Insights for emergency management undergraduates about the importance of exercises in their chosen profession

2019 ◽  
Vol 17 (6) ◽  
pp. 497-510
Author(s):  
Steven J. Goff, MEP, MA, MBA, DM
Keyword(s):  
Qualitative Study ◽  
Emergency Management ◽  
Web Site ◽  
Baccalaureate Degree ◽  
Program Directors ◽  
Education And Training ◽  
Degree Programs ◽  
Design And Implementation ◽  
Literature Education ◽  
And Training

Objective: To explore the use of exercises as a component of emergency management (EM) baccalaureate degree programs to assure competence of new emergency managers.Methods: This qualitative study used document and Web site review and open-ended survey questions for program directors to determine the extent of use and need for exercises as a part of EM undergraduate programs.Results: Exercise planning, design, and implementation courses are available through the Emergency Management Institute, and based on the literature, education, and training in planning, designing, and executing exercises should be a component of baccalaureate degree programs in EM.

scholarly journals How to support and engage students in alternative forms of education and training? A qualitative study of school staff members in Flanders

2017 ◽  
Vol 30 (6) ◽  
pp. 599-611 ◽  
Author(s):  
Lore Van Praag ◽  
Rut Van Caudenberg ◽  
Ward Nouwen ◽  
Noel Clycq ◽  
Christiane Timmerman
Keyword(s):  
Qualitative Study ◽  
Education And Training ◽  
School Staff ◽  
Staff Members ◽  
And Training

scholarly journals Design and Implementation of an Integrated Competency-Focused Pharmacy Programme: A Case Report

Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 121 ◽  
Author(s):  
Theo J. Ryan ◽  
Tamasine Grimes ◽  
Martin C. Henman ◽  
Eimear Ní Sheachnasaigh ◽  
Máire O’Dwyer ◽  
...  
Keyword(s):  
Education And Training ◽  
Bachelor's Degree ◽  
Pharmacy Education ◽  
Curricular Integration ◽  
National Review ◽  
Trinity College Dublin ◽  
Design And Implementation ◽  
Subsequent Publication ◽  
One Year ◽  
And Training

This paper describes the design and implementation of elements of an integrated competency-focused pharmacy programme in the School of Pharmacy and Pharmaceutical Sciences (SoPPS), Trinity College Dublin (TCD), Ireland. Following a national review of pharmacy education and training in Ireland in 2010, and subsequent publication of legislation in 2014, the School has implemented a five-year integrated programme of pharmacy education and training, leading to the award of a Master’s degree in Pharmacy (M. Pharm.). Curricular integration has been achieved by underpinning the new programme with a national competency framework for pharmacists and through the utilisation of curricular integration themes. Programme integration also encompasses embedded experiential learning placements in Years 2, 4 and 5 of the five-year programme. The new five-year integrated pharmacy programme, which commenced in 2015, replaced the 4 + 1 model of education and training where a four-year Bachelor’s degree was followed by a one-year internship, which was a distinct and separate element of the students’ training.

Riferimenti teoretici per l'interpretazione dei modelli di insegnamento della pedagogia

2020 ◽  
pp. 276-291
Author(s):  
Rossana Adele Rossi
Keyword(s):  
Learning Outcomes ◽  
John Dewey ◽  
Core Curriculum ◽  
Education And Training ◽  
Degree Programs ◽  
The Core ◽  
Content Model ◽  
Core Content ◽  
Training Professionals ◽  
And Training

The analyzes carried out on the teaching of pedagogy in the L19 degree programs show how the different core contents are declined according to modalities that vary according to the locations and references and belonging to the different schools of thought. The advanced interpretative hypothesis is that some differences are attributable to an idea of formation that can be traced back to the thought of authors such as Giovanni Gentile, John Dewey, and Martha C. Nussbaum. The goal is to show how theories and models in use in the different contexts involved, despite the different theoretical references, can contribute to the construction of a core curriculum suitable for those preparing to work as education and training professionals as long as measure the educational objectives and learning outcomes defined by the core content model defined in the framework of the TecoD Pedagogy project

The State of Leadership Education in Emergency Medical Services: A Multi-national Qualitative Study

2014 ◽  
Vol 29 (5) ◽  
pp. 478-483 ◽  
Author(s):  
William Joseph Leggio
Keyword(s):  
Qualitative Study ◽  
Emergency Medical Services ◽  
Education And Training ◽  
The State ◽  
Leadership Education ◽  
Medical Services ◽  
Publication Type ◽  
Emergency Medical ◽  
Medical Education And Training ◽  
And Training

AbstractObjectiveThis study investigated how leadership is learned in Emergency Medical Services (EMS) from a multi-national perspective by interviewing EMS providers from multiple nations working in Riyadh, Kingdom of Saudi Arabia.MethodsA phenomenological, qualitative methodology was developed and 19 EMS providers from multiple nations were interviewed in June 2013. Interview questions focused on how participants learned EMS leadership as an EMS student and throughout their careers as providers. Data were analyzed to identify themes, patterns, and codes to be used for final analysis to describe findings.ResultsEmergency Medical Services leadership is primarily learned from informal mentoring and on-the-job training in less than supportive environments. Participants described learning EMS leadership during their EMS education. A triangulation of EMS educational resources yielded limited results beyond being a leader of patient care. The only course that yielded results from triangulation was EMS Management. The need to develop EMS leadership courses was supported by the findings. Findings also supported the need to include leadership education as part of continuing medical education and training.ConclusionEmergency Medical Services leadership education that prepares students for the complexities of the profession is needed. Likewise, the need for EMS leadership education and training to be part of continuing education is supported. Both are viewed as a way to advance the EMS profession. A need for further research on the topic of EMS leadership is recognized, and supported, with a call for action on suggested topics identified within the study.LeggioWJJr. The state of leadership education in Emergency Medical Services: a multi-national qualitative study. Prehosp Disaster Med. 2014;29(5):1-6.

Sign in / Sign up

Export Citation Format

Share Document