scholarly journals Medical informatics within the undergraduate and postgraduate curriculum in Pakistan: challenges and need of 21st century

2016 ◽  
Vol 12 (1) ◽  
Author(s):  
Nasir Aziz
Keyword(s):  
Medical Informatics ◽  
21St Century ◽  
Clinical Skills ◽  
Medical Schools ◽  
Modern World ◽  
Innovative Methods ◽  
Medical Institutions ◽  
Private And Public ◽  
Evidenced Based ◽  
Teaching Learning

At present a large number of private and public medical schools in Pakistan are still teaching by traditional methods whereas most of the medical schools in the modern world are training their future physicians by latest teaching tools like evidenced-based and problem-based learning. It is a fact that our graduates no doubt have very strong knowledge of basic sciences and clinical skills. They can compete anywhere in the world but we should accept that we are week in medical informatics due to many reasons. We must recommit ourselves to our teaching missions by vigorously pursuing strategies that support and recognize the invaluable contributions of teaching faculty to the preservation of these missions. In my opinion we must continuously innovate and utilize innovative methods like medical informatics as a tool to help us to attain our mission to produce physicians of 21st century. We should produce the doctors who have the knowledge, attitude, aptitude and clinical skills consistent with the teaching learning philosophy of medical institutions.

Globalization and interconfessional communications

2001 ◽  
pp. 13-17
Author(s):  
Serhii Viktorovych Svystunov
Keyword(s):  
21St Century ◽  
Global Economy ◽  
Modern World ◽  
The World ◽  
Target Set ◽  
Almost All ◽  
Over Time ◽  
Rapid Appearance

In the 21st century, the world became a sign of globalization: global conflicts, global disasters, global economy, global Internet, etc. The Polish researcher Casimir Zhigulsky defines globalization as a kind of process, that is, the target set of characteristic changes that develop over time and occur in the modern world. These changes in general are reduced to mutual rapprochement, reduction of distances, the rapid appearance of a large number of different connections, contacts, exchanges, and to increase the dependence of society in almost all spheres of his life from what is happening in other, often very remote regions of the world.

scholarly journals Medical educators’ beliefs about teaching, learning, and knowledge: development of a new framework

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Marleen W. Ottenhoff- de Jonge ◽  
Iris van der Hoeven ◽  
Neil Gesundheit ◽  
Roeland M. van der Rijst ◽  
Anneke W. M. Kramer
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Medical Schools ◽  
Structural Basis ◽  
Educational Beliefs ◽  
Beliefs About Teaching ◽  
Medical Educators ◽  
Teaching Learning ◽  
New Framework

Abstract Background The educational beliefs of medical educators influence their teaching practices. Insight into these beliefs is important for medical schools to improve the quality of education they provide students and to guide faculty development. Several studies in the field of higher education have explored the educational beliefs of educators, resulting in classifications that provide a structural basis for diverse beliefs. However, few classification studies have been conducted in the field of medical education. We propose a framework that describes faculty beliefs about teaching, learning, and knowledge which is specifically adapted to the medical education context. The proposed framework describes a matrix in which educational beliefs are organised two dimensionally into belief orientations and belief dimensions. The belief orientations range from teaching-centred to learning-centred; the belief dimensions represent qualitatively distinct aspects of beliefs, such as ‘desired learning outcomes’ and ‘students’ motivation’. Methods We conducted in-depth semi-structured interviews with 26 faculty members, all of whom were deeply involved in teaching, from two prominent medical schools. We used the original framework of Samuelowicz and Bain as a starting point for context-specific adaptation. The qualitative analysis consisted of relating relevant interview fragments to the Samuelowicz and Bain framework, while remaining open to potentially new beliefs identified during the interviews. A range of strategies were employed to ensure the quality of the results. Results We identified a new belief dimension and adapted or refined other dimensions to apply in the context of medical education. The belief orientations that have counterparts in the original Samuelowicz and Bain framework are described more precisely in the new framework. The new framework sharpens the boundary between teaching-centred and learning-centred belief orientations. Conclusions Our findings confirm the relevance of the structure of the original Samuelowicz and Bain beliefs framework. However, multiple adaptations and refinements were necessary to align the framework to the context of medical education. The refined belief dimensions and belief orientations enable a comprehensive description of the educational beliefs of medical educators. With these adaptations, the new framework provides a contemporary instrument to improve medical education and potentially assist in faculty development of medical educators.

scholarly journals Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review

2020 ◽  
Vol 12 (24) ◽  
pp. 10366
Author(s):  
Juan Carlos González-Salamanca ◽  
Olga Lucía Agudelo ◽  
Jesús Salinas
Keyword(s):  
Literature Review ◽  
21St Century ◽  
21St Century Skills ◽  
Knowledge Society ◽  
Information And Communications Technology ◽  
First Century ◽  
Depth Analysis ◽  
Digital Environments ◽  
Teaching Learning ◽  
New Instruments

Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized.

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

The Obligation to Tear Through the Veil: An Analysis and Transformation of Mankind’s Insufficient Complacency Through the Novels of Jenny Offill

Meliora ◽  
2022 ◽  
Vol 1 (2) ◽  
Author(s):  
Maggie Toole
Keyword(s):  
21St Century ◽  
Evolutionary Theory ◽  
Nuclear Family ◽  
Human Existence ◽  
Social Structures ◽  
Clear Picture ◽  
Modern World ◽  
The Core ◽  
The Veil ◽  
Evolutionary Aspects

This thesis explores the ways in which we as humans are alienated by the fundamental social structures of our world and how the novels of Jenny Offill offer a possible remedy. With a specific focus on the psychological and evolutionary aspects of womanhood and motherhood, this text attempts to illustrate the ways in which these novels address the imposing weight of such fundamental structures in the 21st century. Through an analysis of the nuclear family, this thesis examines the debilitating and profound existence of women, and more specifically, mothers. Offill’s novels present a profoundly clear picture of the modern world as it depicts the reality and ramifications of psychoanalytic and evolutionary theory. This work demonstrates how Offill’s texts attempt to remedy the core dissonance of our binary-laden human existence with clarity and realization rather than acceptance of an oversimplified past and a debilitating future.

scholarly journals Missing the mark: Current practices in teaching the male urogenital examination to Canadian undergraduate medical students

2016 ◽  
Vol 10 (7-8) ◽  
pp. 281
Author(s):  
Kristen McAlpine ◽  
Stephen Steele
Keyword(s):  
Medical Students ◽  
Clinical Training ◽  
Clinical Skills ◽  
Medical Schools ◽  
Clinical Settings ◽  
Undergraduate Medical Students ◽  
Canadian Medical School ◽  
Competency Based ◽  
English Speaking ◽  
And Training

<p><strong>Introduction:</strong> The urogenital physical examination is an important aspect of patient encounters in various clinical settings. Introductory clinical skills sessions are intended to provide support and alleviate students’ anxiety when learning this sensitive exam. The techniques each Canadian medical school uses to guide their students through the initial urogenital examination has not been previously reported.</p><p><strong>Methods:</strong> This study surveyed pre-clerkship clinical skills program directors at the main campus of English-speaking Canadian medical schools regarding the curriculum they use to teach the urogenital examination.</p><p><strong>Results:</strong> A response rate of 100% was achieved, providing information on resources and faculty available to students, as well as the manner in which students were evaluated. Surprisingly, over onethird of the Canadian medical schools surveyed failed to provide a setting in which students perform a urogenital examination on a patient in their pre-clinical years. Additionally, there was no formal evaluation of this skill set reported by almost 50% of Canadian medical schools prior to clinical training years.</p><p><strong>Conclusions:</strong> To ensure medical students are confident and accurate in performing a urogenital examination, it is vital they be provided the proper resources, teaching, and training. As we progress towards a competency-based curriculum, it is essential that increased focus be placed on patient encounters in undergraduate training. Further research to quantify students’ exposure to the urogenital examination during clinical years would be of interest. Without this commitment by Canadian medical schools, we are doing a disservice not only to the medical students, but also to our patient population.</p>

scholarly journals MIgrations in the modern world and their implications for security policy of the Transatlantic community.

2018 ◽  
Author(s):  
Jarosław Gryz
Keyword(s):  
Social Security ◽  
21St Century ◽  
Security Policy ◽  
Security Management ◽  
Modern World ◽  
Formula One ◽  
Economic Issues ◽  
The One

The purpose of submitted Article is to indicate the character of the challenges related to migrations, their selected forms and influence on Transatlantic community states security . Thesis stipulates that the phenomenon of migrations in the first half of the 21st century more and more strongly defines the context of social security of states implying Transatlantic bonds and international actions taken or not undertaken in their formula. One can assume that migrations, in addition to political and military as well as economic issues, will be the one of domains of NATO security management. The above-mentioned factors will lead to a change in the character of the relations within the Transatlantic Community. <br>

scholarly journals New Ways to Learn Geography – Challenges of the 21st Century

2018 ◽  
Vol 37 (1) ◽  
pp. 37-45
Author(s):  
Iwona Markuszewska ◽  
Minna Tanskanen ◽  
Josep Vila Subirós
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Instructional Methods ◽  
Learning By Doing ◽  
Innovative Approach ◽  
International Project ◽  
Learning Methods ◽  
Approach To Learning ◽  
Erasmus Programme ◽  
Teaching Learning

Abstract The aim of the article is to get a closer overview of the non-instructional methods of the teaching-learning process of geography. To achieve this goal, the results of the international project Borderland: Border Landscapes Across Europe (undertaken in 2012 and 2013, within the framework of LLP-Erasmus Programme) was presented. Special attention was paid on the innovative approach to learning methods, namely learning by doing (LBD) that was experienced in a multinational environment during the project’s implementation.

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