It's Not Your Father's Podiatry School

2018 ◽  
Vol 108 (6) ◽  
pp. 538-545
Author(s):  
Jeffrey C. Page ◽  
Denise Freeman
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Educational Process ◽  
Assessment Tools ◽  
Delivery Methods ◽  
Student Centered ◽  
Technological Advances ◽  
To Come ◽  
Educational Delivery

This paper discusses the innovative changes in podiatric medical education found in today's schools and colleges of podiatric medicine, including changes in philosophy, resources and technology, curriculum, delivery methods, the role of faculty, and assessment tools, and the changing expectations of the students themselves. There is an emphasis on the shift from a teacher-centered approach to professional education to a student-centered approach. Technological advances have had a tremendous impact on the educational process and have opened doors to many new forms of educational delivery that better meet the needs of today's students. We believe that the podiatric medical education of today is the equivalent of allopathic and osteopathic education in quality and depth. The future holds the promise of many more exciting changes to come.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

Improvement of the system of additional professional education of specialists with secondary medical education

2021 ◽  
pp. 36-49
Author(s):  
Svetlana Vladimirovna Kropotova ◽  
Irina Aleksandrovna Muntyan
Keyword(s):  
Medical Education ◽  
Nursing Staff ◽  
Professional Education ◽  
Health Care Professionals ◽  
Educational Process ◽  
Professional Activity ◽  
Advanced Training ◽  
Innovative Teaching ◽  
Innovative Technologies ◽  
Flexible Schedule

The purpose of the study the attitude of nurses to the existing system of advanced training and determine ways to optimize it. Results. An analysis of the opinions of nursing staff on improving the system of additional vocational education in accordance with personal needs showed that most of the students of advanced training courses expressed a desire to be present in the training process of practical health care professionals from large medical organizations using modern and innovative teaching methods; introduction of distance learning into the educational process of nursing staff with a flexible schedule and an individual student's plan; the use of modern and innovative technologies, methods and forms of professional and educational activities, formed taking into account the opinions of the students themselves; maintaining a high professional level of the teacher, the main qualities of which are the ability to motivate to study, maintain interest in the classroom and create a favorable psychological attitude. Conclusion. In improving the quality of medical care for patients, specialists with secondary medical education, in the development of new innovative technologies, additional professional education is a key resource, which goes along with the specialist throughout his entire professional activity and is able to adapt them to new professional requirements.

Intersection of Serious Games and Learning Motivation for Medical Education

2022 ◽  
pp. 1938-1947
Author(s):  
Santa Dreimane ◽  
Reinis Upenieks
Keyword(s):  
Medical Education ◽  
Professional Education ◽  
Serious Games ◽  
Educational Process ◽  
Learning Motivation ◽  
Research Subjects ◽  
Systematic Analysis ◽  
Research Questions ◽  
Games And Simulations ◽  
Professional Fields

Educational scholars are implementing technologies into the educational process. They use virtual reality, simulations, augmented reality and other immersive technologies that provide entertainment and an interesting, immersive environment as well as engage and motivate students. The aim of this research is to understand the scope and the nature of studies where serious games for medical education are prospective research subjects for the development of learning motivation. There are specific research questions that are of interest to the authors: (1) how many studies are devoted to exploring how serious games and simulations develop learning motivation; (2) how many studies are devoted to medical education, especially continuing professional education; and (3) which professional fields are most reflected in the search results, and is interdisciplinary learning observed? To answer the research questions, a systematic analysis of publications was chosen as the research method. Altogether, 132 articles published from January 1, 2014 to December 31, 2018 were selected for the review.

Drug Education: A Re-Evaluation

1971 ◽  
Vol 1 (1) ◽  
pp. 15-24 ◽  
Author(s):  
Martin Miller
Keyword(s):  
Health Education ◽  
Drug Use ◽  
Group Discussion ◽  
Educational Process ◽  
Drug Education ◽  
Student Centered

The following is the description of an educational gamble. Even before Dewey, educators have wanted to involve students in the educational process. Drug use by students has catapulted educators into the need to cooperate with students in the development and execution of meaningful curricula in health education. Based on this need to re-evaluate health education methodology the Carmel Central Schools embarked on a student centered, created and executed program. Students were trained to develop a curriculum and teach it. These students also trained selected leaders in each health class to run their own micro-group discussion. The role of the teacher became that of a resource person.

scholarly journals Advanced professional library information education: Conceptual and methodological foundations and mechanisms

2018 ◽  
pp. 24-35 ◽  
Author(s):  
T. Ya. Kuznetsova
Keyword(s):  
Education System ◽  
Professional Education ◽  
Professional Training ◽  
Professional Socialization ◽  
Educational Process ◽  
Main Task ◽  
Key Factor ◽  
New Ideas ◽  
Library And Information Education

The role of advanced professional library and information education as an essential part of continuous education system and its importance in educating new generation of library professionals are substantiated. The author reveals the role of the advanced professional education as an efficient site to apply and generate new ideas, to promote innovative experience and professional communicationsб and to modernize librarianship. She concludes that the main task of modern advanced library and information education is to assist librarians’ professional socialization. The methodological basics of the advanced professional training are characterized: teaching innovativeness, integration with library practice, social transparency and dynamic character. The author describes the mechanism for the transfer from the discrete stage of the advanced professional education to a systematic approach: the vertical-horizontal interaction of the advanced professional training structures, consistency and continuity of the educational process, education quality control, efficient combining online and offline education. The author emphasizes that the key factor for improving advanced education is to engage practicing professionals who master innovations introduction technologies. The need for public professional accreditation and certification for alternative education programs (including that of libraries), and systematic monitoring of the education system is proved.

scholarly journals Doctoral Students’ Academic Supervision: A Systematic Review of Approaches to Conceptualization and Empirical Analysis

2021 ◽  
Vol 25 (1) ◽  
pp. 49-61
Author(s):  
A. V. Grigoryeva ◽  
E. A. Terentev
Keyword(s):  
Systematic Review ◽  
Doctoral Students ◽  
Doctoral Student ◽  
Active Role ◽  
Educational Process ◽  
Distributed Model ◽  
Academic World ◽  
Student Centered ◽  
Key Points

The article presents a systematic review of theoretical and methodological approaches to the conceptualization and empirical study of doctoral students’ supervision. Three approaches (mentoring, doctoral student-centered, and environmental) are distinguished depending on the main responsibility for the result. The mentoring approach attributes the responsibility for the result to the supervisor. This approach is generally associated with the so-called «apprentice model», which understands the doctoral student as a «neophyte» introduced to the academic world by the supervisor. The doctoral student-centered approach is characterized by imposing the responsibility mainly on the doctoral student. This approach assumes a more active role of the doctoral student and goes back to the models of student-centered pedagogy. The environmental approach focuses on studying the role of the environment and on the issues related to the academic and social integration of doctoral students. All these approaches notably have a number of limitations due to their concentration on certain factors of the educational process and less attention to the dynamic and relative nature of various aspects of academic supervision and its relationship with the effectiveness of doctoral training. There is substantiated the importance of developing a relational approach, which would synthesize the key points of the three approaches considered, and assume a distributed model of responsibility within the academic supervision. As it understands «learning alliances» more broadly than pairs or teams of scientific supervisors and graduate students, this approach focuses not only on the activity of individual actors, but also on the system of relationships between them.

scholarly journals The Learner-Centered Syllabus: From Theory to Practice in Allied Health Education

2005 ◽  
Author(s):  
Kimberly Peer ◽  
Malissa Martin
Keyword(s):  
Athletic Training ◽  
Allied Health ◽  
Educational Process ◽  
Successful Implementation ◽  
Learning Paradigm ◽  
Allied Health Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learner Centered

The national focus in higher education in shifting from the instructional to the learning paradigm where the emphasis on student-centered learning is of paramount importance. Instructional paradigms focus on “providing instruction” with distinct emphasis on the role of the teacher. Under this structure, students are typically passive listeners and the instructor is the center of teaching and instruction. The learning paradigm, on the other hand, focuses on the outcomes of the educational process thereby “facilitating learning”. The role of the student is one of an active participant who is encouraged to become engaged in the learning process through various interactive activities facilitated by the instructor. The learning paradigm strives to produce an empowered, informed, and responsible student by putting the student at the center of the classroom. This learner-centered process theoretically embraces continued improvement in the quality of learning. The learner-centered syllabus is a productive tool that can facilitate this transformation from teaching to learner-centered classrooms. The purpose of this manuscript is to integrate theory into practice as faculty shift towards more learner-centered practices. Deeply rooted in the literature, this manuscript provides suggestions for the implementation of a learner-centered syllabus from a specialized allied health care perspective – athletic training. A brief overview of student-centered learning theory coupled with a framework for constructing a syllabus that fosters an environment which focuses on learning is presented. Particular emphasis is placed upon successful implementation and integration of the syllabus throughout the entire semester to promote student success.

scholarly journals Implementation of a student-centered approach in blended learning in a higher educational institution

2019 ◽  
Vol 69 ◽  
pp. 00112
Author(s):  
Zh V Smirnova ◽  
O I Vaganova ◽  
E A Eltanskaya ◽  
V G Lizunkov ◽  
L K Parsieva
Keyword(s):  
Blended Learning ◽  
Educational Institution ◽  
Educational Process ◽  
Federal State ◽  
Student Centered ◽  
Starting Conditions ◽  
E Learning ◽  
State Educational

The competence approach and e-learning have changed the role of the teacher in the student's life. In the article, the authors reveal the essence and features of this type of training (mixed). The authors consider the development of a student-centred approach. It is noted that working with the whole group, the teacher organizes the work of each, creating the conditions for the development of students' personal opportunities. Since with the entry into force of the new requirements of the Federal state educational standards, a qualitatively new relationship between the student and the teacher has appeared, the identification of their features and the determination of their role in the educational process have become particularly relevant. The article pays attention to the model of the teacher's activity within the framework of student-centred education and its main elements are noted. The authors identified features of blended learning and tools of electronic platforms that support the development of subject-subject relations between students and teachers. The authors emphasize the need to ensure equal starting conditions for the study of the discipline as a whole and suggest principles that should be followed when implementing the studentcentred approach within the framework of blended learning.

The Ethics of Machine-Based Learning

2021 ◽  
pp. 125-140
Author(s):  
James E. Willis III ◽  
Viktoria A. Strunk
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Courses ◽  
Care Ethics ◽  
Massive Open Online Courses ◽  
Ethical Discourse ◽  
Technological Advances ◽  
Instruction And Learning ◽  
Educational Delivery

Technological advances in the previous two decades have created an environment of innovation; however, there seems to be sometimes conflicting, emerging educational practices within communities of learners and educators. The central role of the instructor is being redefined by technology due to quickly-changing educational delivery modalities. By employing utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. Teaching and learning in massive open online courses, automated instruction, and learning analytics is altering the role of human instructors. This rapid modification of instructors' roles suggests that the ethical discourse of new educational technologies can be a frontier of critical thinking, especially as rubric-driven, automatic graders are refined and scaled.

scholarly journals The role of Informatics to support evidence-based practice and clinician education

2000 ◽  
Vol 23 (3) ◽  
pp. 186
Author(s):  
Evelyn Hovenga ◽  
Dawn Hay
Keyword(s):  
Local Group ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Management Support ◽  
Delivery Methods ◽  
Evidence Based Practices ◽  
Clinician Education ◽  
Ebp Implementation ◽  
Educational Delivery

This paper reports the results of a national event held during November 1998 to educate health professionalsrepresenting multiple disciplines about evidence-based practice (EBP), its implementation and the use of informaticsto support EBP. A combination of educational delivery methods and multimedia was used. Through local group work,participants identified obstacles to EBP implementation and developed strategies to overcome these in their own localenvironments. Major and common findings were a lack of management support and infrastructures needed for thesuccessful adoption of evidence-based practices by all.

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