during the pandemic.\u003c/p\u003e \u003cp\u003eThe limitation of the current study includes the small sample size, attributed to the fact that orthodontics specialty programs in the UAE are relatively new, as well as the low response rate (28%). Therefore, the findings should not be generalized and must be interpreted with caution.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eWhile several factors might currently be considered essential elements for the higher education institutes quality assessment, their efforts in preparing their graduates to joining the workforce and improving their chances in career development and opportunities would be the most valuable from the postgraduates\u0026rsquo; perspectives specifically in practice-focused degrees such as clinical speciality in dentistry. A framework for higher education institutes that would allow them to define their own strengths and weakness and collaborate for wider impact should be considered. Orthodontics speciality education institutes within the UAE are encouraged to make reasonable efforts to assure providing the best preparation and education opportunities possible to their future students.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study protocol was approved by the European University College Research Ethics Committee (EUC-IRB-10.10.21B) and informed consents were obtained from all subjects. Methods were carried out in \u003cstrong\u003eaccordance with relevant guidelines and regulations.\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and material\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and/or analysed during the current study available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors declare there are no competing interests or conflict of interest. \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding \u0026nbsp;\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eNone\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDr. BB performed the data gathering assisted by Dr. EA. Dr. DF was in charge of the statistical analyses. Dr. EA has managed the whole project. All authors read and approved the final manuscript\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cbr\u003e \u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eNone\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003eKumari A, Wu DT, Motiani K, Wu KY, Palumbo M, Tran SD. Career pathways and professional skills of postgraduate students from a dental research‐intensive programme.\u0026nbsp;Eur J Dent Educ,\u0026nbsp;2019; 23(2): 143-150.\u003c/li\u003e\n \u003cli\u003ePadmanabhan S. (2018). Emerging trends in postgraduate education.\u0026nbsp;J Indian Orthod Soc.\u0026nbsp;2018; 52(3): 153-154.\u003c/li\u003e\n \u003cli\u003eNazir MA, Al‐Ansari A, Farooqi FA. (2019). An investigation of dental students\u0026rsquo; perceptions about the characteristics of effective instructors and their related factors.\u0026nbsp;Eur J Dent Educ,\u0026nbsp;2019; 23(3), 286-294.\u003c/li\u003e\n \u003cli\u003eAlrashdan MS, Alazzam M, Alkhader M.\u0026nbsp;Career perspectives of senior dental students from different backgrounds at a single Middle Eastern institution.\u0026nbsp;BMC Med Educ\u0026nbsp;2018; 18\u003cstrong\u003e,\u0026nbsp;\u003c/strong\u003e283.\u003c/li\u003e\n \u003cli\u003eRashid H, Ghotane SG, Abufanas SH, Gallagher JE. Short and long-term career plans of final year dental students in the United Arab Emirates. BMC oral health. 2013; 13, 39.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eRashid H, Manoharan A, Abufanas S, Gallagher JE. Motivation for a career in dentistry: the views of dental students in the United Arab Emirates.\u0026nbsp;Int Dent J. 2013;\u0026nbsp;63(5), 259-265.\u003c/li\u003e\n \u003cli\u003eCollins JM, Cunningham SJ, Moles DR, Galloway J, Hunt NP. Factors which influence working patterns of orthodontists in the United Kingdom. Br Dent J. 2009; 207(1): E1\u003c/li\u003e\n \u003cli\u003eGhafari JG. Ways and pathways of global orthodontic postgraduate education. Semin Orthod. 2020; 26(4): 188-198.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eJames PA, Shipengrover JA, Crosson J. Primary care education: measuring instruction to improve quality. Acad Med 2002; 77:922.\u003c/li\u003e\n \u003cli\u003eHenzi D, Davis E, Jasinevicius R, Hendricson W. North American dental students\u0026rsquo; perspectives about their clinical education.\u0026nbsp;J Dent Educ. 2006; 70(4): 361-377.\u003c/li\u003e\n \u003cli\u003e\u003ca href=\"https://www.caa.ae/Pages/Programs/All.aspx\"\u003ehttps://www.caa.ae/Pages/Programs/All.aspx\u003c/a\u003e. Accessed 01/03/2022\u003c/li\u003e\n \u003cli\u003eNewton JT, Thorogood N, Gibbons DE. The work patterns of male and female dental practitioners in the United Kingdom. Int Dent J. 2000; 50(2): 61-68.\u003c/li\u003e\n \u003cli\u003eLuzzi L, Spencer AJ, Jones K, Teusner D. Job satisfaction of registered dental practitioners. Aust Orthod J. 2005; 50(3): 179-185.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eAyers K, Thomson WM, Rich AM, Newton JT. Gender differences in dentists\u0026rsquo; working practices and job satisfaction. J Dent. 2008; 36(5): 343-350.\u003c/li\u003e\n \u003cli\u003eGilmour J, Stewardson DA, Shugars DA, Burke F. An assessment of career satisfaction among a group of general dental practitioners in Staffordshire. Br Dent J. 2005; 198(11): 701-704.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eDenton A, Newton JT, Bower EJ. Occupational burnout and work engagement: a national survey of dentists in the United Kingdom. Br Dent J. 2008; 205(7): E13.\u003c/li\u003e\n \u003cli\u003eDivaris K, Barlow PJ, Chendea SA, Cheong WS, Dounis A, Dragan IF, Vrazic D. (2008). The academic environment: the students\u0026rsquo; perspective. Eur J Dent Educ. 2008; 12, 120-130.\u003c/li\u003e\n \u003cli\u003eHenzi D, Davis E, Jasinevicius R, Hendricson W, Cintron L, Isaacs M. Appraisal of the dental school learning environment: the students\u0026apos; view. \u0026nbsp;J Dent Educ. 2005; 69(10), 1137\u0026ndash;1147.\u003c/li\u003e\n \u003cli\u003eStewart FM, Drummond JR, Carson L, Hoad Reddick G. (2004). The future of the profession--a survey of dental school applicants. Br Dent J. 2004; 197(9), 569\u0026ndash;577.\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eCrossley ML, Mubarik A. A comparative investigation of dental and medical student\u0026apos;s motivation towards career choice. Br Dent J. 2002; 193(8), 471\u0026ndash;473.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"UAE postgraduate education, orthodontic specialists, job satisfaction, career opportunities ","lastPublishedDoi":"10.21203/rs.3.rs-1681787/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-1681787/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eAim:\u003cstrong\u003e \u003c/strong\u003eTo assess the UAE orthodontics graduates and alumni professional career opportunities as well as challenges facing them. In addition, the impact of their postgraduate clinical and research training on their current job satisfaction and their future career plans was also explored.\u003c/p\u003e\u003cp\u003eMethods: A questionnaire was sent online\u0026nbsp;to\u0026nbsp;a\u0026nbsp;sample\u0026nbsp;of 132 dentists representing all orthodontics specialists graduating from UAE based programs. Survey\u0026nbsp;data\u0026nbsp;were\u0026nbsp;collated\u0026nbsp;for\u0026nbsp;13\u0026nbsp;queries\u0026nbsp;related\u0026nbsp;to\u0026nbsp;“job\u0026nbsp;satisfaction”\u0026nbsp;(6\u0026nbsp;queries)\u0026nbsp;and\u0026nbsp;“impact\u0026nbsp;of\u0026nbsp;the educational\u0026nbsp;program\u0026nbsp;from\u0026nbsp;which\u0026nbsp;they\u0026nbsp;graduated”\u0026nbsp;(7\u0026nbsp;queries).\u0026nbsp;Likert\u0026nbsp;scales\u0026nbsp;were\u0026nbsp;used\u0026nbsp;to\u0026nbsp;record responses. The\u0026nbsp;ordinal\u0026nbsp;responses\u0026nbsp;to\u0026nbsp;the 13\u0026nbsp;queries were assessed\u0026nbsp;according\u0026nbsp;to\u0026nbsp;subgroup\u0026nbsp;breakdowns\u0026nbsp;in\u0026nbsp;relation to demographics and current position satisfaction using non‐parametric testing.\u0026nbsp;\u003c/p\u003e\u003cp\u003eResults: Thirty-seven graduates responded to the online survey (28% response rate).\u0026nbsp;Job\u0026nbsp;satisfaction\u0026nbsp;rate averaged\u0026nbsp;(3.72) and was\u0026nbsp;significantly lower than the impact of the educational\u0026nbsp;program\u0026nbsp;response\u0026nbsp;(average\u0026nbsp;4.37).\u0026nbsp;About 90% employability rate was reported. Orthodontists currently\u0026nbsp;working\u0026nbsp;in the\u0026nbsp;UAE were\u0026nbsp;significantly\u0026nbsp;less\u0026nbsp;satisfied\u0026nbsp;with\u0026nbsp;their\u0026nbsp;jobs\u0026nbsp;than\u0026nbsp;orthodontists\u0026nbsp;working\u0026nbsp;outside\u0026nbsp;the\u0026nbsp;UAE when queried about salary and benefits, positive and supportive work environment and overall\u0026nbsp;job satisfaction.\u0026nbsp;Orthodontists\u0026nbsp;who never\u0026nbsp;moved since taking their\u0026nbsp;initial\u0026nbsp;job\u0026nbsp;were less\u0026nbsp;satisfied\u0026nbsp;with\u0026nbsp;salary\u0026nbsp;and\u0026nbsp;benefits\u0026nbsp;as\u0026nbsp;well\u0026nbsp;as\u0026nbsp;a\u0026nbsp;positive\u0026nbsp;and\u0026nbsp;supportive\u0026nbsp;work\u0026nbsp;environment.\u0026nbsp;Conclusion: While several factors might currently be considered essential elements for the higher education institutes quality assessment, their efforts in preparing their graduates to joining the workforce and improving their chances in career development and opportunities would be the most valuable from the postgraduates’ perspectives specifically in practice-focused degrees such as clinical specialities in dentistry. Majority of the orthodontics specialists graduated from UAE speciality programs are satisfied with their current job and the way their educational program prepared them.\u0026nbsp;\u003c/p\u003e","manuscriptTitle":"Career opportunities and challenges of orthodontists graduated in the UAE","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2022-05-31 16:03:04","doi":"10.21203/rs.3.rs-1681787/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c5b24326-2bf6-495a-bfb0-c84213346a88","owner":[],"postedDate":"May 31st, 2022","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2022-07-11T18:29:07+00:00","versionOfRecord":[],"versionCreatedAt":"2022-05-31 16:03:04","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-1681787","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-1681787","identity":"rs-1681787","version":["v1"]},"buildId":"FbvkV6FR0MCFSLy54lSbu","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}