scholarly journals A collaborative process for a program redesign for education in evidence-based health care

2019 ◽  
Vol 33 (1) ◽  
pp. 40-48
Author(s):  
Stephney Whillier ◽  
Natalie Spence ◽  
Rosemary Giuriato
Keyword(s):  
Teaching Staff ◽  
Curriculum Alignment ◽  
Evidence Based ◽  
Curriculum Mapping ◽  
Collaborative Process ◽  
Learning And Teaching ◽  
Department Director ◽  
Flow Of Information ◽  
Evidence Based Health Care ◽  
Ongoing Monitoring

Objective: We outline the framework of a collaborative process to redesign an existing 5-year health education program, which may prove useful to other similar institutions. The aim was to strengthen evidence-based practice and curriculum alignment. Methods: A whole-of-program approach was used to restructure the existing courses into 3 “streams”: professional practice, clinical research, and clinical science. The process incorporated a series of facilitated workshops organized by the department director of learning and teaching and the faculty facilitation team, and it was inclusive of all available members of the department, a clinic supervisor, a sessional (casual teaching) staff member, and a recent graduate of the program. Results: Unit content and assessments were restructured to progress the program learning outcomes from year to year. The undergraduate program was redesigned to create a more logical learning pathway for students. Consolidation of subject topics in the postgraduate program allowed for the development of stand-alone research-only units. Conclusion: The mechanism of curriculum mapping allowed for discussion about the flow of information from year to year and how evidenced knowledge and understanding can be developed. It is necessary that everyone participates and understands the importance of program goals as developed by the process. Because drift in curriculum can occur incrementally over the years, to be effective, the program requires ongoing monitoring and regular collaboration to continue improvements.

Provision of Security Services in Public Secondary Schools in Enugu East L.G.A. of Enugu State.

2019 ◽  
pp. 172-176
Author(s):  
Otegbulu M. I. ◽  
Ezeagu A. Agbo ◽  
Agbo Genevieve N.
Keyword(s):  
School Environment ◽  
School Administrators ◽  
Teaching Staff ◽  
Human Beings ◽  
Security Threat ◽  
Culture Of Learning ◽  
Learning And Teaching ◽  
Security Issues ◽  
Security Services ◽  
The Government

Security is pre-requisite for the development of human beings and the society. It is a pre-condition for the survival, development and advancement of individuals and groups. The school is an organization that needs to have a planned safety rules and regulations to protect it components so that the culture of learning and teaching is enhanced. Security threat within the school environment could hamper the peaceful atmosphere in the school, and disrupt academic exercises and panic among the personnel in the school. The government, security agents, parents, school administrators and the community has a lot of role to play to make school environment safe and conducive. However, security gadgets and apparatus should be provided to nip these issues in the bud, as well as train the teaching and non-teaching staff on security issues.

„Dann können wir endlich zeigen, dass das was bringt“

2018 ◽  
Vol 34 (05) ◽  
pp. 225-231
Author(s):  
Andrea Schaller ◽  
Anne-Kathrin Exner ◽  
Burkhard Wild ◽  
Odile Sauzet
Keyword(s):  
Health Care ◽  
Evidence Based ◽  
Evidence Based Health Care

ZusammenfassungDie Prinzipien der evidenzbasierten Medizin werden inzwischen auf nahezu alle Gesundheitsberufe angewandt. Damit stehen Wissenschaftler und Praktiker in der Sport- und Bewegungstherapie nicht nur vor der Herausforderung zielgruppen- und Setting-spezifische Interventionen zu entwickeln, sondern diese auch adäquat zu evaluieren. Trotz zahlreicher Studien ist die externe Evidenz für die Wirksamkeit von Bewegungsförderung allerdings gering. Dies ist neben der oft geringen methodischen Qualität der einzelnen Studien auch auf die großen Herausforderungen bezüglich der klinischen Relevanz von Studienergebnissen zurückzuführen.Der vorliegende Beitrag stellt zunächst das Konzept der evidenzbasierten Gesundheitsversorgung (Evidence-Based Health Care) (EbHC) vor. Davon ausgehend werden wichtige Arbeitsschritte bei der Planung einer Interventionsstudie vorgestellt, wobei insbesondere der Aspekt der Relevanz fokussiert wird.

scholarly journals Research into the diversification of university careers in learning and teaching and intentionally closing-the-loop on graduate employability

2019 ◽  
Vol 10 (1) ◽  
pp. 195-212
Author(s):  
James Arvanitakis ◽  
Madelaine-Marie Judd ◽  
Shelley Kinash ◽  
Trina Jorre de st Jorre ◽  
Trish McCluskey
Keyword(s):  
Academic Staff ◽  
Professional Staff ◽  
Teaching Staff ◽  
Senior Lecturer ◽  
Learning And Teaching ◽  
Graduate Employability ◽  
Occupational Patterns ◽  
Closing The Loop ◽  
Research Questions ◽  
Teaching Positions

 Universities are both a source of employable graduates and careers. This paper examines universities as developers and employers of their own graduates from the perspective of employees and recruited positions. Research questions were: what do learning and teaching careers look like at universities, and; what are the occupational patterns, satisfactions and concerns of the staff in those careers? An autoethnographic account of employees’ career journeys (all of whom were employed in learning and teaching or closely related areas) from five different universities were shared, compared and contrasted. Two of these universities are profiled as having a large proportion of students from target equity groups and therefore have intentionally recruited learning and teaching staff to widen student participation. A desktop review of six months of university employment vacancies from these two universities was conducted. A consistent theme across the autoethnographic stories was a feeling of being an outsider. The authors’ hypothesis is that this is related to haphazard preparation for learning and teaching positions. Of the 322 university vacancies, 84% were for professional staff, 23% of which were in learning and teaching, with the most prevalent role being Coordinator. Fourteen per cent were for academic staff, 64% of which involved learning and teaching, and the most prevalent title was Lecturer/Senior Lecturer. Key takeaways include recommendations for universities to intentionally enhance the employability of graduates who pursue learning and teaching positions within universities, and for prospective university learning and teaching staff to enhance their employability.

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