scholarly journals Crossroads in Post-Graduate Psychiatry Training in India

2019 ◽  
Vol 2 (02) ◽  
pp. 4-7
Author(s):  
Jayakumar Menon ◽  
Suvarna J. Kantipudi
Keyword(s):  
Undergraduate Curriculum ◽  
Psychiatry Training ◽  
Undergraduate Level ◽  
Post Graduate ◽  
The Subject

There has been a plethora of discussions recently to bring about changes in the teaching of Psychiatry at the undergraduate level by various academicians. Much of it revolved around up-skilling teachers in Psychiatry, allocating more teaching hours for the subject in undergraduate curriculum, and moving to practice based learning.

Crossroads in Post-Graduate Psychiatry Training in India

2019 ◽  
Vol 2 (02) ◽  
pp. 4-7
Author(s):  
Jayakumar Menon ◽  
Suvarna J. Kantipudi
Keyword(s):  
Undergraduate Curriculum ◽  
Psychiatry Training ◽  
Undergraduate Level ◽  
Post Graduate ◽  
The Subject

There has been a plethora of discussions recently to bring about changes in the teaching of Psychiatry at the undergraduate level by various academicians. Much of it revolved around up-skilling teachers in Psychiatry, allocating more teaching hours for the subject in undergraduate curriculum, and moving to practice based learning.

scholarly journals 1520 Decoding Neurophobia – Insights from an Undergraduate Neuroanatomy Course

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
R Bhate ◽  
J Colman ◽  
T Fowler ◽  
J Hayley ◽  
N Kallam ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Curriculum ◽  
Subject Area ◽  
Medical Sciences ◽  
Teaching Experiences ◽  
Undergraduate Level ◽  
Negative Perceptions ◽  
The Subject ◽  
Medical Educators ◽  
The Uk

Abstract Introduction Neurophobia is a common multifaceted issue amongst students studying medical sciences at an undergraduate level associated with difficulty in understanding neuroscience topics and ongoing negative perceptions of clinical neurosciences. We sought to examine whether neurophobia was present even amongst students who participated in an extracurricular neuroanatomy teaching course. Method Prior to the beginning of a twelve-week online neuroanatomy course, delegates were asked to complete a short questionnaire examining perceptions of neurophobia and specialities of interest. This was repeated after the course. This course was open to all undergraduate students in the UK and covered material beyond the remits of the undergraduate curriculum. Results From the 166 signups, 98 students completed the pre-course questionnaire. As expected, the majority of students (n = 83) taking part did not identify as neurophobic, describing the subject area as ‘interesting’, ‘enjoyable’ and ‘challenging’. Students who identified as neurophobic described neuroanatomy as ‘complex’ or ‘overwhelming’. Some students (n = 12) continued to describe themselves as neurophobic at the end of the course, despite this 7 of those students continue to consider a future career in a neuro-related speciality. Conclusions The fact that students with Neurophobia attended this extra-curricular course speaks volumes of how perception and self-motivation of a student are important for learning a subject. All students who participated in this course recognised the complexity and interesting nature of neuroanatomy. This experience highlights the challenge of medical educators to provide teaching experiences that are stimulating and enjoyable, but not overwhelming.

Book Review: Writing for Academic Journals Second Edition

2021 ◽  
Author(s):  
Andi Asrifan ◽  
Abd Ghofur
Keyword(s):  
Health Service ◽  
Professional Life ◽  
Professional Lives ◽  
Academic Journals ◽  
Writing For Publication ◽  
Undergraduate Level ◽  
Publish Or Perish ◽  
The Subject ◽  
The Many

Anyone who wants to get ahead in academic or professional life today knows that it’s a question of publish or perish. This applies to colleges, universities, and even hospital Trusts. Yet writing for publication is one of the many skills which isn’t formally taught. Once beyond undergraduate level, it’s normally assumed that you will pick up the necessary skills as you go along.Writing for Academic Journalsseeks to rectify this omission. Rowena Murray is an experienced writer on the subject (author of How to Write a Thesis and How to Survive Your Viva) and she is well aware of the time pressures people are under in their professional lives. What she has to say should be encouraging for those people in ‘new’ universities, people working in disciplines which have only recently been considered academic, and those in professions such as the health service which are under pressure to become more academic.

Gravity

2021 ◽  
Author(s):  
James B. Hartle
Keyword(s):  
Black Holes ◽  
General Relativity ◽  
Gravitational Waves ◽  
Undergraduate Curriculum ◽  
Physics First ◽  
Cambridge University ◽  
Introductory Course ◽  
Modern Physics ◽  
The Subject ◽  
Curriculum Making

Einstein's theory of general relativity is a cornerstone of modern physics. It also touches upon a wealth of topics that students find fascinating – black holes, warped spacetime, gravitational waves, and cosmology. Now reissued by Cambridge University Press, this ground-breaking text helped to bring general relativity into the undergraduate curriculum, making it accessible to virtually all physics majors. One of the pioneers of the 'physics-first' approach to the subject, renowned relativist James B. Hartle, recognized that there is typically not enough time in a short introductory course for the traditional, mathematics-first, approach. In this text, he provides a fluent and accessible physics-first introduction to general relativity that begins with the essential physical applications and uses a minimum of new mathematics. This market-leading text is ideal for a one-semester course for undergraduates, with only introductory mechanics as a prerequisite.

Plane-wave propagation in media with electromagnetic anisotropy

2021 ◽  
Author(s):  
David Romero-Abad ◽  
Jose Pedro Reyes Portales ◽  
Roberto Suárez-Córdova
Keyword(s):  
Plane Wave ◽  
Electromagnetic Waves ◽  
Wave Equations ◽  
Refraction Index ◽  
Pedagogical Approach ◽  
Undergraduate Level ◽  
Quartic Equation ◽  
Principal Axes ◽  
The Subject ◽  
Magnetic Tensors

Abstract The propagation of electromagnetic waves in a medium with electrical and magnetic anisotropy is a subject that is not usually handled in conventional optics and electromagnetism books. During this work, we try to give a pedagogical approach to the subject, using tools that are accessible to an average physics student. In this article, we obtain the Fresnel relation in a media with electromagnetic anisotropy, which corresponds to a quartic equation in the refraction index, assuming only that the principal axes of the electric and magnetic tensors coincide. Additionally, we find the geometric location related to the different situations the discriminant of the quartic equation provides. In order to illustrate our findings, we determine the refractive index together with the plane wave equations for certain values of the parameters that meet the established conditions. The target readers of the paper are students pursuing physics at the intermediate undergraduate level.

An Empirical Examination of Evaluation’s Presence in the Undergraduate Curriculum in the United States

2019 ◽  
Vol 41 (2) ◽  
pp. 297-310
Author(s):  
John M. LaVelle ◽  
Nina Sabarre ◽  
Haley Umans
Keyword(s):  
United States ◽  
Private Colleges ◽  
Undergraduate Curriculum ◽  
The United States ◽  
Specific Method ◽  
Empirical Examination ◽  
Undergraduate Level ◽  
Evaluation Practice ◽  
Public Colleges And Universities ◽  
Top 40

Evaluator education programs have developed to help support the growth of professional evaluators and improve evaluation practice. Empirical research has described where and how evaluation is taught at the graduate level of education, but little is known about the undergraduate level. This study empirically explores how, if at all, evaluation is taught at the undergraduate level by systematically analyzing the publicly available curricula of the top 40 public and top 40 private universities in the United States. Findings demonstrate that 470 evaluation-specific and associated courses were offered across public colleges and universities (335 courses offered) and private colleges (135 courses offered). However, among these 470 courses, the extent to which evaluation is taught varies from a specific method of systematic inquiry to a tool used for assessment or judgment, or minor topic within a broader subject. Implications for the field are discussed.

From Commerce to Society: Expanding the Domain of Marketing Education

1998 ◽  
Vol 4 (2) ◽  
pp. 18-24
Author(s):  
Susan Dann ◽  
Peter Graham
Keyword(s):  
Nonprofit Organizations ◽  
Social Marketing ◽  
Tertiary Education ◽  
Undergraduate Curriculum ◽  
Student Interest ◽  
Generic Concept ◽  
Marketing Education ◽  
The Subject ◽  
A Minor ◽  
Social Causes

Despite conceptual developments of the 1970s which expanded the domain of marketing from a purely business orientation to incorporate wider social causes, marketing education has continued to be dominated by the commercial perspective. Issues such as the appropriateness or otherwise of the application of marketing tools to the selling of ideas and changes in behaviors are usually only addressed as a special interest topic within general marketing courses. However, the expansion of interest in social marketing over the past decade has resulted in a greater demand for a more in-depth treatment of the subject in the tertiary education curriculum. One university which has taken the opportunity to develop the area of social marketing into a teaching specialization is Griffith University in Australia, which first offered a course devoted entirely to social marketing as part of the undergraduate curriculum in 1994. This paper outlines why and how the subject is taught and how it complements the broader curriculum of the university as well as including an overview of some of the special issues that arise in teaching a subject of this type. Between 1969 and 1972, the marketing discipline redefined and dramatically broadened its domain. First, Kotler and Levy (1969) broadened the concept of marketing, then Kotler and Zaltman (1971) specifically applied marketing to the arena of planned social change and, finally, Kotler (1972) articulated the generic concept of marketing. This generic concept — the dominant paradigm of the discipline — asserts the applicability of marketing to all kinds of exchanges, not just commercial exchanges between a customer and a supplier (Graham, 1993; Graham, 1994). This expansion of the application of the marketing concept to include nonprofit organizations, government bodies and social causes has provided a fertile ground for researchers. However, it has not yet become a significant, nor even normal, feature of marketing education within University programs. Griffith University in Australia is ideally suited to taking on the challenge of incorporating social marketing into the curriculum. Griffith University was established in 1971 with a view to broadening the discipline-based structures of traditional universities and has promoted the study and teaching of significant new fields. Evidence of this commitment includes the establishment of specialist faculties in Asian studies and environmental studies, areas not usually found in the older, more traditional universities. From its inception, multidisciplinary and interdisciplinary teaching and research has been actively encouraged at Griffith University. It was within this multi- and inter-disciplinary environment that the course in Social Marketing was developed. It is worth noting that the specialization in Social Marketing was developed in response to student interest, rather than as a result of a traditional inclusion or ideological assertion of relevance. Originally, social marketing was taught as a minor part of another undergraduate elective, Contemporary Issues in Marketing.

Using round table labs to complement didactic lectures and experimental labs.

1998 ◽  
Vol 274 (6) ◽  
pp. S68 ◽  
Author(s):  
N P Nekvasil
Keyword(s):  
Round Table ◽  
Analytic Thinking ◽  
Physiological Mechanisms ◽  
Traditional Lecture ◽  
Undergraduate Level ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject ◽  
Didactic Lecture ◽  
Physiology Students

In an effort to teach the volume of material needed by physiology students as well as to enhance the student's understanding of physiological mechanisms, a combination of teaching methods is being used at the undergraduate level. Didactic lectures are used to convey the mass of information needed, experimental labs are used to aid the student in visualizing concepts, and situational labs [called round table labs (RTLs) here] are used to provide an opportunity for the student to learn, in a risk-free setting, how to answer application questions. The RTLs utilize discussion, writing, verbal communication, and analytic thinking. The major emphasis of the RTLs is on the integrative nature of physiology. Use of the RTLs bridges, the gap among the facts learned in the didactic lecture, the hands-on learning of the experimental lab, and the need to be able to apply what is being learned. Using this combination facilitates student learning such that the student reaches a level of proficiency with the subject beyond that which can be attained with the more traditional lecture-exam format.

scholarly journals Recent Research in English Urban History, c. 1450-1650

2013 ◽  
Vol 11 (2) ◽  
pp. 31-39
Author(s):  
Robert Tittler
Keyword(s):  
Case Studies ◽  
Urban Setting ◽  
Quantitative Methodology ◽  
English History ◽  
Constitutional Development ◽  
Undergraduate Level ◽  
Industrial Town ◽  
The Subject ◽  
University Course ◽  
Short Time

Interest in few areas of English history has developed as fast in the last decade as in the pre-industrial urban setting. Where there were few serious academics at work and little instruction at the undergraduate level, we now have an entire — and very impressive — Open University course on the field, and the genre of urban case studies seems to have replaced the shire as favoured ground for English doctoral theses in history. Much of the recent work on pre-industrial urban problems continues to probe questions raised a decade or more ago. These studies, which deal with political factionalism, constitutional development, town-crown relations and similar problems, must not be dismissed as obsolete; the enormous diversity of the subject itself necessitates a great number of case studies before generalizations may be obtained. Equally important and perhaps more innovative in method are those studies of fresher conceptualization, typically more interdisciplinary in approach and more inclined towards quantitative methodology. These rely heavily on the work of the anthropologist, the demographer and geographer and have in a short time greatly expanded the bounds of the historian of the pre-industrial town and city.

Redesigning an Undergraduate HRD Program With Stakeholder Guidance

2017 ◽  
Vol 19 (2) ◽  
pp. 138-156 ◽  
Author(s):  
Michael Beyerlein ◽  
Trez Jones ◽  
Kelli Peck Parrott
Keyword(s):  
Human Resource Development ◽  
Undergraduate Curriculum ◽  
Decision Making Process ◽  
Faculty Advising ◽  
Current Case ◽  
Undergraduate Level ◽  
Wide Range ◽  
Work World ◽  
Program Change ◽  
Adaptive Pattern

The Problem Curriculum for students of human resource development (HRD) has evolved every decade and must continue this adaptive pattern to match the workplace. However, little research seems to be available to guide development of undergraduate HRD programs. Fewer than 100 publications seem to have addressed HRD curriculum. Of that group, few have focused on the undergraduate level. Consequently, this article provides an overview of the process of transforming the undergraduate curriculum for students at a major southwestern university to adapt its fit to the changing work world. The Solution The article summarizes the process steps, the curricular changes, and the framework for continuous curriculum change for an undergraduate HRD program. Change may be incremental and continuous or punctuated by major redesign efforts. The latter require input from all stakeholders to generate a curriculum that is relevant and engaging. Details of the design process from the current case can guide other programs working on redesign, including the decision-making process, the rationale, and the choices about courses to include or modify. The Stakeholders The procedure for preparing the plan for the curricular changes involved a wide range of stakeholders, including current students, faculty, advising staff, and alumni. Each group provided unique inputs from diverse perspectives which were integrated into the final plan. The outcome of the redesign work affected members of all the groups, such as the increased relevance of coursework for the students, the graduation of more qualified students for employers, and the empowering effect of involving faculty.

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