scholarly journals Developmental Evaluation: six ways to get a grip on the potential of education scholarship to serve innovation

2021 ◽  
Author(s):  
Kathryn Parker ◽  
Allia Karim ◽  
Risa Freeman
Keyword(s):  
Medical Education ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Developmental Evaluation ◽  
Academic Institutions ◽  
Innovative Thinking ◽  
Clinical Environments ◽  
Educational Need ◽  
Definition Of ◽  
Implementation Of Innovations

In March 2020, COVID-19 challenged health and educational systems across the country. The rapid reallocation of resources to ensure public safety had taken priority over educational obligations. Healthcare students were removed from clinical environments as their learning came to a grinding halt. While academic institutions were pivoting and transforming teaching and learning experiences, students responded to the pandemic with innovation, attending to gaps in patient care. As educators, we must understand how we can further support students and faculty to unleash innovative thinking during a crisis. To begin to address this educational need, academic institutions now have an opportunity to broaden the practice of education scholarship in accordance with best practices to nurture innovation and innovative thinking. What framework can aid us in this endeavor? In times of instability, Developmental Evaluation is an approach that can support the implementation of innovations within medical education. Using an example of an innovation in medical education, we offer six practical tips to begin to use Developmental Evaluation to support and enable learners and faculty in the creation of innovations and contribute to a broader definition of education scholarship.

scholarly journals A comparison of four models of professionalism in medical education

2021 ◽  
Vol 6 (3) ◽  
pp. 24-31
Author(s):  
Maria Isabel Atienza
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Medical Professionalism ◽  
Role Modelling ◽  
School Of Medicine ◽  
Curricular Design ◽  
Definition Of ◽  
Vanderbilt University

Introduction: The prevailing consensus is that medical professionalism must be formally included as a programme in the undergraduate medical curriculum. Methods: A literature search was conducted to identify institutions that can serve as models for incorporating professionalism in medical education. Differences and similarities were highlighted based on a framework for the comparison which included the following features: definition of professionalism, curricular design, student selection, teaching and learning innovations, role modelling and methods of assessment. Results: Four models for integrating professionalism in medical education were chosen: Vanderbilt University School of Medicine (VUSM), University of Washington School of Medicine (UWSOM), University of Queensland (UQ) School of Medicine, and Mayo Clinic and Mayo Medical School. The task of preparing a programme on medical professionalism requires a well-described definition to set the direction for planning, implementing, and institutionalizing professionalism. The programmes are best woven in all levels of medical education from the pre-clinical to the clinical years. The faculty physicians and the rest of the institution’s staff must also undergo a similar programme for professionalism. Conclusion: The development of all scopes of professionalism requires constant planning, feedback and remediation. The students’ ability to handle professionalism challenges are related to how much learning situations the students encounter during medical school. The learning situations must be adjusted according to the level of responsibilities given to students. The goal of learning is to enable students to grow from a novice to a competent level and afterwards to a proficient and expert level handling professionalism challenges in medicine.

scholarly journals Teaching and Learning with Videoconferencing at Regional Medical Campuses

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Anna MacLeod ◽  
Paula Cameron ◽  
Olga Kitts ◽  
Gregory Power ◽  
Jonathan Tummons
Keyword(s):  
Medical Education ◽  
Education Program ◽  
Teaching And Learning ◽  
Ethnographic Study ◽  
Traditional Classroom ◽  
Medical Education Program ◽  
Regional Medical ◽  
Clinical Environments ◽  
Multiple Environments

Distributed medical education, and instruction at regional medical campuses, is becoming more prevalent. With its focus on connecting learners in multiple environments outside of traditional classroom or clinical environments, the role of technology is central to its success. In many distributed medical education settings, videoconferencing plays a central role. Over the course of a three-year ethnographic study, we learned that videoconference technologies are more than the background for learning, but rather play a central role. We describe herein a series of practical tips for those working in the context of a videoconferenced distributed medical education program. Rather than treating videoconferencing technologies as something we can ignore, predict, or control, we hope that the tips help educators at regional medical campuses to think critically about the realities of teaching and learning in a videoconferenced distributed context.

scholarly journals Teaching and Learning with Videoconferencing at Regional Medical Campuses

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Anna MacLeod ◽  
Paula Cameron ◽  
Olga Kitts ◽  
Gregory Power ◽  
Jonathan Tummons
Keyword(s):  
Medical Education ◽  
Education Program ◽  
Teaching And Learning ◽  
Ethnographic Study ◽  
Traditional Classroom ◽  
Medical Education Program ◽  
Regional Medical ◽  
Clinical Environments ◽  
Multiple Environments

Distributed medical education, and instruction at regional medical campuses, is becoming more prevalent. With its focus on connecting learners in multiple environments outside of traditional classroom or clinical environments, the role of technology is central to its success. In many distributed medical education settings, videoconferencing plays a central role. Over the course of a three-year ethnographic study, we learned that videoconference technologies are more than the background for learning, but rather play a central role. We describe herein a series of practical tips for those working in the context of a videoconferenced distributed medical education program. Rather than treating videoconferencing technologies as something we can ignore, predict, or control, we hope that the tips help educators at regional medical campuses to think critically about the realities of teaching and learning in a videoconferenced distributed context.

scholarly journals Art of lecture in medical education

2014 ◽  
Vol 46 (1-2) ◽  
pp. 24-27
Author(s):  
Easin Ali Gazi ◽  
Md Shawkatuzzaman Laskar
Keyword(s):  
Medical Education ◽  
Present Article ◽  
Teaching And Learning ◽  
Adult Learner ◽  
Quality Teaching ◽  
Teaching Skills ◽  
Human Being ◽  
Academic Institutions ◽  
Lecture Time

Teaching and learning is a lifelong process for human being. It ends with the end of lives. The professional teachers of all subjects are doing very tuff job. The adult learner only learns if they like the lecture or speech. So, the lecture should be made interesting or attractive. The teacher has to be skilled in teaching and lecturing methods. For quality and effective lecturing all teachers should know the modern techniques of teaching. Therefore training of all teachers is a must. All academic institutions need to arrange training for their teachers. The present article suggests some important tips for developing lecture and teaching skills for effective and quality teaching which might be helpful to those teachers who are not getting institutional training. One or more of the tips mentioned in this article may be used according to the topics during lecture time. DOI: http://dx.doi.org/10.3329/bmjk.v46i1-2.18236 Bang Med J (Khulna) 2013; 46 : 24-27

scholarly journals Definition of character for medical education based on the expert opinion in Korea

2021 ◽  
Vol 18 ◽  
pp. 26
Author(s):  
Yera Hur
Keyword(s):  
Medical Education ◽  
Character Education ◽  
Teaching And Learning ◽  
Sampling Method ◽  
Operational Definition ◽  
Expert Group ◽  
Snowball Sampling ◽  
Definition Of ◽  
Clear Statement

Purpose: As a follow-up study, it focused on 3 overarching questions: first, what kind of keywords can be extracted from the experts’ definitions of character?; second, what is the operational definition of character for medical students?; and third, what are the possible solutions suggested to the issues of character education that were found in the previous study? Methods: Sixty-three medical education experts through expert sampling method and an addition of 19 non-medical education experts through snowball sampling method answered the questionnaire. It consisted of 3 major questions of the study. The responses were analyzed for descriptive statistics with supplementary keyword extraction tools including Cortical and Monkey keyword extractor. Results: A total of 93 statements of definition were counted, and a total of 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were 'patient', 'empathy', 'qualities', 'attitude', and 'ability'. These keyword terms were quite different from the keywords mentioned by the non-medical education expert group. Based on the extracted keywords, an operational definition of character education by the medical education expert group was presented as follows: The basic qualities and ability to empathize with the patient's illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvement of teaching and learning methods and evaluation methods, including role modeling.Conclusion: A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

Health, Illness, and Disease

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric J. Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical Education ◽  
Practice Of Medicine ◽  
Definition Of ◽  
Contemporary Practice ◽  
Illness And Disease ◽  
Negative Sense

This introduction discusses traditional meanings of the following concepts: health, sickness, disease, suffering, and healing. The point is made that “disease” is an abstract phenomenon, albeit one that is critically important to the contemporary practice of medicine. Unfortunately, the term disease has often come to occupy the center of physicians’ preoccupations. Currently, health is considered in a negative sense, as an “absence of disease.” This chapter proposes a new and bold definition of sickness, one that revolves around the notion of function. This opens up possibilities for the goals of physicians and for medical education to be truly person centered.

Physicianship and the Rebirth of Medical Education

2018 ◽  
Author(s):  
J. Donald Boudreau ◽  
Eric Cassell ◽  
Abraham Fuks
Keyword(s):  
Medical Education ◽  
Educational Process ◽  
Medical Attention ◽  
Patient Centeredness ◽  
Goals Of Medicine ◽  
The Subject ◽  
Definition Of ◽  
And Function ◽  
William Osler ◽  
The Relationship

This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

Inclusion of L2 (Basque) learners in Dialogic Literary Gatherings in a linguistically diverse context

2021 ◽  
pp. 136216882199414
Author(s):  
Maite Santiago-Garabieta ◽  
Rocío García-Carrión ◽  
Harkaitz Zubiri-Esnaola ◽  
Garazi López de Aguileta
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Linguistically Diverse ◽  
Educational Systems ◽  
Language Of Instruction ◽  
Dialogic Teaching ◽  
Collaborative Interactions ◽  
Diverse Context

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.

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