scholarly journals Development and Implementation of DIGEST: The Digital Interactive Gastroenterology Education Suite for Trainees

2021 ◽  
Author(s):  
Patrick T Reeves ◽  
Steve B Min ◽  
Nathan T Kolasinski
Keyword(s):  
Course Design ◽  
Learning Experience ◽  
Indirect Costs ◽  
Military Health ◽  
Course Quality ◽  
Health Care Professions ◽  
Wide Range ◽  
Learner Responses ◽  
The Military ◽  
And Training

ABSTRACT Introduction Clinical clerkship curricula should exist to provide rotating learners on subspecialty rotations with consistent exposure to specific topics geared toward the discipline of interest, such as pediatric gastroenterology (GI). We aim to describe our experience developing and implementing DIGEST: the Digital Interactive Gastroenterology Education Suite for Trainees, a novel, online GI curriculum delivered to virtual, rotating learners during the coronavirus (COVID-19) pandemic stay-at-home order. Materials and Methods A general needs assessment in 2019 identified a lack of standardized educational experience amongst the rotating learners on pediatric GI service. The COVID-19 pandemic compelled us to transition our curriculum from our institution’s secure share drive to the GOOGLE classroom. A program evaluation was undertaken and included learner responses to content and confidence questionnaires and a health care professions education (HPE) expert’s response to a course quality assessment rubric. Results Feasibility—the final DIGEST product was free of charge to create but incurred direct and indirect costs of time and training on behalf of the authors. Acceptance—7 possible learners participated and responded to the questionnaires (100% response rate). Learners reported a superior learning experience and increased confidence with DIGEST. An HPE expert reported that the course design of DIGEST met or exceeded expectations in all categories. Conclusions DIGEST is a novel pediatric GI curriculum for rotating learners that could be rapidly deployed, or adapted, for a wide range of clinical disciplines within the Military Health System.

COMBAT READINESS AS A FUNCTION OF MANNING, EQUIPPING AND TRAINING THE FORCES

2018 ◽  
Vol 28 (6) ◽  
pp. 1893-1899
Author(s):  
Stoyan Stamatov
Keyword(s):  
Armed Forces ◽  
Military Operations ◽  
Operational Capabilities ◽  
Wide Range ◽  
Operational Readiness ◽  
The Individual ◽  
The Military ◽  
Military Units ◽  
And Training ◽  
Combat Readiness

Building and maintaining adequate military capabilities and high combat readiness for the Armed Forces, as well as mobilization readiness for timely increase to wartime tables with reserve forces continue to be central to achieving defense and security goals. There is a strong interdependence between combat readiness and the system of manning, equipping, and training the Armed Forces. They all depend on the organizational structure, table of organization and equipment, and the level of training of personnel from active units and those from the Reserve in peace time.Combat Readiness is a certain state of the Armed Forces that determines the degree of training, manning, and equipping the headquarters, staffs, and troops that guarantee their adequate response to crises of a different character. Combat readiness is the real factor that exemplifies Armed Force’s preparedness to respond to every critical situation in a timely manner.The content of levels of combat readiness determines the level of preparedness of the military units to perform their duties at a certain point in time.There are certain states of combat readiness that have been adopted by NATO. Nevertheless, the lowest state of readiness usually represents the current/day-to-day status of military units and is usually called a "permanent" level of combat readiness. The highest level of readiness is supposed to answer the demands of readiness for immediate execution of battle actions, and it is perceived in most armies to be called "full" combat readiness.In order to optimize the overall process of activating military units to a higher level of combat or mobilization readiness, it is necessary to look for this in peacetime. It mainly concerns building a system of control and evaluation of the individual components of combat readiness and mobilization, and identifying measures for their improvement.Military HQs and formations are regularly evaluated to prove their operational capabilities to meet NATO standards in conducting military operations. Therefore the use of CREVAL– Combat Readiness Evaluation programs ensures the necessary operational capabilities and interoperability with allied units in multinational allied operations.Depending on the level of manning, arming, equipping and training military units are classified into different categories in ascending order. The smaller the category is, the higher the operational readiness of the military units is and vice versa, the higher the category is, the longer the mobilization period takes place, and the longer the time to reach operational readiness is. This further requires effective integration and use of the reserve staffs and the reserve forces’ units to enhance the capabilities of regular forces in the wide range of the expected operations described by the NATO policy documents.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

ORAL HISTORY SOURCES AS LEARNING MATERIALS: A CASE STUDY OF THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

2016 ◽  
Vol 3 (2) ◽  
pp. 82-93
Author(s):  
Gugulethu Shamaine Nkala ◽  
Rodreck David
Keyword(s):  
Oral History ◽  
Learning Experience ◽  
Science And Technology ◽  
Group Discussion ◽  
Human Interaction ◽  
Learning Material ◽  
Wide Range ◽  
National Archives ◽  
National University ◽  
Set Up

Knowledge presented by Oral History (OH) is unique in that it shares the tacit perspective, thoughts, opinions and understanding of the interviewee in its primary form. While teachers, lecturers and other education specialists have at their disposal a wide range of primary, secondary and tertiary sources upon which to relate and share or impart knowledge, OH presents a rich source of information that can improve the learning and knowledge impartation experience. The uniqueness of OH is presented in the following advantages of its use: it allows one to learn about the perspectives of individuals who might not otherwise appear in the historical record; it allows one to compensate for the digital age; one can learn different kinds of information; it provides historical actors with an opportunity to tell their own stories in their own words; and it offers a rich opportunity for human interaction. This article discusses the placement of oral history in the classroom set-up by investigating its use as a source of learning material presented by the National Archives of Zimbabwe to students in the Department of Records and Archives Management at the National University of Science and Technology (NUST). Interviews and a group discussion were used to gather data from an archivist at the National Archives of Zimbabwe, lecturers and students in the Department of Records and Archives Management at NUST, respectively. These groups were approached on the usability, uniqueness and other characteristics that support this type of knowledge about OH in a tertiary learning experience. The findings indicate several qualities that reflect the richness of OH as a teaching source material in a classroom set-up. It further points to weak areas that may be addressed where the source is considered a viable strategy for knowledge sharing and learning. The researchers present a possible model that can be used to champion the use of this rich knowledge source in classroom education at this university and in similar set-ups. 

Evaluation of Ambulatory Care Classification Systems for the Military Health Care System

1990 ◽  
Author(s):  
James M. Georgoulakis ◽  
Atanacio C. Guillen ◽  
Cherry L. Gaffney ◽  
Sue E. Akins ◽  
David R. Bolling ◽  
...  
Keyword(s):  
Health Care ◽  
Ambulatory Care ◽  
Health Care System ◽  
Classification Systems ◽  
Military Health ◽  
Military Health Care ◽  
The Military ◽  
Care System

The State versus the People

2020 ◽  
Author(s):  
Matthew Rendle
Keyword(s):  
French Revolution ◽  
Effective Means ◽  
State Control ◽  
Scarce Resources ◽  
Soviet State ◽  
The People ◽  
Wide Range ◽  
Complex Picture ◽  
The Military

This book provides the first detailed account of the role of revolutionary justice in the early Soviet state. Law has often been dismissed by historians as either unimportant after the October Revolution amid the violence and chaos of civil war or even, in the absence of written codes and independent judges, little more than another means of violence. This is particularly true of the most revolutionary aspect of the new justice system, revolutionary tribunals—courts inspired by the French Revolution and established to target counter-revolutionary enemies. This book paints a more complex picture. The Bolsheviks invested a great deal of effort and scarce resources into building an extensive system of tribunals that spread across the country, including into the military and the transport network. At their peak, hundreds of tribunals heard hundreds of thousands of cases every year. Not all ended in harsh sentences: some were dismissed through lack of evidence; others given a wide range of sentences; others still suspended sentences; and instances of early release and amnesty were common. This book, therefore, argues that law played a distinct and multifaceted role for the Bolsheviks. Tribunals stood at the intersection between law and violence, offering various advantages to the Bolsheviks, not least strengthening state control, providing a more effective means of educating the population on counter-revolution, and enabling a more flexible approach to the state’s enemies. All of this adds to our understanding of the early Soviet state and, ultimately, of how the Bolsheviks held on to power.

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