Palliative care simulation for internal medicine trainees: development and pilot study

ObjectivesShape of training has recognised that ‘Managing End-of-Life and Applying Palliative Care Skills’ is a key competency for internal medicine trainees. It provides the opportunity and challenge to improve palliative care training for generalist physicians. Simulation has been recognised internationally as a holistic teaching and assessment method. This study aimed to produce a palliative medicine simulation training package for internal medicine trainees for delivery by palliative medicine trainees providing the former opportunity to practice assessment and management of patients with life-limiting illness and the latter teaching and management opportunities.MethodsA regional group of palliative medicine trainees were trained in simulation and debrief. Nominal and focus group techniques designed a simulation training package. Learning outcomes were mapped to the internal medicine curriculum descriptors.ResultsPalliative simulation for internal medicine trainees (PALL-SIM-IMT) is a training package meeting internal medicine trainees’ curriculum requirements. Regional pilots have demonstrated feasibility for delivery by palliative medicine trainees and improvement in recipients’ confidence in all curriculum descriptors.ConclusionsPALL-SIM-IMT can aid competency achievement for the provision of generalist palliative care by internal medicine trainees. It allows reciprocal development of palliative medicine trainees’ leadership and teaching skills. National adoption and evaluation is ongoing.

Walking as Attunement: Being With/In Nature as Currere

Being physically and spiritually attuned to the world around us forms the loom on which we weave our curricular understandings. Here, we strive to find the extraordinary in the ordinary and make room for a poetic way of attending to the lived curriculum. More than a way of doing research, we regard this way of being as a deep and disciplined presence with/in the world we inhabit. Through our own individual practices of walking the earth, our physicality explores the relationships between flesh and stone, and rain and tears, and the immediacy of the poetic takes form. Our walking practices open up the space not only to mindfulness, but bodyfulness, where the present moment has the capacity for the infinite. This type of active contemplation invites us into an expansive place where we can consider the very nature of education and its potential to foster or impede holistic teaching, learning, living, and being. Through writing together, we lift ourselves and each other out of the metaphorical and literal containment of our current contexts and find an invitation to walk and write into wonder.

Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

Teaching Race and Racial Justice: Developing Students’ Cognitive and Affective Understanding

Effectively addressing both cognitive and affective dimensions of learning is one of the greatest obstacles to teaching race and racial justice in higher education. In this article, we first explore the need to integrate attention to cognitive and affective development, along with evidence-based strategies for doing so. We then provide a case study of an undergraduate sociology course on environmental justice in which the instructor intentionally adopted holistic pedagogical principles of teaching race. Analyzing student responses from a pre- and post- course survey, course assignments, and instructor observations of student participation, we find that both white students and students of color experienced significant growth in their cognitive and affective understanding of the complexities of race and work toward racial justice. However, results also show how challenging it can be to create the conditions for productive multiracial dialogues that produce extensive affective development, particularly interpersonal skills of racial reconciliation. Reflecting on the limitations of the case, we conclude that more holistic teaching approaches are necessary to develop both students’ cognitive and affective abilities to navigate race and work against racism, and we make suggestions for faculty development and administrative support.

Some problems of optionality in the civil law of Russia

In civil theory, the concept of dispositive legal regulation and its relationship with legal, normative, individual, autonomous, decentralized, self-regulating regulation has not been created. Modern civil scientists are faced with the task of creating a holistic teaching about the content, forms, and means of this unique phenomenon.

Pemikiran Pendidikan Ibnu Khaldun

Ibnu Khaldun was the greatest Muslim scientist of his time. His thoughts are futuristic and still be used for today. As a recognized scientist both in the West and in the East, we should take the wisdom points of his thinking in the field of education. Ibnu Khaldun set educational goals that are free from materialistic elements, an integrated curriculum and even holistic teaching and learning methods. Khaldun's view later in the 20th century, along with the development of contemporary learning psychology, we know him with the term gestalt psychology which was introduced by Wolfgang Kohler in 1912 in Germany. Khaldun's three steps in the delivery of teaching material are also in accordance with the theory issued by Kohlerberg about the maturity of one's cognition affecting one's ability to receive things. Therefore, to make closer to the true concept of Ibn Khaldun's education, the writer uses the method of content research which is to make Ibn Khaldun's monumental work: The Muqaddimah as the main reference and several other supporting books. So with this effort we can know that Ibn Khaldun was truly "the great Muslim thinker" whose idea in the field of education is very inspiring and even continue to be used for today. Another idea that is even used as a trend in the world of education today is the study tour learning method (rihlah) and homeschooling (sekolah rumah) and it’s curriculum. Nowadays, Khaldun's bright ideas in the world of education, along with the methods he offered that were global and holistic, are still being used. That’s becoming clear evidence that Ibn Khaldun was a great thinker throughout history.

How I Feel

Chapter 4 focuses on adolescent feelings, including two large concepts: (1)musical perseverance and vulnerability, and (2) musical agency. Adolescents share their feelings about making music—how they use music to strengthen the self, persevere through difficulty, experience joy, and connect with others. Building blocks to musical agency are identified as perseverance and vulnerability. The chapter then looks closely at musical agency, specifically self-regulation, self-transformation, and connecting to self and world. The end of the chapter introduces holistic teaching with an aim to foster balance, inclusion, and connection. Educators are encouraged to work with adolescents on growing a sense of purpose.

The Use of Creative Movement Method in Teaching Foreign Languages to Very Young Language Learners

The creative movement method is a holistic teaching method that enables children to develop language skills through art not just by looking and seeing, hearing and listening, speaking and talking, but also by conducting various motions and movements – experiencing while playing. Children can learn holistically only when their minds and bodies are an indivisible whole. When all their senses are engaged, children remember and recall information more effectively. The present paper describes the use of the creative movement method in teaching phonological awareness skills in a foreign language (English) to 13 Slovenian preschool children with a mean age of 5.8 years. The aim of the study was to determine children’s success rates in producing words and alliteration after being given the first sound of word (vowels /æ/, /e/, /ɪ/, /ɒ/, /ʌ/) in English, both with and without movement support. Children participated in two 45-minute long teaching sessions (the second took place after two weeks). There was no additional training between each session and the test. The results of the test after two weeks from the last session show that creative movement support proved essential for children in recalling words and producing alliteration in English. The study also includes some guidelines for the method’s use in teaching foreign languages to very young language learners.