scholarly journals Preceptors’ perceptions of assessing clinical associate students at district hospital sites

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Aloysious Kakia ◽  
Ian Couper
Keyword(s):  
Medical Practice ◽  
District Hospital ◽  
Student Assessment ◽  
Practical Experience ◽  
Eastern Cape ◽  
Structured Interviews ◽  
District Hospitals ◽  
University Support ◽  
Distributed Platform ◽  
The University

Background: Preceptors are key stakeholders in distributed health professions’ education. They supervise students in the clinical setting to enable them to have a practical experience with patients, and they assess students’ skills at the highest tier of clinical assessment. The university where this study was done conducts a distributed Bachelor of Clinical Medical Practice course on a distributed platform which is dependent on preceptors at the training sites. Understanding the perceptions of preceptors, as major stakeholders, regarding the student assessment they do will assist the faculty to provide better support and development that might be needed and assist in maximising the benefits of distributed training.Aim: The aim of this study was to explore the perceptions of preceptors regarding assessing clinical associate students at district hospitals in the Bachelor of Clinical Medical Practice programme.Setting: The study was conducted at a rural university in the Eastern Cape province of South Africa.Methods: This was a qualitative study involving nine preceptors who were purposively selected from three district hospital training sites based on their involvement in assessing clinical associate students. Semi-structured interviews were conducted, recorded, transcribed and thematically analysed.Results: Four themes emerged from thematic analysis: assessment issues, preceptor issues, student issues and university support issues. Preceptors are committed and enthusiastic in training and assessing the clinical associate students but require input from the university in terms of training and ongoing support.Conclusion: Lack of training threatens the validity of preceptor assessment. Academic institutions should train and support preceptors to enable them better to fulfil their roles.

scholarly journals Exporting Finnish teacher education: Transnational pressures on national models

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Jennifer Chung
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Assessment ◽  
Policy Transfer ◽  
Policy Formation ◽  
Structured Interviews ◽  
Training School ◽  
International Student Assessment ◽  
The University ◽  
University Training

This article analyses empirical data to assess the possible transfer of Finnish teacher education policy, and more specifically, the university training school, into another context. Transnational organisations increasingly pressure nation-states to carry out education policy change, especially due to dissatisfaction with international assessment outcomes. As a high performer in the Programme for International Student Assessment (PISA), administered by the Organisation for Economic Cooperation and Development (OECD), Finland has been at the centre of international attention. PISA revealed that the high quality of Finnish teachers contributes to the overall calibre of the country’s education system. Thus, Finnish teacher education has become a model for other education systems. This article uses empirical research to explore the export possibilities of the Finnish normaalikoulu, or university training school. It implements qualitative methodology, using semi-structured interviews with Finnish educationalists to explore the possible export of Finnish education, the implications in terms of policy transfer, and the migration of ideas, specifically the university-affiliated, teacher training school. The export and migration of Finnish education and its impact on education policy are discussed in this article, along with educational export’s position in transnational policy formation.

scholarly journals TB prevention cascade at a district hospital in rural Eastern Cape, South Africa

2021 ◽  
Vol 11 (2) ◽  
pp. 97-100
Author(s):  
B. J. van de Water ◽  
T. N. Meyer ◽  
M. Wilson ◽  
C. Young ◽  
B. Gaunt ◽  
...  
Keyword(s):  
South Africa ◽  
District Hospital ◽  
Close Contact ◽  
Primary Care Providers ◽  
Preventive Therapy ◽  
Eastern Cape ◽  
Care Providers ◽  
District Health ◽  
District Hospitals ◽  
Close Contacts

SETTING: Rural Eastern Cape, South Africa.OBJECTIVE: To identify steps in the TB preventive care cascade from routinely collected data among TB patients at a district hospital prior to the implementation of a novel TB program.DESIGN: This was a retrospective study. We adapted the TB prevention cascade to measure indicators routinely collected at district hospitals for TB using a cascade framework to evaluate outcomes in the cohort of close contacts.RESULTS: A total of 1,722 charts of TB patients were reviewed. The majority of patients (87%) were newly diagnosed with no previous episodes of TB. A total of 1,548 (90%) patients identified at least one close contact. A total of 7,548 contacts were identified with a median of 4.9 (range 1–16) contacts per patient. Among all contacts identified, 2,913 (39%) were screened for TB. Only 15 (0.5%) started TB preventive therapy and 122 (4.4%) started TB treatment. Nearly 25% of all medical history and clinical information was left unanswered among the 1,722 TB charts reviewed.CONCLUSION: Few close contacts were screened or started on TB preventive therapy in this cohort. Primary care providers for TB care in district health facilities should be informed of best practices for screening and treating TB infection and disease.

scholarly journals Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases

2020 ◽  
Vol 10 (3) ◽  
pp. 232-251
Author(s):  
Brigitte Kottmann ◽  
Catania Pieper
Keyword(s):  
University Students ◽  
Student Teachers ◽  
Qualitative Evaluation ◽  
Practical Experience ◽  
Objective Hermeneutics ◽  
University Support ◽  
Schule Für Alle ◽  
One Year ◽  
Education Support ◽  
The University

AbstractIn the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann & Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper & Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper & Kottmann 2019a, p. 79).The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Integration of Digital Preservation Knowledge, Skills and Competencies in the Teaching Curricula of Library and Information Studies at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Thatayaone Segaetsho ◽  
Julie Moloi
Keyword(s):  
Digital Preservation ◽  
Records Management ◽  
Structured Interviews ◽  
University Of Botswana ◽  
Current Trends ◽  
Teaching Content ◽  
Library And Information Studies ◽  
Information Studies ◽  
The University

In the past few decades, digital technology has found a place in the acquisition, arrangement, description, preservation, and dissemination of information. However, heritage institutions are perturbed by the challenges of digital preservation strategies particularly for education. Despite continuous investment in digital preservation, there are limited skilled professionals to equip learners with the knowledge, skills and competencies required to drive digital preservation in Botswana. Therefore, this paper investigated the knowledge, skills and competencies related to digital preservation in the teaching curricula of the Department of Library and Information Studies (DLIS) at the University of Botswana. Data collection was done through intensive structured interviews with specific educators who teach courses on digital preservation in the archives and records management stream. The study revealed that despite the fact that the educators in preservation courses are aware of current trends in digital preservation, most of them have not obtained formal degree certification specific to digital preservation. The findings further revealed that minimal digital preservation competencies are observed in the teaching curricula. A significant number of challenges observed illustrated mainly a lack of resources and limited skills in terms of practical demonstrations by educators. The curricula mostly lacked clarity on long-term and short-term digital preservation. The study recommends that DLIS and other institutions should conduct surveys or curriculum auditing on digital preservation in order to improve the teaching content. A significant number of shortcomings regarding digital preservation that could motivate further studies are also discussed under the conclusion and recommendations section of this study.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

scholarly journals Investigating competencies needed by European-trained doctors in rural South African hospitals

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
James R. Barnacle ◽  
Oliver Johnson ◽  
Ian Couper
Keyword(s):  
South Africa ◽  
South African ◽  
Online Survey ◽  
Rural District ◽  
Eastern Cape ◽  
Rural Medicine ◽  
Rural South ◽  
District Hospitals ◽  
Kwazulu Natal ◽  
Postgraduate Diploma

Background: Many European-trained doctors (ETDs) recruited to work in rural district hospitals in South Africa have insufficient generalist competencies for the range of practice required. Africa Health Placements recruits ETDs to work in rural hospitals in Africa. Many of these doctors feel inadequately prepared. The Stellenbosch University Ukwanda Centre for Rural Health is launching a Postgraduate Diploma in Rural Medicine to help prepare doctors for such work.Aim: To determine the competencies gap for ETDs working in rural district hospitals in South Africa to inform the curriculum of the PG Dip (Rural Medicine).Setting: Rural district hospitals in South Africa.Methods: Nine hospitals in the Eastern Cape, KwaZulu-Natal and Mpumalanga were purposefully selected by Africa Health Placements as receiving ETDs. An online survey was developed asking about the most important competencies and weaknesses for ETDs when working rurally. The clinical manager and any ETDs currently working in each hospital were invited to complete the survey.Results: Surveys were completed by 19 ETDs and five clinical managers. The top clinical competencies in relation to 10 specific domains were identified. The results also indicate broader competencies required, specific skills gaps, the strengths that ETDs bring to South Africa and how ETDs prepare themselves for working in this context.Conclusion: This study identifies the important competency gaps among ETDs and provides useful direction for the diploma and other future training initiatives. The diploma faculty must reflect on these findings and ensure the curriculum is aligned with these gaps.

Dr James Copland (1791–1870) and his Dictionary of Practical Medicine

2021 ◽  
pp. 096777202110323
Author(s):  
Simon Gray
Keyword(s):  
West Africa ◽  
Medical Practice ◽  
Royal College ◽  
Royal Society ◽  
Literary Work ◽  
Practical Experience ◽  
Private Life ◽  
Tropical Diseases ◽  
Practical Medicine ◽  
Orkney Islands

Dr James Copland (1791–1870) was born in the Orkney Islands and studied medicine at Edinburgh where he graduated in 1815. The following year was spent in Paris to acquire knowledge of the latest developments in pathology and he then travelled for a year along the coast of West Africa gaining practical experience of treating tropical diseases. After establishing his medical practice in London, which eventually became extremely successful, he contributed to medical journals and also became editor of the London Medical Repository from 1822 to 1825. His greatest work was The Dictionary of Practical Medicine written entirely by himself which was completed between 1832 and 1858. More than 10,000 copies of the dictionary were sold and its author became world famous during his lifetime. In 1833, Copland was elected a Fellow of the Royal Society and from 1837 onwards he played a prominent role in the proceedings of The Royal College of Physicians. This article shows how his extensive professional and literary work was combined with an unusual private life.

scholarly journals Mobilizing foreign language students for multilingual crisis translation in Shanghai

Multilingua ◽  
2020 ◽  
Vol 39 (5) ◽  
pp. 587-595 ◽  
Author(s):  
Yongyan Zheng
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Local Community ◽  
University Student ◽  
Technical Knowledge ◽  
Structured Interviews ◽  
Close Collaboration ◽  
Team Members ◽  
Student Volunteers ◽  
The University

AbstractThis paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order to overcome the challenges, they worked in close collaboration and used translingual and network strategies to facilitate prompt and high-quality crisis translation. Findings suggest that foreign language university students in local universities may serve as readily available multilingual resources and can be mobilized in prompt response to the grassroots multilingual needs of the local community in times of crisis. The paper ends with implications for measures and strategies to enhance effective emergency language service and crisis communication for global multilingual cities.

scholarly journals Internally Incentivized Interdisciplinarity: Organizational Restructuring of Research and Emerging Tensions

Minerva ◽  
2021 ◽  
Author(s):  
Mikko Salmela ◽  
Miles MacLeod ◽  
Johan Munck af Rosenschöld
Keyword(s):  
Interdisciplinary Research ◽  
Interdisciplinary Collaboration ◽  
Scientific Output ◽  
Green Technology ◽  
Academic Careers ◽  
Organizational Restructuring ◽  
Structured Interviews ◽  
Using Data ◽  
The University ◽  
Internal Funding

AbstractInterdisciplinarity is widely considered necessary to solving many contemporary problems, and new funding structures and instruments have been created to encourage interdisciplinary research at universities. In this article, we study a small technical university specializing in green technology which implemented a strategy aimed at promoting and developing interdisciplinary collaboration. It did so by reallocating its internal research funds for at least five years to “research platforms” that required researchers from at least two of the three schools within the university to participate. Using data from semi-structured interviews from researchers in three of these platforms, we identify specific tensions that the strategy has generated in this case: (1) in the allocation of platform resources, (2) in the division of labor and disciplinary relations, (3) in choices over scientific output and academic careers. We further show how the particular platform format exacerbates the identified tensions in our case. We suggest that certain features of the current platform policy incentivize shallow interdisciplinary interactions, highlighting potential limits on the value of attempting to push for interdisciplinarity through internal funding.

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