Envisioning a socially accountable doctor: a three-axis curriculum emerging from final-year medical student reflections

Social accountability in health professions education is important for the reduction of health disparities. There is a need for the development of curricula which begin to produce graduates who are responsive to community needs. These curricula need to include dialogues with communities, deep reflection and a transformative perspective. This study used a grounded theory approach to explore the perceptions of social accountability amongst final-year medical students. These students grappled with the definition of social accountability but described it as the tension between obligation and a willingness to serve. Five themes regarding social accountability were drawn from the students’ feedback: ‘it’s poorly defined’; ‘web of interconnected relationships’; ‘losing my heart and losing my compassion’; ‘more wide-angled view of things’ and ‘if I don’t go there, then who will go?’. These themes are connected through relational statements of three curricular axes of reflective practice, complexity and meaningful relationships. In each of these axes, participants identified catalysts and detractors for the progressive development of an accountable medical graduate. How to cite this article: GREEN-THOMPSON, Lionel; MCINERNEY, Patricia; WOOLLARD; Robert. Envisioning a socially accountable doctor: a three-axis curriculum emerging from final-year medical student reflections Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 76-94, Apr. 2018. Available at: Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=27 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v1i1.18 ◽

2017 ◽

Vol 1 (1) ◽

pp. 117

Author(s):

Jared McDonald

Keyword(s):

South Africa ◽

South African ◽

Teaching And Learning ◽

Cape Town ◽

The South ◽

Scholarship Of Teaching ◽

Creative Commons ◽

Vice Chancellor ◽

The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen. How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Evaluating Age-Friendly Intergenerational Classrooms: Insights From Instructors and Students

Innovation in Aging ◽

10.1093/geroni/igaa057.1766 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 543-543

Author(s):

Joann Montepare

Keyword(s):

Higher Education ◽

Learning Outcomes ◽

Interest Group ◽

Teaching And Learning ◽

Intergenerational Learning ◽

Older Learners ◽

Diverse Classrooms ◽

Intergenerational Exchange ◽

Learning Research ◽

Student Reflections

Abstract Age-friendly University (AFU) campuses are reshaping how we think about teaching and learning in higher education. In particular, intergenerational classrooms are on the rise as shifting age demographics call for institutions to create new opportunities for older learners and encourage intergenerational exchange. Age diverse classrooms have distinctive needs and dynamics that instructors, and students, will need to learn how to navigate. This presentation will describe outcomes of one AFU institution’s attempt to identify the challenges and triumphs of intergenerational classrooms through facilitated instructor and student reflections in different classrooms over the course of several semesters. Recommendations will be offered for enhancing intergenerational exchange in classrooms across disciplines, as well as evaluating attitudes, logistics, and learning outcomes. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

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Determining Major Stressors for Students at a Private Medical College in Lahore, Pakistan, Using MSSQ.

10.53350/pjmhs211592880 ◽

2021 ◽

Vol 15 (9) ◽

pp. 2880-2886

Author(s):

Syed Hussain Raza Zaidi ◽

Sara Mukhtar ◽

Rahila Yasmeen ◽

Rehan Ahmed Khan ◽

Tayyaba Azhar ◽

...

Keyword(s):

Medical Student ◽

Teaching And Learning ◽

Well Being ◽

Cross Sectional Study ◽

Mental Wellbeing ◽

Mild Stress ◽

Undergraduate Medical Students ◽

Cross Sectional ◽

Medical Undergraduates ◽

Moderate Stress

Background: Undergraduate medical studies are tough and require long hours of study and thus can lead to significant stress for the students both physically and emotionally. Stress can affect a student’s mental wellbeing and can lead to anxiety, fatigue and depression. Medical undergraduates report a greater level of perceived stress then general population. We need to understand the stressors affecting the health of our students in order to prevent psychological and emotional consequences. Methods: A descriptive cross-sectional study using the Medical student stressor questionnaire (MSSQ) was designed to determine the different stressors that a medical student deals with during their educational career at the University College of Medicine (UCM) at University of Lahore (UOL). Student participation in this study was voluntary. 1st, 2nd and 3rd year MBBS students of UCM were included in the study. The questionnaire has 20 questions that determine the academic, interpersonal & intrapersonal, teaching and learning, social, drive and desire, and group activities related stressors. The students were further asked to answer questions related to their gender, study routine and physical activity. They were also asked about family and social support available to them. SPSS software version 23 was utilized for data analysis. Results: Data revealed that the 2nd and 3rd year students regard academic related stressors as the most bothersome for them, whereas the desire related stressors were regarded by them as causing mild to moderate stress. The remaining four domains were rated as causing only moderate stress. 1st year students graded the academic related stressors as the cause of most stress for them, while the teaching and learning related stressors, interpersonal related stressors and social related stressors were rated less than it. Drive and desire related stressors were regarded as causing mild stress. When we compared the data from all three years, we found that group activates related stressors were regarded as least stressful by 3rd year students. 3rd year MBBS students rated the intrapersonal & interpersonal stressors, social related stressors, drive and desire related stressors and group activity related stressors at a level that was lower than the 1st & 2nd year MBBS students. Conclusions: Academic related stressors and teaching and learning related stressors were rated as being most stressful by students of all three years. Institutions should take to make the learning environment less stressful for the students as continued stress can adversely affect the health and mental well-being of the students. Keywords: Undergraduate Medical Students, Stress, Medical student stressor questionnaire (MSSQ)

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Green Thumb Educating

Evidence-Based Approaches to Becoming a Culturally Responsive Educator - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8867-2.ch004 ◽

2019 ◽

pp. 81-112

Keyword(s):

Learning Process ◽

Sense Of Belonging ◽

Culturally Responsive ◽

Teaching And Learning ◽

Linguistically Diverse ◽

Culturally And Linguistically Diverse ◽

High Expectations ◽

Linguistically Diverse Students ◽

Meaningful Relationships ◽

Esl Learners

In this chapter, the author presents the metaphor Green Thumb Educating to describe a culturally responsive approach common amongst culturally responsive educators in literature. Through this culturally responsive approach, students are empowered and held to high expectations and supported through rigorous academic obstacles. The author demonstrates how educators' beliefs about developing positive and meaningful rapport with children shapes their culturally responsive approach. The author makes the case that culturally responsive educators, also known as Green Thumb Educators, approach the teaching and learning process by first prioritizing the development of meaningful relationships with students. Culturally responsive educators approach culturally and linguistically diverse students like ESL learners by creating a sense of belonging in their classroom through the development of meaningful relationships.

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Teaching and Learning for Global Citizenship in the EFL Classroom

Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4402-0.ch005 ◽

2021 ◽

pp. 86-106

Author(s):

Mónica Lourenço ◽

Ana Raquel Simões

Keyword(s):

Teaching And Learning ◽

Global Citizenship ◽

Teacher Education Programs ◽

Theory Approach ◽

Upper Secondary School ◽

Education Programs ◽

Upper Secondary ◽

Personal Reflections ◽

Grounded Theory Approach

This chapter reports on a case study that aimed to understand how global citizenship education (GCE) can be integrated in the English as a Foreign Language (EFL) curriculum. In order to do that, the authors analyze the practicum reports of two pre-service teachers, which included the GCE projects they developed in a primary or in an upper secondary school, and the personal reflections they wrote at the end of the academic term. The first analytical procedure consisted in the identification of the topics, goals, methodologies, activities, and resources outlined by the pre-service teachers for their projects. Then, the authors analyzed the personal reflections to pinpoint learning outcomes, limitations, and recommendations. Finally, using a grounded theory approach, which drew on the data and on literature review, the authors propose a theoretical model for GCE pedagogies that provides possibilities for concrete EFL practices and teacher education programs.

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Economics of Resource Sharing via Library Consortia

Research Anthology on Architectures, Frameworks, and Integration Strategies for Distributed and Cloud Computing ◽

10.4018/978-1-7998-5339-8.ch098 ◽

2021 ◽

pp. 2035-2047

Author(s):

Arnold Mwanzu

Keyword(s):

Developing Countries ◽

Resource Sharing ◽

Teaching And Learning ◽

Information Access ◽

Developed Countries ◽

Progressive Development ◽

Library Consortia ◽

Challenges And Opportunities ◽

Comprehensive Comparison ◽

Resources Sharing

The chapter seeks to discuss the role played by library consortia in resource sharing among libraries, media organizations, and archives. It will outline the existing models that are functioning effectively especially in the developing countries and discuss the best practices. The target audience being libraries, archives, and media. While unravelling the economics of resources sharing among the information players, the chapter will address the challenges and opportunities in supporting research, teaching, and learning. The value of the book chapter is that it will give an insight into the development of library consortia and their significance as opportunities to provide equal access to research in libraries, archives, and media. The chapter will also provide a comprehensive comparison between library consortia in developing countries and developed countries highlighting how resource sharing in developing countries has helped to bridge the gap of information access, thereby showing progressive development.

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Ingestion and integration of ICTs for pedagogy in Indian private high schools

E-Learning and Digital Media ◽

10.1177/2042753020957493 ◽

2020 ◽

pp. 204275302095749 ◽

Cited By ~ 1

Author(s):

Arnab Kundu ◽

Tripti Bej

Keyword(s):

High Schools ◽

Private Schools ◽

Teaching And Learning ◽

Theory Approach ◽

Ict Integration ◽

Ict Infrastructure ◽

School Pedagogy ◽

Teaching Learning ◽

High Level ◽

Classroom Integration

In most cases, private schools in India are considered to have sufficient ICT resources for teaching-learning in 21st century classrooms and are assumed to be leaders in technology integration in the school pedagogy in this country. This study aimed to investigate the state of ICT integration and the degree of expertise these schools have attained. A survey of forty teachers from twenty purposively selected private high schools was conducted using a set interview protocol. Data were analyzed following the grounded theory approach. Results revealed that despite a high level of appreciation among teachers of the importance of ICT integration into teaching and learning classroom integration was not found problem-free. Several debilitating factors evolved including, a lack of ICT infrastructure, a lack of institutional encouragement, weak policies, and above all a lack of sufficient skills among teachers at all levels- technological, pedagogical, and integrative. This shows poor conviction in the hypothesis that private schools are good at ICT integration. Based on the analysis the study proposed 3E-Model along with a program of action for its implementation to improve ICT integration by dampening down the challenges and recommending schools to establish independent authorities; for example Working School Governing Bodies (WSGBs) that would look after the model and issues relating to the promotion of ICT integrated pedagogies in schools.

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CAPTURING IMPACT ON STUDENTS PARTICIPATING IN AGING IN PLACE: A PROGRAM TO ENHANCE GERIATRIC EDUCATION

Innovation in Aging ◽

10.1093/geroni/igz038.2798 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

pp. S761-S761

Author(s):

Stephen T Smilowitz ◽

Elizabeth O’Toole ◽

Diana L Morris ◽

Todd Fennimore ◽

Cynthia Booth-Lord ◽

...

Keyword(s):

Program Completion ◽

Community Dwelling ◽

Student Growth ◽

Theory Approach ◽

Coding System ◽

Loss Of Function ◽

Systematic Analysis ◽

Evaluation Approach ◽

Student Teams ◽

Student Reflections

Abstract Curricula to enhance healthcare students’ geriatric training has been lacking. Therefore, we developed AIP, an interprofessional (IP) community-based curriculum, in which IP student teams visit community-dwelling older adults. Using established instruments did not capture personal and professional changes experienced by students. Thus, an additional method using qualitative analyses of students’ six post-visit reflections over 15 weeks was employed to evaluate students ‘experiential learning. A grounded theory approach was used to describe students’ growth in geriatric proficiencies related to participation in the January-April 2017 AIP program . By program completion, 21 students had submitted 111 reflective essays. An interdisciplinary panel reviewed a sample of reflections and developed an initial coding system, which was then systematically applied to the whole via QSR-NVivo. Seventy-three distinct codes across 111 student essays generated 2515 occurrences. Prevalent themes, revealed by frequency analysis, and themes with remarkable trendlines yielded fifteen central themes. Students became attuned to their client’s life-world (n=185) as demonstrated by four central themes: 1) isolation, loneliness, and depression (n=44); 2) risks of fall (n=19); 3) loss of function/control (n=98); and, 4) importance of socializing in care (n=24). This attunement informed interactional intentionality (n=284), which shaped interactions with their client (n=207). From these authentic encounters, students described learning about 1) myself; 2) current and future practice; 3) team dynamics; and 4) my client as an older person. Systematic analysis of student reflections revealed student growth attributable to AIP. This evaluation approach should be further assessed in geriatric curricula.

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