scholarly journals The effect of healthcare education on students’ moral competence in Poland. Entering the dog-eats-dog world with a beneficial delay?

2021 ◽  
Author(s):  
Ewa Nowak ◽  
Anna-Maria Barciszewska ◽  
Georg Lind ◽  
Suncana Kukolja Taradi
Keyword(s):  
Gender Gap ◽  
Research Study ◽  
Tertiary Education ◽  
Gap Effect ◽  
Delay Effect ◽  
Moral Competence ◽  
Healthcare Students ◽  
Clinical Curriculum ◽  
Competence Test ◽  
Medical And Healthcare

<p>In competitive education test scores and scientometric indicators are 'the alpha and omega'. This can be mis-educative for healthcare students’ moral competence. A pilot research study with <i>n=</i>114 Polish healthcare students was conducted to examine how their moral competence development was affected by learning environment with the focus on competition. Data were obtained with the standard Moral Competence Test. <i>Results. </i>The sample allowed the identification of a regress in moral competence during students’ pre-clinical curriculum, and then progress during their clinical curriculum. Also, a reverse gender gap effect concerning participants’ C-scores (C for moral competence) was observed, but no significant segmentation effect was noticed. <i><u>Explanations</u></i>. Scholarly literature usually suggests a decrease or stagnation of medical and healthcare students’ C-scores (particularly during their clinical curriculum) resulting from, e.g., competitive trends in higher education. Polish tertiary education only tries hard to increase its competitiveness and position in national and international rankings. This delay effect seems beneficial for the development of students’ moral competence against trends in moral competence education during medical education documented between 1983 and 2021, and additionally discussed in the following article. </p>

scholarly journals The Effect of Healthcare Education on Future Doctors’ Moral Competence in Poland. Joining to the Competitive League with a Beneficial Delay?

2021 ◽  
Author(s):  
Ewa Nowak ◽  
Anna-Maria Barciszewska ◽  
Georg Lind ◽  
Kay Hemmerling ◽  
Suncana Kukolja Taradi
Keyword(s):  
Gender Gap ◽  
Research Study ◽  
Tertiary Education ◽  
Gap Effect ◽  
Delay Effect ◽  
Moral Competence ◽  
Healthcare Students ◽  
Clinical Curriculum ◽  
Competence Test ◽  
Medical And Healthcare

<p>In competitive education test scores and scientometric indicators are 'the alpha and omega'. This can be mis-educative for healthcare students’ moral competence. A pilot research study with <i>n=</i>114 Polish healthcare students was conducted to examine how their moral competence development was affected by learning environment with the focus on competition. Data were obtained with the standard Moral Competence Test. <i>Results. </i>The sample allowed the identification of a regress in moral competence during students’ pre-clinical curriculum, and then progress during their clinical curriculum. Also, a reverse gender gap effect concerning participants’ C-scores (C for moral competence) was observed, but no significant segmentation effect was noticed. <i><u>Explanations</u></i>. Scholarly literature usually suggests a decrease or stagnation of medical and healthcare students’ C-scores (particularly during their clinical curriculum) resulting from, e.g., competitive trends in higher education. Polish tertiary education only tries hard to increase its competitiveness and position in national and international rankings. This delay effect seems beneficial for the development of students’ moral competence against trends in moral competence education during medical education documented between 1983 and 2021, and additionally discussed in the following article. </p>

scholarly journals The effect of healthcare education on students’ moral competence in Poland. Entering the dog-eats-dog world with a beneficial delay?

2021 ◽  
Author(s):  
Ewa Nowak ◽  
Anna-Maria Barciszewska ◽  
Georg Lind ◽  
Suncana Kukolja Taradi
Keyword(s):  
Gender Gap ◽  
Research Study ◽  
Tertiary Education ◽  
Gap Effect ◽  
Delay Effect ◽  
Moral Competence ◽  
Healthcare Students ◽  
Clinical Curriculum ◽  
Competence Test ◽  
Medical And Healthcare

<p>In competitive education test scores and scientometric indicators are 'the alpha and omega'. This can be mis-educative for healthcare students’ moral competence. A pilot research study with <i>n=</i>114 Polish healthcare students was conducted to examine how their moral competence development was affected by learning environment with the focus on competition. Data were obtained with the standard Moral Competence Test. <i>Results. </i>The sample allowed the identification of a regress in moral competence during students’ pre-clinical curriculum, and then progress during their clinical curriculum. Also, a reverse gender gap effect concerning participants’ C-scores (C for moral competence) was observed, but no significant segmentation effect was noticed. <i><u>Explanations</u></i>. Scholarly literature usually suggests a decrease or stagnation of medical and healthcare students’ C-scores (particularly during their clinical curriculum) resulting from, e.g., competitive trends in higher education. Polish tertiary education only tries hard to increase its competitiveness and position in national and international rankings. This delay effect seems beneficial for the development of students’ moral competence against trends in moral competence education during medical education documented between 1983 and 2021, and additionally discussed in the following article. </p>

scholarly journals How do they learn: types and characteristics of medical and healthcare student engagement in a simulation-based learning environment

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yashuang Wang ◽  
Yan Ji
Keyword(s):  
Student Engagement ◽  
Learning Environment ◽  
Thematic Analysis ◽  
Emotional Experience ◽  
Deep Understanding ◽  
Structured Interviews ◽  
Healthcare Students ◽  
Interactive Engagement ◽  
Simulation Based ◽  
Medical And Healthcare

Abstract Background Student engagement can predict successful learning outcomes and academic development. The expansion of simulation-based medical and healthcare education creates challenges for educators, as they must help students engage in a simulation-based learning environment. This research provides a reference for facilitators of simulation teaching and student learning in medical and health-related majors by providing a deep understanding of student engagement in a simulation-based learning environment. Methods We conducted semi-structured interviews with ten medical and healthcare students to explore their learning types and characteristics in a simulation-based learning environment. Thematic analysis was used to analyse the data. Results The interviews were thematically analysed to identify three types of student engagement in the simulation-based learning environment: reflective engagement, performance engagement, and interactive engagement. The analysis also identified eight sub-themes: active, persistent, and focused thinking engagement; self-directed-learning thinking engagement with the purpose of problem solving; active “voice” in class; strong emotional experience and disclosure; demonstration of professional leadership; interaction with realistic learning situations; support from teammates; and collegial facilitator-student interaction. Conclusions The student interview and thematic analysis methods can be used to study the richness of student engagement in simulation-based learning environments. This study finds that student engagement in a simulation-based learning environment is different from that in a traditional environment, as it places greater emphasis on performance engagement, which combines both thinking and physical engagement, as well as on interactive engagement as generated through interpersonal interactions. Therefore, we suggest expanding the learning space centring around “inquiry”, as it can help strengthen reflective communication and dialogue. It also facilitates imagination, stimulates empathy, and builds an interprofessional learning community. In this way, medical and healthcare students can learn through the two-way transmission of information and cultivate and reshape interpersonal relationships to improve engagement in a simulation-based learning environment.

scholarly journals Women's Rising Share of Tertiary Enrollment: A Cross-National Analysis

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Anne McDaniel
Keyword(s):  
Higher Education ◽  
Gender Gap ◽  
Tertiary Education ◽  
Fertility Rates ◽  
Cross Sectional ◽  
The World ◽  
Education Enrollment ◽  
Cross Sectional Design ◽  
Dramatic Shift ◽  
National Analysis

In recent decades, a dramatic shift occurred in higher education throughout the world. Women now enroll in and complete more education than men in the majority of countries. Using a lagged cross-sectional design on a dataset of 75 countries from 1990 to 2008, this study examines the predictors of the current gender gap in tertiary enrollment. I find that prior arguments developed by neo-institutionalist theorists do predict the gender gap in tertiary enrollment to some degree. Countries that have historically supported women's rights and experienced more rapid educational expansion are linked to a larger share of women enrolled in tertiary education than men. However, countries with greater memberships in IGOs and INGOs do not influence women's share of higher education enrollment. Additionally, fertility rates are important predictors of women's share of tertiary enrollment. Countries with lower fertility rates are associated with a larger female share of higher education. The results support the hypotheses that both neo-institutionalists arguments and fertility norms shape the female-favorable gender gap in tertiary enrollment throughout the world. ??? ?????????? , ?? ?????? ????? ?????? ?? ??????? ?????? ?????? . ????????? ?? ??? ?????? ???? ?? ????? ?? ????? ??? ??????? ?? ????? ??? ???? ?????? ???? . 1990-2008 ??? 75 ????? ?? ?? ??????? ?? ?? lagged ??? ?? ???????? ?????? ?? ????? ????, ?? ?????? ?????? ??????? ??? ??????? ?????? ???? ?? ????????????? ?? ??? ???? ?? . ??? ?? ?????????? ????????????? ?????? ?????? ????? ???? ??? ?? ?? ?????? ??????? ??? ?????? ???? ?? ?????????? ???? ???. ???????? ?????? ?? ??????? ?? ???????? ?? ?????? ???? ?? ???? ???? ?? ?????? ?? ??????? ????? ???? ?? ?? ??? ?? ??????? ?? ????? ??? ?????? ?????? ??? ?????? ??????? ?? ?? ???? ?????? ?? ????? ???. ???????, IGOs ?? INGOs ??? ???? ?? ???? ??????? ?? ??? ????? ?? ???? ?????? ??? ??????? ?? ??????? ?? ?????????? ?? ???????? ???? ???? . ???? ???????? , ?????? ?? ?????? ??????? ?? ??????? ?? ?????????? ?? ?????????? predictors ??? . ?? ?????? ?? ?? ??? ??? ??? ???? ?????? ?? ?? ???? ????? ?? ??? ????? ??? ??? . ?????? ?? institutionalists ???? ?? ?????? ?????? ???????? ????? ?????? ?? ??? ?????? ??????? ??? ????? ?????? ?????? ???? ?? ???? ?? ????????? ?? ?????? ??. ????????????????????????????????????????????????1990??2008??75???????????????????????????????????????????????????????????????????????????????????????????????????????????????IGOs??????????INGOs???????????????????????????????????????????????????????????????????????????????????????????????????????? In den letzten Jahrzehnten ist eine dramatische Verschiebung in der Hochschulbildung weltweit eingetreten. In den meisten L

Effects of Single-Sex and Coeducational Schooling on the Gender Gap in Educational Achievement

2008 ◽  
Vol 52 (3) ◽  
pp. 301-317 ◽  
Author(s):  
Sheree J. Gibb ◽  
David M. Fergusson ◽  
L. John Horwood
Keyword(s):  
High School ◽  
Longitudinal Study ◽  
New Zealand ◽  
School Choice ◽  
Birth Cohort ◽  
Gender Gap ◽  
Educational Achievement ◽  
Tertiary Education ◽  
Single Sex ◽  
Health And Development

This study examined the effects of single-sex and coeducational schooling on the gender gap in educational achievement to age 25. Data were drawn from the Christchurch Health and Development Study, a longitudinal study of a birth cohort of 1265 individuals born in 1977 in Christchurch, New Zealand. After adjustment for a series of covariates related to school choice, there were significant differences between single-sex and coeducational schools in the size and direction of the gender gap. At coeducational schools, there was a statistically significant gap favouring females, while at single-sex schools there was a non-significant gap favouring males. This pattern was apparent for educational achievement both at high school and in tertiary education. These results indicate that single-sex schooling may mitigate male disadvantages in educational achievement.

scholarly journals Mis-Educative Martial Law – The Fate of Free Discourse and the Moral Judgment Competence of Polish University Students from 1977 to 1983

2019 ◽  
Vol 9 (2) ◽  
pp. 56-74
Author(s):  
Ewa Nowak ◽  
Georg Lind
Keyword(s):  
Free Speech ◽  
The European Union ◽  
Moral Competence ◽  
Martial Law ◽  
Main Hypothesis ◽  
East European ◽  
European Universities ◽  
Research Findings ◽  
Competence Test ◽  
The Impact

The reprinted paper refers to Georg Lind and his colleagues’ MCT-based FORM study conducted at several European universities in 1977-1983, including Polish ones. After a short phase of democratization, in 1981 Polish society suddenly faced martial law. That experience had an impact on Polish students moral-, discursiveand democratic competences, as measured by MCT. When Ewa Nowak started her Alexander von Humboldt Foundation supported research stay under the supervision of Professor Georg Lind (University of Konstanz, 2008-2010), they were inspired to revisit and discuss the puzzling Polish research findings of 1981/3. According to their main hypothesis, martial law restricted free speech at universities, and free speech is a key facilitator of the development of moral and democratic competence. In 2018, after a decade of collaborative research on moral and democratic competence, Lind, Nowak and colleagues started a new international MCT study in several Central- and East European countries to examine the impact of the contemporary constitutional crisis in Poland (and the institutional crisis within the European Union) on students’ moral and democratic competencies. In 2018/9 the 40th anniversary of the Moral Competence Test (MCT) and Konstanz Method of Dilemma Discussion (KMDD) will be celebrated. We would like to provide you with the most recent research findings soon.

scholarly journals A contribuição do ensino de ética no desenvolvimento da competência moral de discentes em administração pública

2019 ◽  
Vol 27 ◽  
pp. 104
Author(s):  
Everton Silveira De Souza ◽  
Maurício C. Serafim ◽  
Lais Silveira Santos
Keyword(s):  
Ethics Education ◽  
Positive Impact ◽  
Codes Of Ethics ◽  
Moral Dilemmas ◽  
Teaching Methodology ◽  
Moral Competence ◽  
Public Managers ◽  
Educational Processes ◽  
The Public Sphere ◽  
Competence Test

Moral dilemmas permeate the public sphere, inasmuch as a solution rarely is explicit in books or in codes of ethics. Therefore, it is fundamental that public managers embrace yourselves with the capacity to deal with these complex situations. Moral competence is an ability that can support the administrator in dealing with moral dilemmas, given that such capacity is susceptible of being influenced by educational processes. The primary goal of this research is to analyze how the ethics education can nurture the development of moral competence. To that intent, this paper analyses the influence of the discipline of ethics in public administration on moral competence (score C) of students, measured by the Moral Competence Test (MCT). From the quantitative perspective of this research, the mentioned discipline did not influence the development of the moral competence of the students. Notwithstanding, qualitative data indicates that students had a positive impact over their theoretical repertoire, as a result of the teaching of moral theories, used as a basis for formulating arguments. In order to effectively raise students' moral competence, it’s highly recommended to conduct the discipline of ethics from an active teaching methodology, suggesting the inclusion of debates about moral dilemmas in the classroom.

Sign in / Sign up

Export Citation Format

Share Document