scholarly journals Surgeon educator perspectives of implementing a National Undergraduate Curriculum in otolaryngology

2019 ◽  
Author(s):  
Andrew Hall ◽  
Huw Jones ◽  
Alam Hannan
Keyword(s):  
National Curriculum ◽  
National Level ◽  
Student Experience ◽  
Teaching Experience ◽  
Teaching Quality ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Teaching Content ◽  
The Future ◽  
Educator Perspectives

Abstract BackgroundThe General Medical Council will be implementing a national examination for all UK medical students in 2022. Our aim was to review surgeon educator perceptions on the future implementation of an associated undergraduate national curriculum in otolaryngology within a UK School of Surgery. MethodsA mixed methods study was performed to assess ENT surgeon educator perspectives of a change to a national curriculum in ENT. Responses were reviewed with respect to teaching content, quality and student experience with degree of agreement assessed with Likert scoring. Associated qualitative focus group sessions were performed and responses underwent detailed thematic analysis according to grounded theory.ResultsA response rate of 50% was achieved with twenty-one participants analysed working in fourteen hospitals. These held an average of eight years undergraduate teaching experience. These showed strong agreement believing implementation of a national curriculum would improve the standard of teaching delivered at a personal, institutional and national level. There was also agreement on a minimum baseline for teaching exposure by students. 95% of surgeon educators in otolaryngology were in support of future adoption of a change to a centralized national otolaryngology curriculum in contrast to conventional expectations of resistance. Further related themes were identified relating to the personal, institutional and specialty related factors influencing practical delivery of a national curriculum that can help shape this delivery. ConclusionsEvaluating the future implementation of a national curriculum in ENT from those involved in the regular practical delivery of undergraduate medical education was previously unassessed within the medical literature. A series of practical recommendations are made to assist the implementation of a national ENT curriculum in contrast to the current locally led system. These were divided into areas of teaching content, teaching quality and student experience. A national curriculum appears to offer a philosophically accessible and popular re-imagining for future undergraduate otolaryngology training. Our findings aim to offer assistence to other similar surgical sub-specialties facing similar challenges internationally.

scholarly journals Surgeon educator perspectives of implementing a National Undergraduate Curriculum in otolaryngology

2020 ◽  
Author(s):  
Andrew Hall ◽  
Huw Jones ◽  
Alam Hannan
Keyword(s):  
National Curriculum ◽  
National Level ◽  
Student Experience ◽  
Teaching Experience ◽  
Teaching Quality ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Teaching Content ◽  
The Future ◽  
Educator Perspectives

Abstract BackgroundThe General Medical Council will be implementing a national examination for all UK medical students in 2022. Our aim was to review surgeon educator perceptions on the future implementation of an associated undergraduate national curriculum in otolaryngology within a UK School of Surgery.MethodsA mixed methods study was performed to assess ENT surgeon educator perspectives of a change to a national curriculum in ENT. Responses were reviewed with respect to teaching content, quality and student experience with degree of agreement assessed with Likert scoring. Associated qualitative focus group sessions were performed and responses underwent detailed thematic analysis according to grounded theory.ResultsA response rate of 50% was achieved with twenty-one participants analysed working in fourteen hospitals. These held an average of eight years undergraduate teaching experience. These showed strong agreement believing implementation of a national curriculum would improve the standard of teaching delivered at a personal, institutional and national level. There was also agreement on a minimum baseline for teaching exposure by students. 95% of surgeon educators in otolaryngology were in support of future adoption of a change to a centralized national otolaryngology curriculum in contrast to conventional expectations of resistance. Further related themes were identified relating to the personal, institutional and specialty related factors influencing practical delivery of a national curriculum that can help shape this delivery.ConclusionsEvaluating the future implementation of a national curriculum in ENT from those involved in the regular practical delivery of undergraduate medical education was previously unassessed within the medical literature. A series of practical recommendations are made to assist the implementation of a national ENT curriculum in contrast to the current locally led system. These were divided into areas of teaching content, teaching quality and student experience. A national curriculum appears to offer a philosophically accessible and popular re-imagining for future undergraduate otolaryngology training. Our findings aim to offer assistance to other similar surgical sub-specialties facing similar challenges internationally.

Pengaruh Budaya Terhadap Akuntansi, Auditing Dan Praktik Akuntansi Internasional

2016 ◽  
Vol 3 (1) ◽  
pp. 78-95
Author(s):  
Priyastiwi Priyastiwi
Keyword(s):  
Cultural Values ◽  
Leadership Style ◽  
Financial Reporting ◽  
National Level ◽  
Deep Understanding ◽  
Cultural Dimensions ◽  
Financial Disclosure ◽  
Cross Cultural Differences ◽  
The Future ◽  
The Impact

The purpose of this article is to provide the basic model of Hofstede and Grays’ cultural values that relates the Hofstede’s cultural dimensions and Gray‘s accounting value. This article reviews some studies that prove the model and develop the research in the future. There are some evidences that link the Hofstede’s cultural values studies with the auditor’s judgment and decisions by developing a framework that categorizes the auditor’s judgments and decisions are most likely influenced by cross-cultural differences. The categories include risk assessment, risk decisions and ethical judgments. Understanding the impact of cultural factors on the practice of accounting and financial disclosure is important to achieve the harmonization of international accounting. Deep understanding about how the local values may affect the accounting practices and their impacts on the financial disclosure are important to ensure the international comparability of financial reporting. Gray’s framework (1988) expects how the culture may affect accounting practices at the national level. One area of the future studies will examine the impact of cultural dimensions to the values of accounting, auditing and decision making. Key word : Motivation, leadership style, job satisfaction, performance

scholarly journals Local-Level Democratic Backsliding? The Consolidation of Aspiring Dominant-Party Regimes in Hungary and Poland

2021 ◽  
pp. 1-24
Author(s):  
Conor O'Dwyer ◽  
Matthew Stenberg
Keyword(s):  
Local Politics ◽  
Electoral Systems ◽  
Local Level ◽  
National Level ◽  
Dominant Party ◽  
Mayoral Elections ◽  
Political Reforms ◽  
Strategic Coordination ◽  
The Future ◽  
Two Factors

Abstract Aspiring dominant-party regimes often institute major institutional and political reforms at the national level to ensure they retain control. However, subnational politics is an important, under-studied, component of regime consolidation. This study uses mayoral races in Hungary and Poland from 2006 to 2018 to examine two factors that may inhibit dominant-party regime consolidation in local politics: the use of two-round, i.e. runoff, electoral systems and strategic coordination among opposition parties. While we find little evidence that strategic coordination can lead to widespread opposition success in single-round systems, we do find that increasing the number of candidates decreases the likelihood of the nationally dominant party winning in the first round while not affecting the second round. As such, two-round mayoral elections may be an important buffer to dominant-party regime consolidation and may provide a training ground for the future opposition.

scholarly journals Discussion on the Teaching Problems and Countermeasures of Ancient Chinese Literature Under the New Education Concept

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Lu Yang
Keyword(s):  
Chinese Literature ◽  
Chinese Language ◽  
Teaching Experience ◽  
Teaching Quality ◽  
Professional Quality ◽  
Language And Literature ◽  
And Coping ◽  
New Education ◽  
Education Concept

Ancient Chinese literature is an important part of Chinese language and literature. However, due to the lack of professional quality and teaching experience of most ancient Chinese literature teachers in China, there are many problems in the teaching of ancient Chinese literature, which hinders the improvement of students' comprehensive quality. In this regard, this paper discusses the teaching problems and coping strategies of ancient Chinese Literature under the new education concept, hoping to help improve the teaching quality of ancient Chinese literature in China.

scholarly journals Toward a comprehensive and distributed approach to assessing university student experience

2021 ◽  
Author(s):  
Lily M. Zeng ◽  
Luke K. Fryer ◽  
Yue Zhao
Keyword(s):  
Quality Assurance ◽  
Distributed Leadership ◽  
Learning Experience ◽  
Student Experience ◽  
Teaching Quality ◽  
University Student ◽  
Rapid Expansion ◽  
National Surveys ◽  
Distributed Approach ◽  
The Usa

Higher education’s rapid expansion is paired with growing social expectations of its benefits and concern on its teaching quality. In response to these, institutional/national surveys based on an array of theories are widely used in universities for quality assurance, enhancement, and benchmarking. This paper reviews three major types of instruments used for such purposes, including two distinct schools of theory that have guided the development of such assessment in the USA, Australia, UK and then spread to the other parts of the world. The theories shaping the development of the two instruments, the dimensions assessed, and the challenges and criticisms involved when using such instruments for quality assurance are each discussed. This review concludes with a call for comparisons of different lines of research in this area, discussions on student learning experience that include more diverse characterizations of student experience across different educational contexts, development of tools to enable distributed leadership among teachers, and encouragement of students as partners for quality enhancement in higher education.

The form of finality: a context for musical education

1997 ◽  
Vol 14 (1) ◽  
pp. 5-21 ◽  
Author(s):  
John Paynter
Keyword(s):  
National Curriculum ◽  
Musical Education ◽  
Human Needs ◽  
Musical Perception ◽  
The Future ◽  
Basic Human Needs ◽  
Perceptual Judgement ◽  
Future Status

Music is supremely a manifestation of thought and perceptual judgement. Yet – and in spite of the good intentions of the National Curriculum - because the importance of these qualities is not generally acknowledged, musical education is in danger of being marginalized. Drawing on the work of W.E. Johnson and F.N. Sibley in logic and aesthetics, the author formulates a hierarchy of musical perception corresponding to Abraham Maslow's hierarchy of basic human needs and suggests that the future status of musical education could depend upon the extent to which teaching can be focused at a level of perception where musk as thought is most evident.

Serious Games Applied to Project Management Teaching

2013 ◽  
pp. 1427-1451 ◽  
Author(s):  
André Raabe ◽  
Eliana Santos ◽  
Lauriana Paludo ◽  
Fabiane Benitti
Keyword(s):  
Project Management ◽  
Undergraduate Education ◽  
Teaching Practices ◽  
Serious Games ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Undergraduate Teaching

The main focus of this chapter is to report studies that explain how to develop serious games and use them in teaching and learning. The focus has been on undergraduate teaching, experience with which the authors detail in this chapter related to the topic of Project Management. This contribution aims to share experiences and also to assess what has been done by proposing a set of recommendations for development and use of serious games in teaching practices in undergraduate education.

Language attention in content-based instruction

2015 ◽  
Vol 3 (2) ◽  
pp. 194-217 ◽  
Author(s):  
Andrés Arias de la Cruz ◽  
Jesús Izquierdo
Keyword(s):  
Foreign Language ◽  
Subject Matter ◽  
Language Teaching ◽  
Teaching Experience ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Teaching Content ◽  
Instructional Roles ◽  
Based Instruction ◽  
Communication Breakdowns

Subject-matter specialists teaching content via a foreign/second language in higher education often exhibit a meaning-based pedagogy, unsystematically attending to inaccurate language. This observational study examined whether two foreign-language-teaching-trained instructors teaching content in English in a Mexican undergraduate program would emulate these instructional patterns, or would attend to language favouring language-and-content-integrated pedagogy. In the study, over 400 instructional episodes, video-recorded during 18 hours of regular-classroom teaching, were analyzed using the COLT observation scheme (Spada & Fröhlich, 1995). Results showed that the foreign-language educators favoured content, erratically attending to inaccurate language during communication breakdowns. Language attention occurred reactively through word translations, lexical-gap scaffolding, and isolated explanations for non-target phonological forms. These instructional patterns may result from the language teachers’ newly assumed content-based instructional roles. To favour language attention during subject-matter teaching, language instructors need training and curricular support that helps them draw on their foreign language teaching experience as they deliver content.

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