scholarly journals Transforming a clerkship with telemedicine

2021 ◽  
Vol 121 (1) ◽  
pp. 43-47
Author(s):  
Ravnit Kaur Bhatia ◽  
Danielle Cooley ◽  
Philip B. Collins ◽  
Jennifer Caudle ◽  
Joshua Coren
Keyword(s):  
Learning Environments ◽  
American Association ◽  
Virtual Education ◽  
Osteopathic Medicine ◽  
Traditional Curriculum ◽  
Clinical Practices ◽  
Medicine Department ◽  
Rowan University ◽  
The Family ◽  
Online Format

Abstract The coronavirus disease 2019 (COVID-19) pandemic had an overwhelming impact on both clinical practices and learning environments. On March 17th, 2020, the American Association of Colleges of Osteopathic Medicine and Commission on Osteopathic College Accreditation issued a statement recommending a “pause” in medical student participation in-person at clinical sites. In response, the Family Medicine Department at the Rowan University School of Osteopathic Medicine recognized the need to evolve the traditional curriculum and quickly transitioned to an online format, incorporating telemedicine into the clerkship. This new model enabled 44 third-year medical students to obtain high-quality, offsite, virtual education and learn new skills.

Elements to Include in the Language Arts Curriculum for Gifted Students

1988 ◽  
Vol 11 (2) ◽  
pp. 62-78 ◽  
Author(s):  
John D. McNeil
Keyword(s):  
Language Arts ◽  
Learning Environments ◽  
Gifted Students ◽  
The Family ◽  
New Directions ◽  
Language Arts Curriculum ◽  
Structured Teaching ◽  
Arts Curriculum ◽  
Curriculum Trends

Recent studies have revealed themes of giftedness that have implications for the curriculum in the language arts. These themes include the desire to know and inquire, the uses of play and imagination, the thrust toward coherence, the motivational ambience of the family, and the value of varied apprenticeships. Correlatively, trends in the language arts curriculum reflect the growing influence of the constructivists' theory of learning with its emphasis on active generality of meaning by students. These curriculum trends are propitious for the gifted who excel in learning environments characterized by independent activity and filling in the gaps left by incomplete and less structured teaching. This paper describes how new directions in the language arts curriculum match the themes of giftedness and suggest how gifted students can be helped to share their images and meanings through the language arts.

scholarly journals Educational elements of instructional design to enhance the construction of virtual learning environments

2020 ◽  
pp. 1-7
Author(s):  
Nadia Sarahi URIBE-OLIVARES ◽  
Paul Rafael SIORDIA-MEDINA ◽  
Aldo ZEA-VERDÍN
Keyword(s):  
Instructional Design ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environments ◽  
Virtual Education ◽  
Instructional Designers ◽  
Administrative Staff ◽  
Educational Model ◽  
Professional Profile

From the perspective of experts in instructional design, what pedagogical elements favor the construction of virtual learning environments? It is the question that guides the present investigation. Education has had significant changes in recent decades, so institutions would be expected to transform. The management of educational change must be carried out from within the institutions themselves, who, through the operability of their educational model, foster the learning of their students. The innovation elements of an institution involve the entire educational community. The pedagogical foundations must permeate the management team, teachers and administrative staff to achieve true educational quality in any educational modality. This research focuses on the particularities of the virtual modality. It aims to analyze the different perspectives of instructional designers of institutions of higher and higher education regarding what pedagogical elements are necessary in offering virtual education. It also analyzes the professional profile of those who exercise the role of instructional designer in the different institutions.

scholarly journals Epidemiological and Forensic Aspects of Physical Abuse of Minors

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ndoye El Hadji Oumar
Keyword(s):  
Child Abuse ◽  
Physical Abuse ◽  
Emotional Abuse ◽  
The Body ◽  
National Hospital ◽  
Medicine Department ◽  
The Family ◽  
Young Subjects ◽  
Negligent Treatment ◽  
The Relationship

Child abuse is a phenomenon whose magnitude remains unknown in Africa. It includes all forms of physical and/or emotional abuse, sexual abuse, neglect or negligent treatment, or commercial exploitation.This is a prospective descriptive study, with systematic case-by-case recruitment of victims of physical abuse of minors received in the forensic medicine department of the Ignace Deen National Hospital over a twelve (12) month period, from July 20, 2016 to July 19, 2017.The study included 218 cases of child abuse out of 1110 patients who were seen for any reason, a proportion of 20%. Victims aged between 11 and 15 years old were the most represented with 46.7% and more than half were out of school with 59.6%, girls were the most represented in our study with 73.3% with a sex ratio M/F = 0.36. The relationship between the victim and the aggressor was familial in (44%). The injuries were found all over the body. 77.60% of the victims had a total work disability of less than or equal to 20 days. Physical abuse is common in Conakry. Young subjects are the most affected, especially student summary. Minors constitute a fragile population, dependent and vulnerable to the assaults to which they are subjected, both inside and outside the family sphere.

First Interview with Child May Start Resumption of Maturation

2016 ◽  
pp. 349-354
Author(s):  
Donald W. Winnicott
Keyword(s):  
Family Relationships ◽  
American Association ◽  
Short Statement ◽  
The Family ◽  
First Interview ◽  
Normal Work

This short statement is a report of a lecture by Winnicott to the American Association of Psychiatric Clinics for Children on using the first therapeutic interview with children and how these interviews may enable maturation to re-start. He suggests that if the interview enables a development (halted for various reasons) to restart, the family relationships can take over the normal work for the child. The tendency to maturity, the facilitating environment, and the movement towards health in most children is suggested. Winnicott says that although psychoanalysis and a single psychotherapeutic interview are very different technical processes, they can be complementary in the various changes they may bring about.

Technology-Mediated Synchronous Virtual Education

2016 ◽  
Vol 27 (4) ◽  
pp. 39-63 ◽  
Author(s):  
Xiaofeng Chen ◽  
Keng Siau
Keyword(s):  
Higher Education ◽  
College Students ◽  
Instructional Strategies ◽  
Learning Environments ◽  
Relative Effectiveness ◽  
Virtual Education ◽  
Internet Technology ◽  
Mediated Learning ◽  
Face To Face Learning ◽  
New Generation

Many higher education institutions have used Internet technology to develop virtual education for a new generation of college students. In this research, the authors assessed the relative effectiveness of two technology-mediated learning environments for synchronous higher education compared to a traditional face-to-face learning environment. Specifically, they assessed the effects of these three learning environments on interactivity, perceived learning, and satisfaction when different instructional strategies were used. The authors' findings suggest that learning environments interact with instructional strategies to affect the learners' perception of learning and satisfaction. Their findings also support the proposition that the new generation of college students prefer to interact with others using technology.

scholarly journals Transición a entornos de educación virtual en un contexto de emergencia sanitaria

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Sergio García-de-Paz ◽  
Pablo Joel Santana Bonilla
Keyword(s):  
Virtual Education ◽  
Vocational Education And Training ◽  
State Of Emergency ◽  
Health Crisis ◽  
Face To Face ◽  
The Family ◽  
Educación Virtual ◽  
Teaching Team ◽  
And Training

La declaración del estado de alarma en marzo de 2020, ocasionada por la crisis sanitaria de la COVID-19, provocó en España el cierre de todos los centros educativos. Este artículo pretende explorar el proceso de transición de la docencia presencial a lo que se ha denominado docencia remota de emergencia, y sus implicaciones para las propuestas educativas futuras. Nuestros objetivos son: explorar qué condiciones de partida han influido en el proceso de transición a la docencia remota de emergencia (DRE), qué implicaciones pedagógicas y organizativas ha supuesto la DRE y hacia qué modelo de docencia debería transitarse en el contexto actual de emergencia sanitaria. Para ello hemos realizado un estudio de caso de un equipo docente de Formación Profesional Básica de un centro. Las conclusiones principales sugieren que hay tres elementos que han facilitado el tránsito a una docencia remota de emergencia pero que también podrían contribuir a construcción de entornos de educación virtual: la existencia de una infraestructura digital en el centro para la docencia y la comunicación; un modelo de organización escolar basado en el liderazgo compartido y la autonomía de los equipos docentes; y la visión del profesorado acerca de la familia como agente educativo esencial. The declaration of a state of emergency in March 2020, due to the COVID-19 health crisis, caused the closure of all schools in Spain. This article aims to explore the transition from face-to-face teaching to what has been called emergency remote teaching, as well as its implications for future educational proposals. Our objectives are: to explore what conditions have influenced the process of transition toward emergency remote teaching (ERT), the pedagogical and organisational implications of EST and which teaching model should be transitioned to in the current heath emergency context. In order to achieve them we have conducted a case study of a teaching team in Initial Vocational Education and Training of a school. The main conclusions suggest that there are three elements that have facilitated the transit to a remote emergency teaching which could also contribute to the building of virtual education environments: the presence of a digital infrastructure at the school for teaching and communication; an educational organisation model based on leadership and autonomy of teaching teams; and the teachers' vision of the family as an essential educational agent.

Cross-Cultural Comparisons of Family Environments of Anglo-, Greek-, and Italian-Australians

1994 ◽  
Vol 74 (1) ◽  
pp. 49-50 ◽  
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Discriminant Analysis ◽  
Ethnic Group ◽  
Learning Environments ◽  
Cross Cultural ◽  
Group Differences ◽  
Ethnic Group Differences ◽  
The Family ◽  
Cultural Comparisons

Discriminant analysis was used to examine ethnic-group differences in the family environments of 615 11-yr.-old Australian children. The results indicated differences in the learning environments of children from Anglo-, Greek-, and Italian-Australian families.

Birth Order, Family Environment, and Mental Abilities: A Regression Surface Analysis

1976 ◽  
Vol 39 (3) ◽  
pp. 759-765 ◽  
Author(s):  
Kevin Marjoribanks
Keyword(s):  
Birth Order ◽  
Learning Environments ◽  
Cognitive Performance ◽  
Surface Analysis ◽  
Family Environment ◽  
Mental Ability ◽  
Differential Learning ◽  
The Family ◽  
Mental Abilities ◽  
Detailed Assessment

Regression surface analysis was used to examine relationships between birth order and the cognitive performance of 11-yr.-old Canadian boys. A detailed assessment of the family environment was included. At each level of family environment birth order has little or no relation with mental ability scores but, if families create differential learning environments for their children, then the regression surfaces indicate that a child's position in a family is related to cognitive performance.

Evaluating the efficacy of the Family Check-Up Online: A school-based, eHealth model for the prevention of problem behavior during the middle school years

2019 ◽  
Vol 31 (5) ◽  
pp. 1873-1886 ◽  
Author(s):  
Elizabeth A. Stormshak ◽  
John R. Seeley ◽  
Allison S. Caruthers ◽  
Lucia Cardenas ◽  
Kevin J. Moore ◽  
...  
Keyword(s):  
Middle School ◽  
Self Efficacy ◽  
Preventive Intervention ◽  
Self Regulation ◽  
High Rate ◽  
At Risk Youth ◽  
Minimal Risk ◽  
The Family ◽  
Online Format ◽  
Family Centered

AbstractThis study evaluated the efficacy of a family-centered preventive intervention, the Family Check-Up (FCU), delivered as an online, eHealth model to middle school families. To increase accessibility of family-centered prevention in schools, we adapted the evidence-based FCU to an online format, with the goal of providing a model of service delivery that is feasible, given limited staffing and resources in many schools. Building on prior research, we randomly assigned participants to waitlist control (n = 105), FCU Online as a web-based intervention (n = 109), and FCU Online with coaching support (n = 108). We tested the effects of the intervention on multiple outcomes, including parental self-efficacy, child self-regulation, and child behavior, in this registered clinical trial (NCT03060291). Families engaged in the intervention at a high rate (72% completed the FCU assessment) and completed 3-month posttest assessments with good retention (94% retained). Random assignment to the FCU Online with coaching support was associated with reduced emotional problems for children (p = .003, d = −0.32) and improved parental confidence and self-efficacy (p = .018, d = 0.25) when compared with waitlist controls. Risk moderated effects: at-risk youth showed stronger effects than did those with minimal risk. The results have implications for online delivery of family-centered interventions in schools.

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