Higher education teachers' perception and use of Content Representations in lesson study

Purpose“Content Representations” (CoRes) is an instrument that links content with aspects about its teaching and is recognized for its utility designing lessons and elucidating teachers' knowledge. Lesson study (LS) is a practice through which teachers collaborate to plan, teach and reflect on a lesson. Both have been acknowledged separately as being valuable for teachers' training; however, there is little research addressing the consequences of combining them. This study filled in that gap by examining how higher education (HE) teachers used the CoRes and perceived its integration within LS.Design/methodology/approachThe authors performed a multiple case study with features of ethnomethodology and conducted an inductive content analysis of the data gathered through document analysis, in-depth semi-structured interviews and participant observation. The research was approved by the ethics committee of the host university, and participants were faculty members from different health sciences disciplines.FindingsThe authors found that participants considered that the use of the CoRes during LS allowed them to organize their ideas, consider more details for lesson design, address new topics and engage in greater reflection. However, participants (specially senior faculty) showed a superficial dedication to filling in the CoRes and considered the instrument bothersome, urging caution when engaging in the combined practice of CoRes and LS.Originality/valueThis is the first research in the international literature approaching the integration of the CoRes and LS with HE teachers. Its results fill a research gap and can help LS practitioners make an informed decision about whether to incorporate CoRes into it.

Facilitators and Barriers to Student Learning and Impact of an Undergraduate Clinical Posting in Psychiatry: A Thematic Analysis

Background: There is an absence of information on empirical evaluation of undergraduate psychiatry training programs in India. We aimed to evaluate a clinical posting in psychiatry for undergraduate medical students. Methods: We employed levels one and two of Kirkpatrick’s four-level program evaluation model. The qualitative study used written feedback that was collected using a semistructured questionnaire. For quantitative metrics, we used end-of-posting assessment scores and frequencies of standard comments provided by examiners on case-based discussions with students to evaluate their clinical skills. Results: We obtained written feedback from 40 female and 19 male fifth-semester students. We identified facilitators (patient interaction, outpatient department observation and teaching, demonstration of signs, case presentation and discussion, evening posting, observation of clinical work, use of anecdotes while teaching, and lectures by senior faculty) and barriers (organizational issues related to evening posting and disinterest in didactic teaching) to the students learning psychiatry, and the perceived impact of the posting for the students (changed attitudes, knowledge, self-efficacy, and skills acquired). The mean total score on case-based discussion, assigned to 22 groups of students, was 3.86 out of 5. Conclusion: We described the impact of the posting and identified unique facilitators and barriers to students’ learning in psychiatry. These findings will inform the choice of teaching-learning methods in the context of the new Competency-Based undergraduate Medical Education (CBME) curriculum.

Road to Success: A Guide for Doctoral Students and Junior Faculty

This book provides guidance and tools to help PhD students and junior faculty members successfully navigate and mature through the various stages of an academic career. Senior faculty members can use this book as a source of ideas to advise their PhD students and junior colleagues. This book presents knowledge that is seldom imparted in PhD programs, and organizes the same as advice and tools related to achieving success at research, teaching and service, all while maintaining work-life balance. The advice and tools provided are based on years of experience of the author and guest contributors, who have successfully navigated many of the same challenges and mentored many PhD students and junior faculty members. This book is suitable both for those who seek careers in research universities or universities that promote greater balance across research, teaching and service.

Perception of Senior Faculty Regarding Frame Factors in Curriculum Change at Undergraduate Level in Medical and Dental Schools

OBJECTIVES: To determine the perceptions of senior faculty regarding frame factors influencing curriculum change at undergraduate level in public and private medical and dental schools at Peshawar, Pakistan. METHODOLOGY: This was qualitative exploratory case study and senior faculty was interviewed regarding the frame factors influencing integration and changes in undergraduate medical curriculum. Data was collected through in-depth interviews. Transcription, thick description was analyzed, coding was done, and similar codes were converted into categories. Finally, themes were created and concluded by thematic analysis. RESULTS: A total of ten interviews were done that identified 52 open codes. These codes were merged into 19 categories that led to development of five themes of frame factors influencing the medical curriculum. The themes and categories were: Lack of proper resources including human, technical, financial and infrastructure (building, equipment); Environmental factors, which included cultural, political and social contexts, which if not supportive could influence the change in curriculum; Lack of supports from regulatory authorities; leadership; legal issues and fragmented assessment approach minimize the dream of the changes in curriculums. CONCLUSION: Intention to change the medical curriculum is the ultimate goal but it is unlikely to grasp better pace due to few bottlenecks such as resources, infrastructure, and cultural, political and legal issues.

IMPLICATIONS OF PENTAGON THEORY OF CONTEXTUALIZED MULTIPLE INTELLIGENCES (CMIs) FOR FUTURE JOB PROSPECTS OF UNIVERSITY STUDENTS

The Purpose of the study was to test the Pentagon theory of Contextualized Multiple Intelligences (CMIs) in the context of fourth industrial revolution. It also explored the awareness of students regarding the trends and challenges of future job market. Lastly, skills and competences required by graduate to meet the complexities of future job market were also investigated. This study followed the critical paradigm, therefore sequential explanatory mixed method research design was used. All the masters’ level students, heads of departments/ senior faculty members and experts of social sciences were considered as population for this study. Multistage sampling techniques was employed to select the sample size for quantitative phase (n=786). For qualitative phase, purposive sampling technique was used and 12 experts of social sciences were selected. Self-developed questionnaires were used to collect data from respondents. Contextualized Multiple Intelligences questionnaire has 32 statements under 6 factors with Cronbach’s Alpha value of 0.92. Similarly, Future Job Market Prospects questionnaire has 20 statements under 4 factors with Cronbach’s Alpha value of 0.91. Semi-structured Interview protocol was developed and used during the qualitative phase. Study revealed positive and strong correlation between the contextualized multiple intelligences and future job market prospects. However, the public universities students showed relatively larger correlation (r=.631, p=.000) as compared to private universities students (r=.556, p=.000). Furthermore, male and female students have differences in their contextualized multiple intelligences. Besides, students exhibited high level of understanding regarding the need of market driven content and importance of employability skills. Experts (Qualitative data analysis) highlighted the need for active role of universities in re-skilling students with contextualized multiple intelligences to make them more desirable for employability.

Krista Dalton of Ancient Jew Review

Krista Dalton, assistant professor of religious studies at Kenyon College, joins Bulletin editor Richard Newton to discuss her academic origins and the current trends within religious studies. From her early interests in biblical studies, rabbinics, and Jewish studies to her work as a co-founder of Ancient Jew Review, Dalton answers the questions many scholars—early career and senior faculty alike—find themselves asking. Breaking down academic hierarchy to promote learning at any level is key for Dalton and her pedagogical theory is apparent in all her scholarly efforts.

Public Health and Epidemiology Informatics: Recent Research Trends

Summary Objectives: To introduce and analyse current trends in Public Health and Epidemiology Informatics. Methods: PubMed search of 2020 literature on public health and epidemiology informatics was conducted and all retrieved references were reviewed by the two section editors. Then, 15 candidate best papers were selected among the 920 references. These papers were then peer-reviewed by the two section editors, two chief editors, and external reviewers, including at least two senior faculty, to allow the Editorial Committee of the 2021 International Medical Informatics Association (IMIA) Yearbook to make an informed decision regarding the selection of the best papers. Results: Among the 920 references retrieved from PubMed, four were suggested as best papers and the first three were finally selected. The fourth paper was excluded because of reproducibility issues. The first best paper is a very public health focused paper with health informatics and biostatistics methods applied to stratify patients within a cohort in order to identify those at risk of suicide; the second paper describes the use of a randomized design to test the likely impact of fear-based messages, with and without empowering self-management elements, on patient consultations or antibiotic requests for influenza-like illnesses. The third selected paper evaluates the perception among communities of routine use of Whole Genome Sequencing and Big Data technologies to capture more detailed and specific personal information. Conclusions: The findings from the three studies suggest that using Public Health and Epidemiology Informatics methods could leverage, when combined with Deep Learning, early interventions and appropriate treatments to mitigate suicide risk. Further, they also demonstrate that well informing and empowering patients could help them to be involved more in their care process.

Some Observations and Suggestions for the Graduate Education in Turkey: The Inter-University Model

Some developing universities in Turkey may have some senior faculty members who are distinguished by their scientific and academic qualifications. However, there is an ongoing debate over the sufficiency of the level of the graduate studies in Turkey due to the low number and ratio of such distinguished faculty. As such, making an effective use of the potential of international-level qualified faculty members in Turkish universities, especially those in the developing universities, is essential since the potential of faculty with international-level qualifications in Turkey is already insufficient. This article discusses an inter-university model that aims to make the best use of the limited number of faculty members with top-level qualifications in Turkey. First, the inter-university models in some countries, such as USA, Canada, India are presented, and then the outline of an inter-university model that is compatible with the necessities and the conditions of Turkey is proposed.