scholarly journals 1520 Decoding Neurophobia – Insights from an Undergraduate Neuroanatomy Course

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
R Bhate ◽  
J Colman ◽  
T Fowler ◽  
J Hayley ◽  
N Kallam ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Curriculum ◽  
Subject Area ◽  
Medical Sciences ◽  
Teaching Experiences ◽  
Undergraduate Level ◽  
Negative Perceptions ◽  
The Subject ◽  
Medical Educators ◽  
The Uk

Abstract Introduction Neurophobia is a common multifaceted issue amongst students studying medical sciences at an undergraduate level associated with difficulty in understanding neuroscience topics and ongoing negative perceptions of clinical neurosciences. We sought to examine whether neurophobia was present even amongst students who participated in an extracurricular neuroanatomy teaching course. Method Prior to the beginning of a twelve-week online neuroanatomy course, delegates were asked to complete a short questionnaire examining perceptions of neurophobia and specialities of interest. This was repeated after the course. This course was open to all undergraduate students in the UK and covered material beyond the remits of the undergraduate curriculum. Results From the 166 signups, 98 students completed the pre-course questionnaire. As expected, the majority of students (n = 83) taking part did not identify as neurophobic, describing the subject area as ‘interesting’, ‘enjoyable’ and ‘challenging’. Students who identified as neurophobic described neuroanatomy as ‘complex’ or ‘overwhelming’. Some students (n = 12) continued to describe themselves as neurophobic at the end of the course, despite this 7 of those students continue to consider a future career in a neuro-related speciality. Conclusions The fact that students with Neurophobia attended this extra-curricular course speaks volumes of how perception and self-motivation of a student are important for learning a subject. All students who participated in this course recognised the complexity and interesting nature of neuroanatomy. This experience highlights the challenge of medical educators to provide teaching experiences that are stimulating and enjoyable, but not overwhelming.

Fraud at the Central Bank of Tanzania (A)

2011 ◽  
Vol 1 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Mussa J. Assad
Keyword(s):  
Central Bank ◽  
Undergraduate Students ◽  
Financial Reporting ◽  
Subject Area ◽  
Internal Controls ◽  
Institutional Governance ◽  
Content Type ◽  
Forensic Accounting ◽  
Subject Areas ◽  
The Subject

Subject area The subject areas for this case are auditing, fraud and investigations. It is also relevant for teaching aspects of corporate governance. Student level/applicability This case consolidates techniques and methodologies of special investigations and demonstrates weaknesses in governance and internal controls. It is appropriate for final year undergraduate students and graduate students who have attended classes on basics of accounting and financial reporting. Case overview The case is about institutional governance and the effects of ineptness at different levels of an organization that resulted in TAS. 133 billion being “improperly” paid out to 22 firms in the financial year 2005/2006.The case is structured to focus at the dilemma of the Director of Finance as an individual who featured in the latter stages of an extensive fraud where old unclaimable debts were revived and were being claimed and paid to fictitious assignees involving a number of Central Bank officials. However, the case seeks to interrogate issues related to financial records and controls in which the position of Director of Finance had more relevance. Expected learning outcomes Working on this case should result in enabling students to acquire expertise necessary for forensic accounting. It should also enable students to learn to gain an understanding of the practice of investigative and forensic accounting as well as an understanding of the interrelationships of the parties involved in forensic investigations. Supplementary materials Teaching note.

Girls into Geoscience - Ireland

2020 ◽  
Author(s):  
Elspeth Wallace ◽  
Fergus McAuliffe ◽  
Aoife Blowick ◽  
Maria McNamara ◽  
Emma Morris ◽  
...  
Keyword(s):  
Student Retention ◽  
Role Models ◽  
Field Trip ◽  
Female Students ◽  
Gender Balance ◽  
Negative Perceptions ◽  
The Subject ◽  
Second Year ◽  
The Uk ◽  
First Time

<p>The geosciences are an undeniably male-dominated sector (80/20 male/female in 2008). This has led to a loss of female talent and lack of diversity within the sector. Retention of female students in the geosciences is highest where students can identify with same gender career/industry leaders (Hernandez et al., Geosphere, Vol. 14,6, 2018), yet with few obvious female role models, poor female student retention has become a self-perpetuating problem. Girls into Geoscience was instigated in Plymouth in 2014 to interrupt this cycle. Girls around the ages of 16-17 and with any level of geoscience knowledge were invited to Plymouth to be introduced to the subject by leading females in the geoscience field. The annual event has proven so successful that it has now been taken up in Ireland.</p><p>Girls into Geoscience – Ireland (GiGie) is now at the end of its second year, having run three successful events across Ireland. GiGie has taken the form of day-long events which incorporate workshops, talks, networking and field-trip style elements. These events have been hosted in academic institutions and rotate annually to reach multiple areas of Ireland which often have limited access to STEM activities. So far, events have been hosted in Cork, Galway and Dublin. 100% of participants at the Cork event fed back that they were more likely to study geoscience, and similarly 83% of participants in Galway were now more likely to consider studying geosciences. 100% of Galway participants also had an increased understanding of geoscience careers, which is important considering the negative perceptions that are commonly attributed to careers in the geosciences. Suggestions from the events in Cork and Galway led us to incorporate a field-trip style element to the day, which was run for the first time in Dublin. The future of GiGie is bright. A planned expansion of the programme could lead to its most successful year yet. Across in the UK, expansion is also in action with further events taking place in Scotland, and a junior event being developed in Leicester. Gender balance is far from equal yet, but change is happening. We look forward to seeing Girls into Geoscience flourish.</p><p>“I loved (that) it was for girls. (It) made me feel more confident and that its possible to do science as a girl” – Participant, Cork.</p>

The nexus of teaching, research and practice: perceptions and expectations of undergraduate education students in Southeast Turkey

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yelena Smirnova ◽  
Bulent Dos
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Undergraduate Curriculum ◽  
Undergraduate Level ◽  
Content Type ◽  
Research And Practice ◽  
Teaching Research ◽  
Southeast Anatolia ◽  
And Gender ◽  
Perceptions And Expectations

PurposeThis study aims to explore the perceptions and expectations of the undergraduate students toward the teaching-research-practice nexus (TRPN) and propose a framework for the integration of nexus components at each undergraduate level. It also intends to identify whether students' views differ depending on their specialization, year of study, academic performance and gender.Design/methodology/approachQuantitative analysis was employed to evaluate the views of 460 undergraduate students from faculties of education in the Southeast Anatolia region of Turkey. The data were collected through the survey with a five-point Likert scale. A t-test and one-way ANOVA were used for the analysis of data.FindingsSignificant differences in the perceptions and expectations of the undergraduate students in relation to the TRPN suggest a gap in their satisfaction with the present teaching approach. The factors influencing students' perceptions include specialization, year of study and academic performance. Student expectations of the TRPN are affected by their specialization and GPA. The influence of gender was not confirmed.Research limitations/implicationsThe lack of previous research on the TRPN creates a need for further development in this area of study. The sample limited to education faculty in one region precludes generalization of the findings beyond the study setting.Practical implicationsThe present study provides preliminary information for education faculties on how to meet students' learning expectations through proportional integration of the TRPN components into the undergraduate curriculum.Originality/valueThe study contributes to the ongoing debate and scarce literature on the TRPN at the undergraduate level and proposes an original framework for linking teaching, research, and practice.

Crossroads in Post-Graduate Psychiatry Training in India

2019 ◽  
Vol 2 (02) ◽  
pp. 4-7
Author(s):  
Jayakumar Menon ◽  
Suvarna J. Kantipudi
Keyword(s):  
Undergraduate Curriculum ◽  
Psychiatry Training ◽  
Undergraduate Level ◽  
Post Graduate ◽  
The Subject

There has been a plethora of discussions recently to bring about changes in the teaching of Psychiatry at the undergraduate level by various academicians. Much of it revolved around up-skilling teachers in Psychiatry, allocating more teaching hours for the subject in undergraduate curriculum, and moving to practice based learning.

Review of the Contemporary Literature on Islam and Muslims in the UK through the Lens of Immigration Issues, Civic Participation and International Constraints

2016 ◽  
Vol 10 (1) ◽  
pp. 10-42
Author(s):  
Ron Geaves
Keyword(s):  
Civic Participation ◽  
Contemporary Literature ◽  
Subject Area ◽  
Research Network ◽  
Academic Interest ◽  
Academic Scholarship ◽  
Key Players ◽  
The Subject ◽  
The Uk

The following article explores the development of academic scholarship on the presence of Muslims in Britain through the lens of immigration issues, civic participation and international constraints. It intends to identify the key players in the field over the last forty years. In doing so, it will inevitably overlook the historians now working on the earlier presence of Muslims in Britain. However, the article hopes to demonstrate the increasing academic interest in the study of Muslims in Britain and some of the trends and transformations in academic interest. The article does not detail the networking activities of the important Muslims in Britain Research Network established by Jorgen Nielsen when he worked at Selly Oak College in Birmingham in the 1980s or the Centre for the Study of Islam in Britain based at Cardiff University. However, many of the contributors to the study of Muslims in Britain will have benefitted from the work of the Network and the Centre. In some ways the existence of both is an indicator of the growth of the subject area and the role of the study of religion.

Round two: repositioning the Tata Nano

2011 ◽  
Vol 1 (4) ◽  
pp. 1-12
Author(s):  
Sanjit Sengupta ◽  
Avadhanam Ramesh
Keyword(s):  
Consumer Behavior ◽  
Marketing Strategy ◽  
Developing Country ◽  
Undergraduate Students ◽  
Subject Area ◽  
Target Market ◽  
Target Price ◽  
Content Type ◽  
Consumer Behavior Analysis ◽  
The Uk

TitleRound two: repositioning the Tata Nano.Subject areaMarketing.Study level/applicabilityAdvanced undergraduate students, MBA students, and business executives interested in enhancing their knowledge and skills of consumer behavior analysis, and marketing strategy and execution in a developing country market.Case overviewTata Motors Chairman, Ratan Tata, noticed that Indian families with three and four family members often commuted on a two‐wheel scooter or motorbike. He had a vision to make a safe family transport for the Indian masses, a four‐wheel vehicle made from scooter parts. His engineers took about five years (2003‐2008) to develop the product. On January 10, 2008, Tata Motors publicly announced the Nano at the 9th Auto Expo in New Delhi at the target price of Rs 100,0000 ($2,500), unarguably the world's cheapest car. Deliveries of the Nano began in June 2009. The initial target market for the Tata Nano was comprised of individuals and families who relied on a two‐wheeler for transport. The value proposition was a safe, affordable, and attractive car. Initial reactions from industry analysts, dealers, and consumers were overwhelmingly positive.In February 2010, Carl‐Peter Forster (born in the UK and raised in Germany) was appointed Group CEO of Tata Motors. Monthly sales kept increasing until a high of 9,000 units in July 2010, then there were consistent declines for the next four months to just 509 units in November. In December 2010, ten months after being on the job, Carl‐Peter Foster had to turn around the sales performance of Tata Nano.Expected learning outcomesGet students to appreciate the importance of understanding consumer behavior in the design and execution of marketing strategy. Get students to understand the concept of value and how it is important at any price level, especially in comparing and contrasting consumer behavior across developed and developing country markets. Get students to understand how marketing strategy is designed (target market selection and positioning) and executed after understanding consumer behavior. Get students to understand how the marketing programs (marketing‐mix) reinforce product positioning.Supplementary materialsTeaching notes.

scholarly journals By any other name? The impacts of differing assumptions, expectations, and misconceptions in bringing about resistance to student-staff partnership

2019 ◽  
Vol 3 (1) ◽  
pp. 106-122 ◽  
Author(s):  
Ruth L Healey ◽  
Alex Lerczak ◽  
Katharine Welsh ◽  
Derek France
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Curriculum ◽  
Second Year ◽  
The Uk ◽  
Ongoing Support ◽  
First Time

Most of the existing literature on student-staff partnership explores the experiences of people who are keen to be involved and who have already bought into the ethos of Students as Partners. We explore the challenges of conducting student-staff partnership in the context of resistance. Specifically, we focus on the interpretations of partnership by students and staff who were attempting to work in partnership for the first time in a medium-sized geography department in the UK The views of participants were captured during a six-month project in which four undergraduate students were employed to work with eight academics to redesign the second-year undergraduate curriculum of one programme. Notwithstanding an introductory briefing and ongoing support, some participants showed indications of resistance. Our findings suggest that different perspectives on partnership influenced participants’ experiences. We argue that assumptions, expectations, and misconceptions around the terminology used to describe Students-as-Partners practice may hinder the process itself, as some people may not buy in to the practice. However, despite the challenges of this project, the experience of being involved in the re-design of the modules has led to reduced resistance and emerging partnership practices throughout the department.

scholarly journals Evaluation of Teaching Curriculum of Anaesthesiology by the Undergraduate Medical Students

1970 ◽  
Vol 7 (1) ◽  
pp. 8-10
Author(s):  
MR Alam ◽  
MZ Islam
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Undergraduate Medical Students ◽  
Undergraduate Level ◽  
Medical Undergraduate ◽  
Hands On ◽  
Reported Study ◽  
Teaching Curriculum ◽  
The Subject ◽  
Evaluation Of Teaching

Introduction: Students' feedback is a recommended tool to evaluate the merit of a teaching curriculum. Search of literature, however, reveals a very few such attempts on the subject of anaesthesiology in medical undergraduate level. Objective: The reported study was conducted to evaluate the undergraduate course curriculum of medical students from students' feedback. Method: To judge the students' viewpoint, a pertinent and simple questionnaire was designed to collect the feedback from the final year MBBS students of AFMC Dhaka for five consecutive years. Students were asked to fill up the questionnaire on completion of their placement. Result: A total of 253 students had participated in this unbiased and anonymous feedback. While 96.7% students agreed that the posting provided them an insight into the subject of anaesthesiology and critical care but 38.3% found that the duration of posting was inadequate. Though 98.8% students responded that the topics were interesting but only 56.8% found that the practical demonstrations were adequate. The three top ranking topics of interest in decreasing order were cardiopulmonary resuscitation (93.6%), airway maintenance along with endotracheal intubation (55.2%) and spinal anaesthesia (32.5%). Interestingly these three topics were demonstrated practically along with theory sessions. Not surprisingly the three commonest suggestions were prolonging the duration (34.8%) as well as practical demonstrations (31.2%) and more opportunity to 'hands on practice' (24.5%). Conclusion: This little effort may help the curriculam reviewers to think. Key words: Curriculum of anaesthesiology; undergraduate; students feedback DOI: http://dx.doi.org/10.3329/jafmc.v7i1.8618 JAFMC Bangladesh. Vol 7, No 1 (June) 2011; 8-10

scholarly journals Under graduate student feedback on teaching and evaluation method in clinical pharmacology

2014 ◽  
Vol 9 (3) ◽  
pp. 31-34
Author(s):  
SK Deo
Keyword(s):  
Clinical Pharmacology ◽  
Undergraduate Students ◽  
Teaching Methods ◽  
Evaluation Method ◽  
Student Feedback ◽  
Approaches To Teaching ◽  
Medical Sciences ◽  
Validated Questionnaire ◽  
The Subject ◽  
Short Answer Questions

Background Any teaching and evaluation method can be considered as effective once they are judged by students.Objective This study was designed to obtain feedback on teaching and evaluation methods in the subject of clinical pharmacology among under graduate studentsMethods Feedback on teaching and evaluation method was taken from undergraduate students of 2009 batch and various approaches to teaching and evaluation are identified. To know the effect of these novel approaches of teaching and evaluation, student feedback was taken from subsequent batch 2010 and 2011 using a written validated questionnaire covering various aspects of teaching and evaluation methods.Results Under graduate students were satisfied with all teaching methods like lecture and pharmacological exercises. They showed preference for tutorials, short answer questions and revision classes where as they were not satisfied with seminar method of learning. All students felt that there should be more time for clinical pharmacology and pharmacological problem based exercises.. The pass percentage of the subsequent batch in university examinations improved from 75 % to 90%.Conclusion Based upon the student’s feedback, incorporation of suggestion obtained from the students resulted in improvement in performance of the students. Hence, it is very essential to take regular feedback from the students to synchronize teaching and evaluation method of the students.Journal of College of Medical Sciences-Nepal, 2013, Vol-9, No-3, 31-34

scholarly journals Crossroads in Post-Graduate Psychiatry Training in India

2019 ◽  
Vol 2 (02) ◽  
pp. 4-7
Author(s):  
Jayakumar Menon ◽  
Suvarna J. Kantipudi
Keyword(s):  
Undergraduate Curriculum ◽  
Psychiatry Training ◽  
Undergraduate Level ◽  
Post Graduate ◽  
The Subject

There has been a plethora of discussions recently to bring about changes in the teaching of Psychiatry at the undergraduate level by various academicians. Much of it revolved around up-skilling teachers in Psychiatry, allocating more teaching hours for the subject in undergraduate curriculum, and moving to practice based learning.

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