scholarly journals The Impact Of Benchmarking Peer Institutions In Curricular Reform

2020 ◽  
Author(s):  
Eric Warmbier ◽  
James S. Fairweather ◽  
P. David Fisher
Keyword(s):  
Curricular Reform ◽  
The Impact

scholarly journals Assessment of the Curricular Reform of a Medical Course from the Faculty’s Perspective

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 135-145
Author(s):  
Maria Valéria Pavan ◽  
Maria Helena Senger ◽  
Waldemar Marques
Keyword(s):  
Teacher Development ◽  
Daily Practice ◽  
Active Role ◽  
Physical Structure ◽  
Curricular Reform ◽  
Medical Sciences ◽  
Active Teaching ◽  
Teaching Learning ◽  
The Impact

ABSTRACT In 2006, the medical course of the Faculty of Medical Sciences and Health of PUC-SP (FCMS of PUC-SP) completely restructured its curriculum and pedagogical project and began to use active teaching/learning methods, centered on problem-based learning. There is often some resistance on the part of the teachers in relation to the changes, depending on the consequences for their daily practice. However, the participation of the teachers and their commitment to reform proposals are fundamental for them to occur and to be continually renewed. In this sense, this study had as objective to evaluate the teachers’ view of the FCMS of the PUC-SP medical course on the changes triggered by the curricular reform; the impact of these changes on their own work, on the quality of the course and on the graduate doctor and, the suggestions to improve the curriculum, as part of the ongoing goal to produce well-trained professionals adapted to the needs of the population and to the health care system. The data were obtained through a pre-tested semi-structured questionnaire, sent to the teachers working on the medical course. The second part of the questionnaire, object of this article, was to be answered only by the teachers who were already working before the curricular reform. Of the 178 teachers, 102 answered the questionnaire and, of these, 73 (71.6%) had already worked on the course before the curricular reform and answered the second part of the questionnaire. In general, the teachers have a positive view of the changes triggered by the reform, with emphasis on the active role of the student in the teaching/learning process and the growth provided to the teacher, induced by the pedagogical model chosen. They also consider that there has been an improvement in the quality of the course and the graduate doctor. Although well evaluated, the change to an interdisciplinary model and the deficiencies of the physical structure and equipment made available for the course complicate the work of the teacher. The difficulty in evaluating the student and the lack of a permanent teacher development plan appear as the main problems to be faced in the search for improving the course.

scholarly journals THE IMPACT OF THE 'CONSERVATIVE MODERNIZATION' ON THE EDUCATIONAL SYSTEM IN CROATIA: THE CONCEPTUAL AND IMPLEMENTATIONAL PRESSURES IN THE PROCESS OF COMPREHENSIVE CURRICULAR REFORM

2019 ◽  
Vol 13(2018)1 (25) ◽  
pp. 77-100
Keyword(s):  
Educational System ◽  
Curricular Reform ◽  
Economic Discourse ◽  
Western Countries ◽  
Fertile Ground ◽  
The Impact ◽  
Theoretical Apparatus ◽  
Historical Sketch

This paper points to different modes of agency that aimed and are still aiming at the transformation of social, political and economic discourse in the direction of 'conservative modernization' in most Western countries. The paper begins with a brief historical sketch of the socio-political circumstances that provided fertile ground for the emergence and development of 'conservative modernization', and continues to further elaborate the concept through the analysis of the categories that draw from works of the Michael W. Apple. The Apple's theoretical apparatus is applied as a 'tool' for the analysis of neoliberal, neoconservative, authoritarian-populist and expert conceptual and implementation pressures in the process of Comprehensive Curricular Reform in Croatia. The concluding section of the paper presents the results of the analysis of conceptual and implementation pressures in the process of Comprehensive Curricular Reform in Croatia.

Curricular Reform in Two Medical School Tracks and the Impact on USMLE Scores

2017 ◽  
Vol 27 (2) ◽  
pp. 201-207 ◽  
Author(s):  
Michele B. Lundy ◽  
Cynthia A. Standley ◽  
Anton H. Westveld
Keyword(s):  
Medical School ◽  
Curricular Reform ◽  
The Impact

scholarly journals THE IMPACT OF THE 'CONSERVATIVE MODERNIZATION' ON THE EDUCATIONAL SYSTEM IN CROATIA: THE CONCEPTUAL AND IMPLEMENTATIONAL PRESSURES IN THE PROCESS OF COMPREHENSIVE CURRICULAR REFORM

2019 ◽  
Vol 13(2018)1 ◽  
pp. 77-100
Keyword(s):  
Educational System ◽  
Curricular Reform ◽  
Economic Discourse ◽  
Western Countries ◽  
Fertile Ground ◽  
The Impact ◽  
Theoretical Apparatus ◽  
Historical Sketch

This paper points to different modes of agency that aimed and are still aiming at the transformation of social, political and economic discourse in the direction of 'conservative modernization' in most Western countries. The paper begins with a brief historical sketch of the socio-political circumstances that provided fertile ground for the emergence and development of 'conservative modernization', and continues to further elaborate the concept through the analysis of the categories that draw from works of the Michael W. Apple. The Apple's theoretical apparatus is applied as a 'tool' for the analysis of neoliberal, neoconservative, authoritarian-populist and expert conceptual and implementation pressures in the process of Comprehensive Curricular Reform in Croatia. The concluding section of the paper presents the results of the analysis of conceptual and implementation pressures in the process of Comprehensive Curricular Reform in Croatia.

scholarly journals Avaliação da Reforma Curricular de um Curso de Medicina na Perspectiva dos Docentes

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 135-145
Author(s):  
Maria Valéria Pavan ◽  
Maria Helena Senger ◽  
Waldemar Marques
Keyword(s):  
Teacher Development ◽  
Daily Practice ◽  
Active Role ◽  
Physical Structure ◽  
Curricular Reform ◽  
Medical Sciences ◽  
Active Teaching ◽  
Teaching Learning ◽  
The Impact

ABSTRACT In 2006, the medical course of the Faculty of Medical Sciences and Health of PUC-SP (FCMS of PUC-SP) completely restructured its curriculum and pedagogical project and began to use active teaching/learning methods, centered on problem-based learning. There is often some resistance on the part of the teachers in relation to the changes, depending on the consequences for their daily practice. However, the participation of the teachers and their commitment to reform proposals are fundamental for them to occur and to be continually renewed. In this sense, this study had as objective to evaluate the teachers’ view of the FCMS of the PUC-SP medical course on the changes triggered by the curricular reform; the impact of these changes on their own work, on the quality of the course and on the graduate doctor and, the suggestions to improve the curriculum, as part of the ongoing goal to produce well-trained professionals adapted to the needs of the population and to the health care system. The data were obtained through a pre-tested semi-structured questionnaire, sent to the teachers working on the medical course. The second part of the questionnaire, object of this article, was to be answered only by the teachers who were already working before the curricular reform. Of the 178 teachers, 102 answered the questionnaire and, of these, 73 (71.6%) had already worked on the course before the curricular reform and answered the second part of the questionnaire. In general, the teachers have a positive view of the changes triggered by the reform, with emphasis on the active role of the student in the teaching/learning process and the growth provided to the teacher, induced by the pedagogical model chosen. They also consider that there has been an improvement in the quality of the course and the graduate doctor. Although well evaluated, the change to an interdisciplinary model and the deficiencies of the physical structure and equipment made available for the course complicate the work of the teacher. The difficulty in evaluating the student and the lack of a permanent teacher development plan appear as the main problems to be faced in the search for improving the course.

scholarly journals Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course

2021 ◽  
Vol 20 (4) ◽  
pp. ar55
Author(s):  
Maurina L. Aranda ◽  
Michelle Diaz ◽  
Lorenzo Gastelum Mena ◽  
Jocelyn I. Ortiz ◽  
Christian Rivera-Nolan ◽  
...  
Keyword(s):  
Service Learning ◽  
Curricular Reform ◽  
Demographic Groups ◽  
Inclusive Curriculum ◽  
The Impact

The impact of student-authored Scientist Spotlights was investigated within the context of a service-learning course engaging students in STEM curricular reform efforts. Student-authored Scientists Spotlights significantly shifted peers’ perceptions of scientists across all demographic groups, as well as student authors’ own relatability to and stereotypes about scientists.

Formation of Lunar Craters and Bright Rays as a Result of Meteorite Impacts

1962 ◽  
Vol 14 ◽  
pp. 415-418
Author(s):  
K. P. Stanyukovich ◽  
V. A. Bronshten
Keyword(s):  
Explosive Charge ◽  
The Moon ◽  
Meteorite Impacts ◽  
The Earth ◽  
Lunar Craters ◽  
The Impact

The phenomena accompanying the impact of large meteorites on the surface of the Moon or of the Earth can be examined on the basis of the theory of explosive phenomena if we assume that, instead of an exploding meteorite moving inside the rock, we have an explosive charge (equivalent in energy), situated at a certain distance under the surface.

The Geosciences Applied to Lunar Exploration

1962 ◽  
Vol 14 ◽  
pp. 169-257 ◽  
Author(s):  
J. Green
Keyword(s):  
Lunar Surface ◽  
Probable Mechanism ◽  
Point Of View ◽  
Lunar Exploration ◽  
Geological Model ◽  
Apply Geophysics ◽  
Surface Features ◽  
The Impact

The term geo-sciences has been used here to include the disciplines geology, geophysics and geochemistry. However, in order to apply geophysics and geochemistry effectively one must begin with a geological model. Therefore, the science of geology should be used as the basis for lunar exploration. From an astronomical point of view, a lunar terrain heavily impacted with meteors appears the more reasonable; although from a geological standpoint, volcanism seems the more probable mechanism. A surface liberally marked with volcanic features has been advocated by such geologists as Bülow, Dana, Suess, von Wolff, Shaler, Spurr, and Kuno. In this paper, both the impact and volcanic hypotheses are considered in the application of the geo-sciences to manned lunar exploration. However, more emphasis is placed on the volcanic, or more correctly the defluidization, hypothesis to account for lunar surface features.

Asteroid and Comet Impact Speeds upon Mars: Significance for Panspermia and the Supply of Organics

1997 ◽  
Vol 161 ◽  
pp. 197-201 ◽  
Author(s):  
Duncan Steel
Keyword(s):  
Probability Distributions ◽  
Regions Of Interest ◽  
Significant Fraction ◽  
Organic Chemicals ◽  
Impact Speed ◽  
The Mean ◽  
The Impact

AbstractWhilst lithopanspermia depends upon massive impacts occurring at a speed above some limit, the intact delivery of organic chemicals or other volatiles to a planet requires the impact speed to be below some other limit such that a significant fraction of that material escapes destruction. Thus the two opposite ends of the impact speed distributions are the regions of interest in the bioastronomical context, whereas much modelling work on impacts delivers, or makes use of, only the mean speed. Here the probability distributions of impact speeds upon Mars are calculated for (i) the orbital distribution of known asteroids; and (ii) the expected distribution of near-parabolic cometary orbits. It is found that cometary impacts are far more likely to eject rocks from Mars (over 99 percent of the cometary impacts are at speeds above 20 km/sec, but at most 5 percent of the asteroidal impacts); paradoxically, the objects impacting at speeds low enough to make organic/volatile survival possible (the asteroids) are those which are depleted in such species.

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