WorldWideScience

Sample records for professions education programs

  1. Starting a Health Professions Education Graduate Program

    Science.gov (United States)

    Hansman, Catherine A.

    2018-01-01

    This chapter is a case story of the evolution of the Master of Education in Health Professions Education (MEHPE), a collaborative graduate program developed by the Adult Learning and Development program at Cleveland State University and the Cleveland Clinic.

  2. Program Planning in Health Professions Education

    Science.gov (United States)

    Schmidt, Steven W.; Lawson, Luan

    2018-01-01

    In this chapter, the major concepts from program planning in adult education will be applied to health professions education (HPE). Curriculum planning and program planning will be differentiated, and program development and planning will be grounded in a systems thinking approach.

  3. The Need and Curricula for Health Professions Education Graduate Programs

    Science.gov (United States)

    Cervero, Ronald M.; Daley, Barbara J.

    2018-01-01

    This chapter provides an overview of the emerging social and organizational contexts for health professions education and the rationale for foundational adult and continuing education concepts to be included in the curricula of HPE graduate programs.

  4. 77 FR 6805 - Eligibility Criteria for the Centers of Excellence Program in Health Professions Education for...

    Science.gov (United States)

    2012-02-09

    ... Excellence Program in Health Professions Education for Under-Represented Minority Individuals AGENCY: Health...) program in health professions education for under-represented minority (URM) individuals is authorized by... Interdisciplinary Education, Bureau of Health Professions, Health Resources and Services Administration. Dr. Weiss...

  5. Assessment of Learning and Program Evaluation in Health Professions Education Programs

    Science.gov (United States)

    Moore, Donald E., Jr.

    2018-01-01

    This chapter proposes approaches for assessing learners and evaluating courses and curriculum that could be used by directors of health professions education (HPE) programs to determine the effectiveness and impact of their programs.

  6. 77 FR 3269 - Loan Repayment Program for Repayment of Health Professions Educational Loans; Announcement Type...

    Science.gov (United States)

    2012-01-23

    ...] Loan Repayment Program for Repayment of Health Professions Educational Loans; Announcement Type... the IHS Loan Repayment Program (LRP) for health professional educational loans (undergraduate and..., nursing, public health nursing, dentistry, psychiatry, osteopathy, optometry, pharmacy, psychology, public...

  7. Accreditation in the Professions: Implications for Educational Leadership Preparation Programs

    Science.gov (United States)

    Pavlakis, Alexandra; Kelley, Carolyn

    2016-01-01

    Program accreditation is a process based on a set of professional expectations and standards meant to signal competency and credibility. Although accreditation has played an important role in shaping educational leadership preparation programs, recent revisions to accreditation processes and standards have highlighted attention to the purposes,…

  8. The institutional and professional benefits of housing athletic training education programs in schools of health professions.

    Science.gov (United States)

    Breitbach, Anthony P; Brown, Sara D

    2011-01-01

    Accredited Athletic Training Education programs (ATEPs) are sponsored by over 350 universities and are housed in a variety of academic units ranging from schools of education to schools of health professions. There are advantages to all stakeholders housing ATEPs in schools of health professions. Formed in the 1960s, many of the early ATEPs were housed in schools of education, when most program faculty and staff were employed by athletics departments and the profession had a distinct curricular connection to coaching. Athletic training has since evolved to a health care profession, and its educational processes need to reflect this model. By housing ATEPs in units that educate other health care providers, many efficiencies and collaborative opportunities are introduced with a resulting overall improvement in the quality of the professional education of athletic trainers. The authors, directors of ATEPs housed in schools of health professions, provide examples of these benefits, which include opportunities for participation in interprofessional initiatives; opportunities for faculty development and collaborative teaching among like-minded faculty; improved mechanisms for scholarship, support and funding mechanisms; and economies of scale in terms of program delivery requirements.

  9. Interservice Physician Assistant Program: Educators for an Expanding Profession.

    Science.gov (United States)

    Brock, Douglas M; Orrahood, Scott A; Cooper, Christopher K; Alvitre, John J; Tozier, William

    2017-10-01

    The number of physician assistant (PA) programs has increased exponentially across the past decade, and the demand for PAs will likely remain strong through 2025. Because of this rapid growth, both new and established PA programs face significant challenges in recruiting experienced educators. We describe the value of using PAs trained through the Interservice Physician Assistant Program (IPAP) as civilian PA educators. The literature on IPAP and its graduates proved too limited to conduct a formal systematic review. We searched the PubMed and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases for works speaking to the value that IPAP-trained PAs may bring to civilian PA training. Those findings were supplemented with informal conversations with IPAP-trained PAs currently employed in the military and those working in civilian PA education. Themes were identified supporting the potential value of IPAP-trained PAs in civilian training. Military PAs work within hierarchical organizations and may transition easily to academic settings. They leave military service not only as highly trained and proficient primary care providers but also as experienced educators. Military PAs must demonstrate professionalism across their entire military careers. They serve as leaders and work in teams, but they are also experienced in negotiating up chains of command. They are trained in and apply the latest innovations in health care delivery and have provided care with a degree of autonomy uncommon in civilian PA practice. The PAs trained through IPAP leave the service with skills and experiences valuable to civilian PA training. Employing these PAs in civilian education honors their service contributions while addressing emerging PA educator workforce demands.

  10. The Preparation of New Teachers for the Profession: Ohio's Resident Educator Program

    Science.gov (United States)

    Gillham, John C.; Evans, Lesley Anne; Williams, Nicole V.

    2016-01-01

    The purpose of this study was to learn if teachers believe their experience with the Resident Educator Program improved their ability to meet the Ohio Standards for the Teaching Profession and increased support and retention. The 189 participants completed a 33 question Likert-based survey and provided more than 406 comments. The findings indicate…

  11. Accreditation of emerging oral health professions: options for dental therapy education programs.

    Science.gov (United States)

    Gelmon, Sherril B; Tresidder, Anna Foucek

    2011-01-01

    The study explored the options for accreditation of educational programs to prepare a new oral health provider, the dental therapist. A literature review and interviews of 10 content experts were conducted. The content experts represented a wide array of interests, including individuals associated with the various dental stakeholder organizations in education, accreditation, practice, and licensure, as well as representatives of non-dental accrediting organizations whose experience could inform the study. Development of an educational accreditation program for an emerging profession requires collaboration among key stakeholders representing education, practice, licensure, and other interests. Options for accreditation of dental therapy education programs include establishment of a new independent accrediting agency; seeking recognition as a committee within the Commission on Accreditation of Allied Health Education Programs; or working with the Commission on Dental Accreditation (CODA) to create a new accreditation program within CODA. These options are not mutually exclusive, and more than one accreditation program could potentially exist. An educational accreditation program is built upon a well-defined field, where there is a demonstrated need for the occupation and for accreditation of educational programs that prepare individuals to enter that occupation. The fundamental value of accreditation is as one player in the overall scheme of improving the quality of higher education delivered to students and, ultimately, the delivery of health services. Leaders concerned with the oral health workforce will need to consider future directions and the potential roles of new oral health providers as they determine appropriate directions for educational accreditation for dental therapy.

  12. Preparing health professions education leaders worldwide: A description of masters-level programs.

    Science.gov (United States)

    Tekian, Ara; Harris, Ilene

    2012-01-01

    Until 1996, there were only 7 masters-level programs in health professions education (HPE); currently, there are 76 such programs. The purpose of this article is to provide information and perspectives about the available masters programs in HPE worldwide, with a focus on their mission, objectives, content, instructional strategies, format, duration, and cost, as well as the similarities and differences among them. A literature and web search was conducted to develop a complete list of programs that offer a masters degree in HPE or closely related areas. Forty three percent [43% (33)] of these programs are in Europe, 20% (15) in North America, 17% (13) in Asia, 7% (5) in Latin America, 5% (4) in the Middle East, 5% (4) in Australia, and 3% (2) in Africa. The mission of these masters programs is to prepare leaders in HPE or sometimes narrowly focusing on clinical or dental education. The content is addressed in core courses and electives, generally grouped under the following headings: curriculum development, instructional methods/teaching and learning, assessment strategies, program evaluation, research design, and sometimes leadership and management. Medical schools sponsor approximately two-thirds of these programs, and the average duration for completion is 2 years. The vast majority of these programs are offered in English. The commonalities among these programs include focus, content, and educational requirements. The variations are mostly in organization and structure. There is a need to establish criteria and mechanisms for evaluation of these programs. The geographic maldistribution of these programs is a major concern.

  13. Examining Attitudes of Physical Education Teacher Education Program Students Toward the Teaching Profession

    Directory of Open Access Journals (Sweden)

    Gunay Yildizer

    2017-09-01

    Full Text Available The purpose of this study was to investigate attitudes of pre-service teachers toward the teaching profession with respect to their gender, grade level, whether participants regularly participate in physical activities, and whether pre-service students have a teacher-parent in their family. Research was conducted on 469 pre-service physical education teachers (Mage=21.35, SDage= 2.49, 188 female (Mage=20.89, SDage= 2.30 and 281 male (Mage=21.66, SDage= 2.57 students from five different universities in Turkey. In this study the “Attitude Scale for the Profession of Physical Education Teaching” was used. It has two factors: “concern for profession” (CP and “affection for profession” (AP. Independent sample t-test results indicated that there were no significant differences with respect to gender or having a teacher-parent in both factors and total attitude points (p> 0.05. Pre-service physical education teachers who participate in physical activity had significantly higher points in AP and the total scale in comparison to those who do not participate in physical activity (p< 0.05. ANOVA results indicated that based on grade level there were significant differences in CP and total attitude (p< 0.05. Students’ concern about employment may be associated with differences in attitude scores between grade levels. The positive effect of physical activity participation and their professional teaching education on stress resilience might also be an important factor for increasing positive attitudes toward the teaching profession.

  14. Faculty Perspectives of the Educational Needs of At-Risk, Underrepresented Minorities in Health Profession Programs

    Science.gov (United States)

    Mann, Catherine

    Disproportionate numbers of underrepresented minorities (URMs) work in health professions as compared to minority representation in the general population. Meeting the health needs of a population is predicated on health provider racial concordance. A qualitative, phenomenological approach was used to explore10 faculty participant's lived experiences, perceptions of roles in the teaching-learning process, and perceptions of at-risk URM (ARURM) student academic support needs. Colaizzi's method was used for data interpretation, revealing four themes. The first theme relates to the perceived under-preparedness of students and related consequences. The second theme represents a perceived lack of awareness and knowledge of students and faculty. The third theme represents the evolving context of the teaching-learning process. The fourth theme reflects a desire to help ARURM students at faculty and institutional levels. Data generated themes guided development of the Academy of Future Health Professionals, a four credit summer-bridge program created to provide ARURM students with additional education and socialization into professional roles. Implications for positive social change include increasing the number of ARURM students admitted to health profession programs of study, which may result in increasing URMs in professional practice, increasing URM professional mentors, and decreasing health disparities of URMs.

  15. Pre-admission factors and utilization of tutoring services in health professions educational programs.

    Science.gov (United States)

    Olivares-Urueta, Mayra; Williamson, Jon W

    2013-01-01

    Pre-admission factors tend to serve as indicators of student success in health professions educational programs, but less is known about the effects that academic assistance programs have on student success. This study sought to determine whether specific pre-admission factors could help to identify students who may require academic support during their health professions education. This retrospective analysis aimed to identify differences in pre-admission variables between those students requiring tutoring and a matched sample of students who did not require tutoring. One-way ANOVA was used to assess differences for dependent variables-age, cumulative GPA (cGPA), science GPA (sGPA), verbal graduate record examination (GRE) score, quantitative GRE score, analytical GRE score and combined GRE score, community college hours, average credit hours per semester, and highest semester credit hour load-across three groups of students who received no tutoring (NT 0 hrs), some tutoring (ST 8 hrs). Total GRE and average semester hours differentiated NT from ST from MT (p<0.05). A linear regression model with these pre-admission factors found only four of the independent variables to be significant (r2=0.41; p<0.05) in predicting hours of tutoring: quantitative GRE, sGPA, cGPA and average semester hours taken. The combination of lower GRE scores and lighter average semester course load were most predictive of the need for academic assistance as defined by hours of tutoring. While the value of the GRE in admissions processes is generally accepted, the average semester hour load in college can also provide important information regarding academic preparation and the need for tutoring services.

  16. Teaching Scholars Programs: Faculty Development for Educators in the Health Professions

    Science.gov (United States)

    Fidler, Donald C.; Khakoo, Rashida; Miller, Lee Ann

    2007-01-01

    Objective: This article 1) provides an overview of formal Health Sciences Teaching Scholars Programs as presented in medical education literature and 2) presents information about an innovative multidiscipline Teaching Scholars Program. Method: Health Sciences Teaching Scholars Programs and similar programs were reviewed in the medical education…

  17. 78 FR 54255 - HRSA's Bureau of Health Professions Advanced Education Nursing Traineeship Program

    Science.gov (United States)

    2013-09-03

    ... Education Nursing Traineeship Program AGENCY: Health Resources and Services Administration (HRSA), HHS... Education Nursing Traineeship (AENT) program. Effective fiscal year (FY) 2014, AENT support for part-time...) nearing graduation, in an effort to expeditiously meet the growing demand for primary care nurse...

  18. A Systematic Review of Reciprocal Peer Tutoring within Tertiary Health Profession Educational Programs

    Directory of Open Access Journals (Sweden)

    Swapnali Gazula

    2017-12-01

    Discussion: Whilst RPT has been found to have a positive impact upon learner experiences, further investigation is required around its use, particularly in assessing learning outcomes in health education programs.

  19. Florida Health Professions Education Profiles.

    Science.gov (United States)

    Florida State Postsecondary Education Planning Commission, Tallahassee.

    This report presents the results of a review of health professions education in Florida and the social and economic forces affecting the supply and demand for health professionals in the state. Individual sections focus on medicine, dentistry, veterinary medicine, pharmacy, public health, nursing, physician assistantship, physical therapy,…

  20. African Journal of Health Professions Education: Contact

    African Journals Online (AJOL)

    African Journal of Health Professions Education: Contact. Journal Home > About the Journal > African Journal of Health Professions Education: Contact. Log in or Register to get access to full text downloads.

  1. Archives: African Journal of Health Professions Education

    African Journals Online (AJOL)

    Items 1 - 21 of 21 ... Archives: African Journal of Health Professions Education. Journal Home > Archives: African Journal of Health Professions Education. Log in or Register to get access to full text downloads.

  2. 76 FR 8748 - Loan Repayment Program for Repayment of Health Professions Educational Loans

    Science.gov (United States)

    2011-02-15

    ... Educational Loans Announcement Type: Initial. CFDA Number: 93.164. DATES: Key Dates: February 25, 2011 first... professional educational loans (undergraduate and graduate) in return for full-time clinical service in Indian... health nursing, dentistry, psychiatry, osteopathy, optometry, pharmacy, psychology, public health, social...

  3. The Caring Professionals Program: educational approaches that integrate caring attitudes and empathic behaviors into health professions education.

    Science.gov (United States)

    Graber, David R; Mitcham, Maralynne D; Coker-Bolt, Patty; Wise, Holly H; Jacques, Paul; Edlunc, Barbara; Annan-Coultas, Dusti

    2012-01-01

    Caring attitudes and empathic behaviors are considered by most Americans to be an essential and intrinsic element of appropriate health care, yet little attention is given to this in the curricula of most healthcare professional training programs. This paper describes an ongoing educational intervention to develop healthcare professionals with caring attitudes and empathic behaviors that will be sustained in their professional practice environments. The Caring Professionals Program was designed to enhance and redesign existing learning experiences in four academic programs: physical therapy, occupational therapy, physician assistant, and nurse practitioner. Students entering in the summer of 2009 were engaged in the initial program and study. Six educational elements were employed in the Caring Professionals Program: experience, reflection, problem-solving, didactic, active participation, and role modeling. Educational interventions were designed to be appropriate to the students' temporal progress through their programs, specifically the early, middle or late stages. The Caring Professionals Program may serve as a model for other allied health schools and also contribute to a college culture that supports caring and humanism.

  4. Work engagement in health professions education.

    Science.gov (United States)

    van den Berg, Joost W; Mastenbroek, Nicole J J M; Scheepers, Renée A; Jaarsma, A Debbie C

    2017-11-01

    Work engagement deserves more attention in health professions education because of its positive relations with personal well-being and performance at work. For health professions education, these outcomes have been studied on various levels. Consider engaged clinical teachers, who are seen as better clinical teachers; consider engaged residents, who report committing fewer medical errors than less engaged peers. Many topics in health professions education can benefit from explicitly including work engagement as an intended outcome such as faculty development programs, feedback provision and teacher recognition. In addition, interventions aimed at strengthening resources could provide teachers with a solid foundation for well-being and performance in all their work roles. Work engagement is conceptually linked to burnout. An important model that underlies both burnout and work engagement literature is the job demands-resources (JD-R) model. This model can be used to describe relationships between work characteristics, personal characteristics and well-being and performance at work. We explain how using this model helps identifying aspects of teaching that foster well-being and how it paves the way for interventions which aim to increase teacher's well-being and performance.

  5. Work engagement in health professions education

    NARCIS (Netherlands)

    van den Berg, Joost W.; Mastenbroek, Nicole J. J. M.; Scheepers, Renee A.; Jaarsma, A. Debbie C.

    2017-01-01

    Work engagement deserves more attention in health professions education because of its positive relations with personal well-being and performance at work. For health professions education, these outcomes have been studied on various levels. Consider engaged clinical teachers, who are seen as better

  6. Professions in Organizations, Professional Work in Education

    Science.gov (United States)

    Vanderstraeten, Raf

    2007-01-01

    Professions are occupational arrangements for dealing with human problems. Professional "people work" requires a certain interactive closeness; face-to-face communication is prominent in professional-client relations. This also seems the case in the educational system. But in education, organization provides the "raison d'etre" of this profession.…

  7. Teacher education policies in conflict with the official curriculum: supervised training and “PIBID”(Institutional Program Initiation to teaching profession

    Directory of Open Access Journals (Sweden)

    Jose Rubens Lima Jardilino

    2014-06-01

    Full Text Available In the framework of government policies designed to teacher training, this article aims to understand the relationship between the curricular training and Institutional program initiation to teaching profession (PIBID both performed at the School. The reflection is the result of observation and ethnography in the field and interviews with education professionals who work at schools where they develop the curricular training and PIBID. The research findings suggest a tenuous relationship, sometimes conflicting between curricular component and government program considering that both have similarities, have differentiated purposes, divided into objectives, legislation and separate funding. We can see a overlap of these activities that take place within the school.

  8. Perception Of Teachers To Education Programs And Interventions As Well As To Their Profession The Case Of Adwa Town Teachers 2013.

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    Workneh Gebreseleassie Adwa

    2015-08-01

    questionnaires were dispatched randomly to Adwa town teachers of ten elementary schools and three secondary schools. Among these 278 89.4 had been returned. Majority 171 61.5 recruited to the profession with interestt0.03. Among those who recruited to the profession interest 8650.3 developed negative attitude later ont0.1. Among those who recruited to the profession without interest 107 38.5 97 90.7 have continued with their negative attitudet0.01.In total among those who recruited with interest or without interest 183 65.8 have developed hatred to the profession later ont0.02. And among these 10155.2 have decided to leave the jobt0.09. Among the programs and interventions introduced by MEO in order to bring quality of education in the country the most recommended one by the teachers that they are bringing quality of education as expected is networking for special help and tutorial 64 31.5. Among those which are not bringing quality of education is continuous professional development 44 24.2 Most respondent teacher 13548.6 are with very great dissatisfaction feeling with the new salary introduced for teachers.Conclusion and recommendations This research work has shown majority of the teachers have dissatisfied with their profession and have developed negative attitude towards it even many of them are preparing to leave it. So it is better to improve the working condition strengthen the implementation of the programs and intervention which are positively recommended and review those which are not recommended. In addition it is better to arrive consensus with the teachers on the given salary scale.

  9. How Health Professions Students Finance Their Education.

    Science.gov (United States)

    Public Health Service (DHEW), Arlington, VA.

    This report was based on a survey to determine how students in the health professions of medicine osteopathy, dentistry, optometry, pharmacy, podiatry, and veterinary medicine financed their educations during the 1970-71 school year. The purpose of this nationwide survey was to provide information on patterns of student expenses and on the sources…

  10. Steps for Strengthening the Health Education Profession

    Science.gov (United States)

    Perales, Daniel

    2012-01-01

    Since its founding in 1950, the Society for Public Health Education (SOPHE) has evolved in response to the changing needs of both the public and the profession. This SOPHE Presidential Address provides a brief review of SOPHE's history and the legacy of its achievements over some 60 years. It also describes how new challenges being created by the…

  11. African Journal of Health Professions Education: Site Map

    African Journals Online (AJOL)

    African Journal of Health Professions Education: Site Map. Journal Home > About the Journal > African Journal of Health Professions Education: Site Map. Log in or Register to get access to full text downloads.

  12. African Journal of Health Professions Education: About this journal

    African Journals Online (AJOL)

    African Journal of Health Professions Education: About this journal. Journal Home > African Journal of Health Professions Education: About this journal. Log in or Register to get access to full text downloads.

  13. Health Professions Education Scholarship Unit Leaders as Institutional Entrepreneurs

    NARCIS (Netherlands)

    Varpio, L.; O'Brien, B.; Durning, S.J.; Vleuten, C. van der; Gruppen, L.; Cate, O. Ten; Humphrey-Murto, S.; Irby, D.M.; Hamstra, S.J.; Hu, W.

    2017-01-01

    PURPOSE: Health professions education scholarship units (HPESUs) are organizational structures within which a group is substantively engaged in health professions education scholarship. Little research investigates the strategies employed by HPESU administrative leaders to secure and maintain HPESU

  14. Doctoral Student Socialization: Educating Stewards of the Physical Education Profession

    Science.gov (United States)

    Russell, Jared; Gaudreault, Karen Lux; Richards, K. Andrew

    2016-01-01

    In preparing the future stewards of the physical education profession, the occupational socialization and professional development of physical education doctoral students is important to consider. To date, there has been scant scholarly inquiry into doctoral education in physical education. However, there is an abundance of research related to…

  15. Profession Dilemmas in the art educational field

    Directory of Open Access Journals (Sweden)

    Eva Lutnæs

    2015-10-01

    Full Text Available The anthology Kunstner eller lærer? Profesjonsdilemmaer i musikk- og kunst­­pedagogisk utdanning (Artist or teacher? Profession Dilemmas in the music and art educational fields is edited by Elin Angelo and Signe Kalsnes. The reviewer concludes there is a label identity construction through the use of terms, including how you choose to position yourself and how you are categorised by others, which makes the book a very valuable contribution to the discussion of the professional dilemma and professional identity of students, teachers and researchers in the art educational fields.

  16. Male Dance Educators in a Female-Dominated Profession

    Science.gov (United States)

    Wright, Golden

    2013-01-01

    Problems in gender equity exist in dance education just as they do in other professions. There is a need for strategic recruitment efforts and research on how to attract more males into the dance profession.

  17. Education, Environmental Attitudes and the Design Professions

    Directory of Open Access Journals (Sweden)

    Traci Rose Rider

    2012-11-01

    Full Text Available As the concept of sustainability continues to become more popular within society, a number of different professions are called on to help champion the movement. With the resources train inflicted by the construction industry alone, dedicated architects and interior designers are important players in forward progress. Though many organizations and associations have been created to help the building industry embrace sustainability both practically and theoretically, theactual implementation of green building practices in construction has been minimal. The main focus of this study is to look at the influence of undergraduate education on designers’ interest in sustainable design. Additional research interest was in environmental attitudes and the impact of interpersonal relations on those attitudes. Self-proclaimed practitioners in the green building industry were surveyed through a specified email list of the U.S. Green Building Council. The survey was web-based and addressed issues including environmental attitudes, undergraduate education and professional training. Dunlap and Catton’s widely-used New Ecological Paradigm scale was included to measure proenvironmental orientation of the professionals. Contrary to the main hypothesis of the study, undergraduate education was not seen by subjects to be a fundamental force in the decision to concentrate on sustainability. A number of educational elements typically seen in environmental education, including interpersonal interactions, were mentioned by subjects as substantially influential and are therefore explored.Keywords: ethics, attitudes, design education

  18. Conceptualising an Approach to Clinical Reasoning In the Education Profession

    Science.gov (United States)

    Kriewaldt, Jeana; Turnidge, Dagmar

    2013-01-01

    An increasing number of teaching qualifications are underpinned by the concept of clinical practice (Alter & Coggshall, 2009; McLean Davies et al., 2013) and draw on clinical education research in the health professions. Teaching as a clinical practice profession is an emergent approach in teacher education. Clinical practice is not a…

  19. Peer tutoring programs in health professions schools.

    Science.gov (United States)

    Santee, Jennifer; Garavalia, Linda

    2006-06-15

    Peer tutoring programs may be one method of maintaining quality of pharmacy education in the face of growing student enrollment and a small faculty body. A critical review of the literature was performed to ascertain whether peer tutoring programs improve or maintain the academic performance of health care professional students. Various electronic databases and abstracts from past American Association of Colleges of Pharmacy's annual meetings were searched to identify pertinent research. Only those articles with quantitative data, an experimental design, and comparative statistical analysis were included for review. Most studies found that peer tutoring had a positive impact on academic performance. These results may not be readily generalizable as there were numerous methodological flaws and limited descriptions of the programs and participants. Studies with better designs and more detail are needed to answer definitively whether peer tutoring is of benefit. Details of what resources were required should be included in the study to allow the reader to determine the feasibility of the intervention.

  20. Editorial | Burch | African Journal of Health Professions Education

    African Journals Online (AJOL)

    African Journal of Health Professions Education. Journal Home · ABOUT THIS JOURNAL · Advanced Search · Current Issue · Archives · Journal Home > Vol 8, No 1 (2016) >. Log in or Register to get access to full text downloads.

  1. The Prato Method: A Guide to the Application of Economic Evaluations in Health Professions Education Research.

    Science.gov (United States)

    Rivers, George; Reeves, Scott; Ilic, Dragan; Foo, Jon; Walsh, Kieran; Maloney, Stephen

    2017-01-01

    The estimation of cost and value in health professions education should involve robust methodologies and decision tools. These methods and tools should be applied consistently and transparently, but more importantly, employed in the appropriate context depending on the availability of data, target estimates, and stakeholder focus. Best practice methodology and application of decision tools will allow for a clearer and more comprehensive understanding of the return on investment of health profession education interventions by shedding greater light on the full opportunity cost of providing programs and the value of such programs to learners and recipients of health care services more broadly. This article provides insight into the basic methods, decision tools, and key evaluation concepts that might be considered for the purpose of undertaking cost and value research in continuing education for health professionals. These methods and decision tools are based on consolidated discussions by the organizing delegates of the inaugural Symposium of the Society for Cost and Value of Health Professions Education, held in Prato, Italy, October 2015. In summary, the application of economic methods and tools used for analyzing health professions education is currently inconsistent. This article provides an overview and recommendations on the use of certain economic methods and tools when evaluating health profession education programs. It also provides a clear understanding of key evaluation concepts important for undertaking an economic review of a program.

  2. Recruiting Hispanics to dietetics: WIC educators' perceptions of the profession.

    Science.gov (United States)

    Heiss, Cynthia J; Henley, Samantha M; Daniluk, Patricia; Rengers, Bruce; Fajardo-Lira, Claudia; Gillette, Cynthia Dormer; Bizeau, Michael

    2012-01-01

    Although Hispanics comprise approximately 12% of the population, only 3% of registered dietitians (RDs) are Hispanic. This pilot study explored non-RD Hispanic Women, Infant and Children (WIC) educators' perceptions of dietetics and identified recruitment strategies to increase Hispanic representation. Hispanic WIC educators (n = 48) completed a questionnaire to determine reasons for not pursuing RD status, reasons Hispanics are underrepresented in dietetics, and recruitment strategies. Thirty-eight percent of respondents planned on becoming an RD; 56% had considered becoming an RD. Eighty-two percent postponed pursing the RD due to expense and 65% due to life circumstances. Reasons cited for underrepresentation of Hispanics in the field included lack of knowledge about dietetics, lack of Hispanic role models, and length and expense of training. Suggested recruitment strategies included scholarships, mentoring programs, and awareness campaigns with schools and community-based organizations serving Hispanics. Many WIC educators are interested in becoming RDs, but barriers prevent them from pursing the necessary education and training. To support WIC educators in becoming RDs, the length and expense of the education/ training should be addressed. Increasing awareness of the profession in the Hispanic community and providing financial support would help recruit more Hispanics to the dietetics major.

  3. Critical thinking in health professions education: summary and consensus statements of the Millennium Conference 2011.

    Science.gov (United States)

    Huang, Grace C; Newman, Lori R; Schwartzstein, Richard M

    2014-01-01

    Critical thinking is central to the function of health care professionals. However, this topic is not explicitly taught or assessed within current programs, yet the need is greater than ever, in an era of information explosion, spiraling health care costs, and increased understanding about metacognition. To address the importance of teaching critical thinking in health professions education, the Shapiro Institute for Education and Research and the Josiah Macy Jr. Foundation jointly sponsored the Millennium Conference 2011 on Critical Thinking. Teams of physician and nurse educators were selected through an application process. Attendees proposed strategies for integrating principles of critical thinking more explicitly into health professions curricula. Working in interprofessional, multi-institutional groups, participants tackled questions about teaching, assessment, and faculty development. Deliberations were summarized into consensus statements. Educational leaders participated in a structured dialogue about the enhancement of critical thinking in health professions education and recommend strategies to teach critical thinking.

  4. Dilemmas of Representation: Patient Engagement in Health Professions Education.

    Science.gov (United States)

    Rowland, Paula; Kumagai, Arno K

    2017-10-24

    The role of the patient in bedside teaching has long been a matter of consideration in health professions education. Recent iterations of patient engagement include patients as storytellers, members of curriculum planning committees, guest lecturers, and health mentors. While these forms of patient engagement are reported to have many benefits for learners, educators, and the patients themselves, there is concern that such programs may not be representative of the diversity of patients that health care professionals will encounter throughout their careers. This problem of representation has vexed not only educators but also sociologists and political scientists studying patients' and the public's involvement in arenas such as health services research, policy, and organizational design.In this Perspective, the authors build on these sociological and political science approaches to expand our understanding of the problem of representation in patient engage-ment. In doing so, the authors' reconfiguration of the problem sheds new light on the dilemma of representation. They argue for an understanding of representation that not only is inclusive of who is being represented but that also takes seriously what is being represented, how, and why. This argument has implications for educators, learners, administrators, and patient participants.

  5. Encouraging Students to Consider Music Education as a Future Profession

    Science.gov (United States)

    Porter, Ann M.; Payne, Phillip D.; Burrack, Frederick W.; Fredrickson, William E.

    2017-01-01

    The purpose of this study was to examine the attitudes, communication, and opportunities provided by music teachers to encourage consideration of the music teaching profession. Survey participants (N = 436) were music educators from the Southeast (235), Midwest (51), and Southwest (149) National Association for Music Education regions of the…

  6. Umuganda for improved health professions education in Rwanda ...

    African Journals Online (AJOL)

    Background: Investing in health professions education is widely known to improve the overall health outcomes ... ucation at the College of Medicine and Health Sciences, University of Rwanda, towards more socially accountable education. Methodology: Literature review and ..... ca, 1993 Nobel Peace Prize laureate.

  7. The changing academic profession in higher education and new ...

    African Journals Online (AJOL)

    The changing academic profession in higher education and new managerialism and corporatism in South Africa. I Ntshoe, P Higgs, LG Higgs, CC Wolhuter. Abstract. No Abstract. South African Journal of Higher Education Vol. 22 (2) 2008: pp. 391-403. Full Text: EMAIL FULL TEXT EMAIL FULL TEXT · DOWNLOAD FULL ...

  8. Health Professions Education Scholarship Unit Leaders as Institutional Entrepreneurs.

    Science.gov (United States)

    Varpio, Lara; O'Brien, Bridget; J Durning, Steven; van der Vleuten, Cees; Gruppen, Larry; Ten Cate, Olle; Humphrey-Murto, Susan; Irby, David M; Hamstra, Stanley J; Hu, Wendy

    2017-08-01

    Health professions education scholarship units (HPESUs) are organizational structures within which a group is substantively engaged in health professions education scholarship. Little research investigates the strategies employed by HPESU administrative leaders to secure and maintain HPESU success. Using institutional entrepreneurship as a theoretical lens, this study asks: Do HPESU administrative leaders act as institutional entrepreneurs (IEs)? This study recontextualizes two preexisting qualitative datasets that comprised interviews with leaders in health professions education in Canada (2011-2012) and Australia and New Zealand (2013-1014). Two researchers iteratively analyzed the data using the institutional entrepreneurship construct until consensus was achieved. A third investigator independently reviewed and contributed to the recontextualized analyses. A summary of the analyses was shared with all authors, and their feedback was incorporated into the final interpretations. HPESU leaders act as IEs in three ways. First, HPESU leaders construct arguments and position statements about how the HPESU resolves an institution's problem(s). This theorization discourse justifies the existence and support of the HPESU. Second, the leaders strategically cultivate relationships with the leader of the institution within which the HPESU sits, the leaders of large academic groups with which the HPESU partners, and the clinician educators who want careers in health professions education. Third, the leaders work to increase the local visibility of the HPESU. Practical insights into how institutional leaders interested in launching an HPESU can harness these findings are discussed.

  9. Self-Efficacy: Its Effects on Physical Education Teacher Candidates' Attitudes toward the Teaching Profession

    Science.gov (United States)

    Eroglu, Cihan; Unlu, Huseyin

    2015-01-01

    This study's main aim was to determine physical education (PE) teacher candidates' self-efficacy levels and attitudes toward the PE teaching profession. Designed on a survey model, this study was conducted during the 2011-2012 academic year. A total of 601 PE teacher candidates studying in the PE and sports teaching programs of six different…

  10. Umuganda for improved health professions education in Rwanda ...

    African Journals Online (AJOL)

    Umuganda for improved health professions education in Rwanda: Past, present and future in the training of health professionals at the University of Rwanda. ... Furthermore, innovative teaching methods were introduced to increase numbers of students.. In 2015 several international conferences were organised by the ...

  11. Rethinking Health Professions Education through the Lens of Interprofessional Practice and Education

    Science.gov (United States)

    Brandt, Barbara F.

    2018-01-01

    Using adult learning principles, health professions educators are well positioned to create interprofessional learning systems for collaborative, team-based practice in the transforming health-care system.

  12. African Journal of Health Professions Education

    African Journals Online (AJOL)

    Research: Learning outcomes of occupational therapy and physiotherapy students during their community-based education attachment · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. T. Ndlovu, T.M. Chikwanha, N. Munambah, 189-193 ...

  13. Teaching evidence-based practice in a distance education occupational therapy doctoral program: strategies for professional growth and advancing the profession.

    Science.gov (United States)

    Reynolds, Stacey

    2010-01-01

    ABSTRACT The Centennial Vision of the American Occupational Therapy Association (AOTA) projects that by 2017 all occupational therapy (OT) practice areas will be supported by evidence. Achieving this goal requires preparing clinicians with the skills to assimilate, analyze, and apply research to their areas of practice and communicate the value of OT services to consumers and payers. These skills are at the heart of evidence-based practice (EBP). Educators must be prepared to teach EBP skills in both entry-level and postprofessional programs. This article outlines how EBP can be taught to postprofessional occupational therapy clinical doctoral students using a distance education format. Key features of a successful EBP course include having access to full-text electronic articles, opportunities for students to explore the literature in their own areas of interest, consistent and timely feedback on written work and discussion topics, and opportunities to collaborate with peers.

  14. A Framework for Integrating Implicit Bias Recognition Into Health Professions Education.

    Science.gov (United States)

    Sukhera, Javeed; Watling, Chris

    2018-01-01

    Existing literature on implicit bias is fragmented and comes from a variety of fields like cognitive psychology, business ethics, and higher education, but implicit-bias-informed educational approaches have been underexplored in health professions education and are difficult to evaluate using existing tools. Despite increasing attention to implicit bias recognition and management in health professions education, many programs struggle to meaningfully integrate these topics into curricula. The authors propose a six-point actionable framework for integrating implicit bias recognition and management into health professions education that draws on the work of previous researchers and includes practical tools to guide curriculum developers. The six key features of this framework are creating a safe and nonthreatening learning context, increasing knowledge about the science of implicit bias, emphasizing how implicit bias influences behaviors and patient outcomes, increasing self-awareness of existing implicit biases, improving conscious efforts to overcome implicit bias, and enhancing awareness of how implicit bias influences others. Important considerations for designing implicit-bias-informed curricula-such as individual and contextual variables, as well as formal and informal cultural influences-are discussed. The authors also outline assessment and evaluation approaches that consider outcomes at individual, organizational, community, and societal levels. The proposed framework may facilitate future research and exploration regarding the use of implicit bias in health professions education.

  15. The history of the veterinary profession and education in Indonesia.

    Science.gov (United States)

    Priosoeryanto, Bambang Pontjo; Arifiantini, Iis

    2014-01-01

    The beginning of the veterinary profession in Indonesia dates back to the middle of the 19th century. During the Dutch colonization period a development program for large ruminants was started by the 'Nederlandsch-Indië' government. In 1907 this government established a veterinary laboratory, planned by Dr. J.K.F. de Does. The laboratory was then merged with a veterinary training course for Indonesian (bumiputera) 'veterinarians' named 'Cursus tot Opleiding van Inlandsche Veeartsen'. In 1910 the name of the training course was changed to 'Inlandsche Veeartsenschool', and in 1914 the school was named 'Nederlandsch-Indische Veeartsenijschool' (NIVS). During the Japanese occupation (1942-1945) the veterinary school was named 'Bogor Semon Zui Gakko'. After the declaration of independence by Indonesia in August 1945, it became the High School of Veterinary Education. In 1946 the curriculum was extended from 4 to 5 years. Thereafter the school was closed and re-opened a few times due to the changing political circumstances. In 1947 the first Faculty of Veterinary Medicine ('Diergeneeskundige Faculteit') of the University of Indonesia was established in the former building of NIVS at Taman Kencana Campus in Bogor. Between 1948 and 1963, four more veterinary faculties were established in Indonesia: Gajah Mada, Syiahkuala, Airlangga and Udayana. The Indonesian Veterinary Medical Association (IVMA) was established on January 9, 1953. The membership now exceeds 20,000 veterinarians and the association has 15 special interest groups. Since 2008, five new faculties of veterinary medicine have been established, bringing the total to 10.

  16. Teacher Education Graduates' Choice (Not) to Enter the Teaching Profession: Does Teacher Education Matter?

    Science.gov (United States)

    Rots, Isabel; Aelterman, Antonia; Devos, Geert

    2014-01-01

    In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is…

  17. "How to do things with words" in health professions education.

    Science.gov (United States)

    Ruitenberg, Claudia W; Towle, Angela

    2015-10-01

    This paper reports on a qualitative study of journal entries written by students in six health professions participating in the Interprofessional Health Mentors program at the University of British Columbia, Canada. The study examined (1) what health professions students learn about professional language and communication when given the opportunity, in an interprofessional group with a patient or client, to explore the uses, meanings, and effects of common health care terms, and (2) how health professional students write about their experience of discussing common health care terms, and what this reveals about how students see their development of professional discourse and participation in a professional discourse community. Using qualitative thematic analysis to address the first question, the study found that discussion of these health care terms provoked learning and reflection on how words commonly used in one health profession can be understood quite differently in other health professions, as well as on how health professionals' language choices may be perceived by patients and clients. Using discourse analysis to address the second question, the study further found that many of the students emphasized accuracy and certainty in language through clear definitions and intersubjective agreement. However, when prompted by the discussion they were willing to consider other functions and effects of language.

  18. The Health Professions Education Pathway: Preparing Students, Residents, and Fellows to Become Future Educators.

    Science.gov (United States)

    Chen, H Carrie; Wamsley, Maria A; Azzam, Amin; Julian, Katherine; Irby, David M; O'Sullivan, Patricia S

    2017-01-01

    Training the next generation of health professionals requires leaders, innovators, and scholars in education. Although many medical schools and residencies offer education electives or tracks focused on developing teaching skills, these programs often omit educational innovation, scholarship, and leadership and are narrowly targeted to one level of learner. The University of California San Francisco created the Health Professions Education Pathway for medical students, residents, and fellows as well as learners from other health professional schools. The Pathway applies the theoretical framework of communities of practice in its curricular design to promote learner identity formation as future health professions educators. It employs the strategies of engagement, imagination, and alignment for identity formation. Through course requirements, learners engage and work with members of the educator community of practice to develop the knowledge and skills required to participate in the community. Pathway instructors are faculty members who model a breadth of educator careers to help learners imagine personal trajectories. Last, learners complete mentored education projects, adopting scholarly methods and ethics to align with the broader educator community of practice. From 2009 to 2014, 117 learners participated in the Pathway. Program evaluations, graduate surveys, and web-based searches revealed positive impacts on learner career development. Learners gained knowledge and skills for continued engagement with the educator community of practice, confirmed their career aspirations (imagination), joined an educator-in-training community (engagement/imagination), and disseminated via scholarly meetings and peer-reviewed publications (alignment). Learners identified engagement with the learner community as the most powerful aspect of the Pathway; it provided peer support for imagining and navigating the development of their dual identities in the clinician and educator

  19. The Shrinking of Formalized Nutrition Education in Health Professions Curricula and Postgraduate Training.

    Science.gov (United States)

    Sacks, Gordon S

    2017-02-01

    The quantity of formalized nutrition education is shrinking in curricula of health professions, such as physicians, nurses, dietitians, and pharmacists. The current nutrition education being taught in U.S. schools of healthcare professionals does not appropriately prepare students for identification of patients at nutrition risk or management of undernourished hospitalized patients with specialized nutrition therapies. In U.S. schools of pharmacy, parenteral nutrition is considered a highly specialized and advanced practice so little time is devoted to this area and more attention is focused on chronic disease state management (ie, hypertension, diabetes mellitus, and congestive heart failure). Nutrition support fellowships for physicians and nutrition support residency programs for pharmacists have dwindled in number over the years so that only a handful of these healthcare professionals are produced each year from the remaining formalized programs. Physicians, nurses, pharmacists, and dietitians can positively affect patient care, but each profession must first determine how best to integrate basic and applied nutrition concepts into their professional curricula and training programs. There must also be consensus among the healthcare professions as to the depth of nutrition education and the stage of training at which these integrations should occur. Only by having these crucial conversations among all disciplines will we be able to develop new strategies to expand nutrition education in the training of future medical practitioners.

  20. Historical development of health professions' education in the Arab world.

    Science.gov (United States)

    Kronfol, N M

    2012-11-01

    This paper reviews the historical development of health professions' education in the Arab countries and highlights the role that the World Health Organization has played in the support of the health workforce. Challenges such as the migration of health professionals, the need for additional educational opportunities in public health and in the management of health services and the need to adapt education to address the needs of society are discussed. Efforts are needed to develop further the quality and relevance of education and to address the needs of the health systems and the welfare of communities. The production of research in cooperation with policy-makers to enhance decisions and policies based on evidence needs increased attention.

  1. Motivation in Times of Change: Women and Educational Professions

    Directory of Open Access Journals (Sweden)

    Risa R. Simanjuntak

    2010-04-01

    Full Text Available Motivation is a complex issue, in which theorists have tried to approach. Among the classifications are content theories, process theories and integrated theories. Women’s world is also complex, where multiple roles involve motivations and lead to different actions. This makes women perfect examples for management in times of change. Article discusses examples of motivation and management in times of change. Subjects of this study primarily are women lecturers and middle managers in educational field of professions. This study also involves qualitative means of data collection with two questions to lead discussions: What has driven you to be lecturers/educators?; What will make you continue become lecturers/educators? Analysis were conducted based on the studies done by Coleman, Ninomiya & Okato,and. Mwamwenda. It is concluded that women have multiple rather than single factors to motivate them in the profession. It is also agreed that leaders with feminine qualities as well as sensitive to culture are more preferable than those who are absent with them.

  2. Investigation of Pedagogical Formation Certification Program Students’ Attitudes Towards Teaching Profession in Terms Of Some Variables

    Directory of Open Access Journals (Sweden)

    Zeynep DEMİRTAŞ

    2016-01-01

    Full Text Available The aim of the current study is to determine the attitudes of students who have training on pedagogical formation in order to be assigned as a teacher towards teaching profession. Within the scope of this general aim the following question is sought an answer: Do pedagogical formation certification program students’ attitudes towards teaching profession change significantly in terms of (1 gender, (2 level of education (grade or graduation (3 department (studying or graduated, (4 faculty/ high school (studying or graduated variables? The present study has the characteristics of descriptive survey model. The participants include 644 students who take pedagogical formation at 2010- 2011 Academic year Spring term at Sakarya University’s Faculty of Education and who are studying at or graduated from Faculty of Arts and Sciences, Faculty of Fine Arts, Faculty of Theology, School of Physical Education and Sports, Health High School, and School of State Conservatory. Attitude Scale towards Teaching Profession (ASTP, developed by Üstüner (2006, is used as a data collection tool. In order to determine whether total scores obtained from data collection tools differ in terms of variables or not T test, analysis of variance, Mann Whitney U Test and Kruskal Wallis H-test are conducted. According to results, the attitudes of students, taking pedagogical formation, towards teaching profession show significant differences in the sense of faculty/ high school variable and do not show a significant difference with regard to gender and level of education variables. Moreover, attitude scores of students differ in accordance with Faculty of Arts and Sciences and Health High School and do not differ with regards to other departments in other faculties or high schools.

  3. Transnational collaboration for faculty development in health professions education in Mongolia.

    Science.gov (United States)

    Yoon, Hyun Bae; Shin, Jwa-Seop; Lee, Seung-Hee; Kim, Do-Hwan; Sung, Minsun; Amgalan, Nomin; Chinzorig, Tselmuun

    2016-12-01

    The Mongolian National University of Medical Sciences is the only national university in Mongolia and has produced more than 90% of health professionals in the country. Experts from Mongolia and Korea embarked on a collaborative effort to develop educational programs for faculty development based on the personal and professional needs of faculty members. This study aimed to evaluate the outcomes of those educational programs to determine whether this transnational collaboration was successful. A needs assessment survey was conducted among 325 faculty members. Based on the results of this survey, the joint expert team developed educational programs on seven core topics: clinical teaching, curriculum development, e-learning, item writing, medical research, organizational culture, and resident selection. Surveys evaluating the satisfaction and the attitudes of the participants were conducted for each program. Throughout the 17-day program, 16 experts from Korea and 14 faculty members from Mongolia participated as instructors, and a total of 309 participants attended the program. The average satisfaction score was 7.15 out of 8.0, and the attitudes of the participants towards relevant competencies significantly improved after each educational program. The faculty development programs that were developed and implemented as part of this transnational collaboration between Mongolia and Korea are expected to contribute to the further improvement of health professions education in Mongolia. Future studies are needed to evaluate the long-term outcomes of these educational programs.

  4. Education, Measurement and the Professions: Reclaiming a Space for Democratic Professionality in Education

    Science.gov (United States)

    Biesta, Gert

    2017-01-01

    In this article, I explore the impact of the contemporary culture of measurement on education as a professional field. I focus particularly on the democratic dimensions of professionalism, which includes both the democratic qualities of professional action in education itself and the way in which education, as a profession, supports the wider…

  5. Educational Profession>The Problem of Understanding the Evolving Concept of Educational Profession : Focusing on the studies from '80s

    OpenAIRE

    福嶋, 尚子

    2013-01-01

    The aim of this paper is to describe the present condition of studies on the concept of educational profession and to present the significance and potential of this feature article. The studies from the “concept approach” have been stagnant, and some characteristics constituting the concept of educational profession, such as the professional autonomy of teachers concerning working and educational conditions and the code of ethics, have not been raised. The “actual condition approach” and the ...

  6. Changes and demands in the higher education sector are increasingly making advanced degree medical physics programs non-viable and the profession will have to develop a new model for delivering such education.

    Science.gov (United States)

    Fielding, Andrew; Prisciandaro, Joann I; Orton, Colin G

    2017-11-01

    At universities, advanced degree programs in Medical Physics tend to have relatively few students compared to, for example, programs in other Physics sub-specialties. This tends to make them relatively more expensive to operate and, since universities are always looking for ways to reduce costs, there is some concern that such programs will cease to be affordable and other ways to educate medical physicists should be developed. This is the premise debated in this month's Point/Counterpoint. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

  7. Exploring the institutional logics of health professions education scholarship units.

    Science.gov (United States)

    Varpio, Lara; O'Brien, Bridget; Hu, Wendy; Ten Cate, Olle; Durning, Steven J; van der Vleuten, Cees; Gruppen, Larry; Irby, David; Humphrey-Murto, Susan; Hamstra, Stanley J

    2017-07-01

    Although health professions education scholarship units (HPESUs) share a commitment to the production and dissemination of rigorous educational practices and research, they are situated in many different contexts and have a wide range of structures and functions. In this study, the authors explore the institutional logics common across HPESUs, and how these logics influence the organisation and activities of HPESUs. The authors analysed interviews with HPESU leaders in Canada (n = 12), Australia (n = 21), New Zealand (n = 3) and the USA (n = 11). Using an iterative process, they engaged in inductive and deductive analyses to identify institutional logics across all participating HPESUs. They explored the contextual factors that influence how these institutional logics impact each HPESU's structure and function. Participants identified three institutional logics influencing the organisational structure and functions of an HPESU: (i) the logic of financial accountability; (ii) the logic of a cohesive education continuum, and (iii) the logic of academic research, service and teaching. Although most HPESUs embodied all three logics, the power of the logics varied among units. The relative power of each logic influenced leaders' decisions about how members of the unit allocate their time, and what kinds of scholarly contribution and product are valued by the HPESU. Identifying the configuration of these three logics within and across HPESUs provides insights into the reasons why individual units are structured and function in particular ways. Having a common language in which to discuss these logics can enhance transparency, facilitate evaluation, and help leaders select appropriate indicators of HPESU success. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  8. Professionalism education should reflect reality: findings from three health professions.

    Science.gov (United States)

    Burford, Bryan; Morrow, Gill; Rothwell, Charlotte; Carter, Madeline; Illing, Jan

    2014-04-01

    Despite a growing and influential literature, 'professionalism' remains conceptually unclear. A recent review identified three discourses of professionalism in the literature: the individual; the interpersonal, and the societal-institutional. Although all have credibility and empirical support, there are tensions among them. This paper considers how these discourses reflect the views of professionalism as they are expressed by students and educator-practitioners in three health care professions, and their implications for education. Twenty focus groups were carried out with 112 participants, comprising trainee and educator paramedics, occupational therapists and podiatrists. The focus group discussions addressed participants' definitions of professionalism, the sources of their perceptions, examples of professional and unprofessional behaviour, and the point at which participants felt one became 'a professional'. Analysis found views of professionalism were complex, and varied within and between the professional groups. Participants' descriptions of professionalism related to the three discourses. Individual references were to beliefs or fundamental values formed early in life, and to professional identity, with professionalism as an aspect of the self. Interpersonal references indicated the definition of 'professional' behaviour is dependent on contextual factors, with the meta-skill of selecting an appropriate approach being fundamental. Societal-institutional references related to societal expectations, to organisational cultures (including management support), and to local work-group norms. These different views overlapped and combined in different ways, creating a complex picture of professionalism as something highly individual, but constrained or enabled by context. Professionalism is grown, not made. The conceptual complexity identified in the findings suggests that the use of 'professionalism' as a descriptor, despite its vernacular accessibility, may be

  9. Is Language Teaching a Profession?(Exploring the Evolving Goals of English Education)

    OpenAIRE

    DAVID CHARLES, NUNAN; Hong Kong大学; University of Hong Kong

    2005-01-01

    In this presentation, I will consider the issue of whether or not language teaching constitutes a profession. What is a profession, and what is meant by professionalism? According to the Cobuild Dictionary, "a profession is a type of job that requires advanced education and training." The Newbury House Dictionary defines professionalism as "the qualities of competence and integrity demonstrated by the best people in the field." In this presentation, I would like to explore these questions in ...

  10. TESOL, A Profession That Eats its Young: The Importance of Reflective Practice in Language Teacher Education

    Directory of Open Access Journals (Sweden)

    Thomas SC Farrell

    2016-10-01

    Full Text Available The field of teaching English to speakers of other languages (TESOL is similar to other fields in that we must not take it for granted that novice teachers will survive their first year without some kind of support. This paper outlines how three novice ESL teachers in Canada survived their first year without any support from the school they were placed. Specifically, the paper outlines how they, with the aid of a facilitator, engaged in reflective practice by using a framework for reflecting on practice to help them navigate complex issues and challenges they faced during their first year of teaching. Had they not engaged in such structured reflection during their first year, they would have probably become another statistic of those who quit the profession and contribute to the growing perception that TESOL is a profession that eats its young. The paper suggests that language teacher educators and novice teachers should not just wait until their first year to learn the skills of reflective practice but should do so much earlier in their teacher education programs so that they can be better prepared for the transition from their teacher education programs to the first year of teaching.

  11. Educational Requirements for Entry-Level Practice in the Profession of Nutrition and Dietetics

    Science.gov (United States)

    Abad-Jorge, Ana

    2012-01-01

    The profession of nutrition and dietetics has experienced significant changes over the past 100 years due to advances in nutrition science and healthcare delivery. Although these advances have prompted changes in educational requirements in other healthcare professions, the requirements for entry-level registered dietitians have not changed since…

  12. Teamwork: Education for Entrants to the Environment Professions

    Science.gov (United States)

    Meehan, Barry; Thomas, Ian

    2006-01-01

    Numerous reports over recent years emphasise the importance of teamwork training in undergraduate programs in environment education at tertiary level. This paper describes a project undertaken by a team of final year undergraduate environment students from four faculties at RMIT University in Australia working on a multi-disciplinary environment…

  13. Graduate health professions education: an interdisciplinary university - community partnership model 1996 - 2001.

    Science.gov (United States)

    Brown, Deborah; Behringer, Bruce; Smith, Patricia; Townsend, Tom; Wachs, Joy; Stanifer, Larry; Goodrow, Bruce

    2003-07-01

    In 1996, East Tennessee State University (ETSU) reinforced its historical commitment to multidisciplinary community engagement by developing a graduate level community partnerships program in the Division of Health Sciences. While the university's earlier health partnership efforts relied primarily on curricular innovation, the approach to graduate health professions education was to seed a series of curricular enhancements and interdisciplinary, community-based learning experiences and service into traditional curricula. This paper presents the experience of one school in crafting a regional network that became the basis of a division-wide graduate level teaching and learning initiative. Carefully selected planning and implementation techniques enabled multidisciplinary practitioners and community members from across a 20-county region to participate with university faculty in training ETSU learners in community-based medical care. By year four of the project, curricular "enhancements" were institutionalized in over five departments across the Division and engaged 1160 medical residents and graduate learners in a give - get model of health education. Programme evaluation methodology was collaboratively defined and documentation of programme effort and outcomes regularly reported and strategically reviewed. Programme evaluation demonstrates mutual benefit to community and university. Faculty involvement in programme activity increased fourfold and community involvement in training of health professions graduate learners increased threefold by year four. Educational innovations were adopted into traditional curricula, thousands of hours of clinical services were provided to underserved communities and the university-community team forged by network links continues to promote multidisciplinary interests through joint public policy endeavors.

  14. African Journal of Health Professions Education - Vol 7, No 1 (2015)

    African Journals Online (AJOL)

    knowing'? EMAIL FREE FULL TEXT EMAIL FREE FULL ... Strategies to include sexual orientation and gender identity in health professions education · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD ...

  15. How does Student Interest Influence Their Participation Pursuing Accounting Educational Profession?

    Directory of Open Access Journals (Sweden)

    Ika Dewi Hartutik

    2016-08-01

    Full Text Available This purpose of this study is to determine the effect of career motivation, motivation quality, economic motivation, social motivation, and motivation on the interest of accounting students to enroll in education programs designed to produce professional accountants. Data analysis here involves descriptive statistics, classical assumptions, and hypothesis testing with multiple linear regression analysis. The results of the study clearly show (1 the motivation of career affects the interest of accounting students to follow PPAk; (2 quality motivation does not affect the interest of accounting students to follow PPAk; (3 economic motivation does not affect the interest of accounting students to follow PPAk; (4 social motivation does not affect the interest of accounting students to follow PPAk; (5 the degree motivation does not affect the interest of accounting students to follow PPAk.   Keywords: motivation, interests, education accounting profession, PPAk

  16. Educators or Babysitters? Daycare Caregivers Reflect on Their Profession

    Science.gov (United States)

    Shpancer, Noam; Dunlap, Brandi; Melick, Katherine M.; Coxe, Kelly; Kuntzman, Devon; Sayre, Pamela S.; Toto, Christine; Spivey, Aria T.

    2008-01-01

    Forty-nine caregivers in eight daycare centres were interviewed about their daycare experiences, their own childcare decisions and practices, and their views of how their profession is perceived by society. Results suggest that: caregivers comment positively on the process elements of their work, such as their enjoyment and love of children, and…

  17. Criteria for social media-based scholarship in health professions education.

    Science.gov (United States)

    Sherbino, Jonathan; Arora, Vineet M; Van Melle, Elaine; Rogers, Robert; Frank, Jason R; Holmboe, Eric S

    2015-10-01

    Social media are increasingly used in health professions education. How can innovations and research that incorporate social media applications be adjudicated as scholarship? To define the criteria for social media-based scholarship in health professions education. In 2014 the International Conference on Residency Education hosted a consensus conference of health professions educators with expertise in social media. An expert working group drafted consensus statements based on a literature review. Draft consensus statements were posted on an open interactive online platform 2 weeks prior to the conference. In-person and virtual (via Twitter) participants modified, added or deleted draft consensus statements in an iterative fashion during a facilitated 2 h session. Final consensus statements were unanimously endorsed. A review of the literature demonstrated no existing criteria for social media-based scholarship. The consensus of 52 health professions educators from 20 organisations in four countries defined four key features of social media-based scholarship. It must (1) be original; (2) advance the field of health professions education by building on theory, research or best practice; (3) be archived and disseminated; and (4) provide the health professions education community with the ability to comment on and provide feedback in a transparent fashion that informs wider discussion. Not all social media activities meet the standard of education scholarship. This paper clarifies the criteria, championing social media-based scholarship as a legitimate academic activity in health professions education. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  18. 76 FR 68770 - Proposed Eligibility Criteria for the Centers of Excellence Program in Health Professions...

    Science.gov (United States)

    2011-11-07

    ... graduate degree in Behavioral or Mental Health from the school of discipline, the proposed graduation rate... students from all levels of the education pipeline to pursue health professions careers. Such schools are... Education for Under-Represented Minority Individuals AGENCY: Health Resources and Services Administration...

  19. Faculty development projects for international health professions educators: Vehicles for institutional change?

    Science.gov (United States)

    Burdick, William P; Friedman, Stacey R; Diserens, Deborah

    2012-01-01

    Projects are an important tool in faculty development, and project emphasis may offer insights into perceived education priorities. Impact of projects has been focused on individuals, not institutions or health. Education innovation projects of Fellows in an international faculty development program were examined to better understand perceived needs in health professions education and institutional impact of projects. Four hundred and thirty-five projects were analyzed to identify focus areas. Fellows were asked to identify changes in their schools and communities resulting from their projects. New education methods and curriculum change were common project focus areas. Regional differences were evident with a higher percentage of education methods projects by Fellows residing in India (52%), compared with South Africa (25%) and Brazil (24%). Fifty-six percent of projects were incorporated into the curriculum and/or incorporated as institutional policy. One-third to two-thirds of respondents noted improved teaching quality, collaboration, education research interest, assessment, student performance, and curriculum alignment with community health needs. National differences in project focus may offer insight into local conditions and needs. High rates of diffusion of projects and impact on faculty, students, and curriculum suggest that faculty development projects may be a strategy for institutional change in resource limited environments.

  20. NASA's educational programs

    Science.gov (United States)

    Brown, Robert W.

    1990-01-01

    The educational programs of NASA's Educational Affairs Division are examined. The problem of declining numbers of science and engineering students is reviewed. The various NASA educational programs are described, including programs at the elementary and secondary school levels, teacher education programs, and undergraduate, graduate, and university faculty programs. The coordination of aerospace education activities and future plans for increasing NASA educational programs are considered.

  1. Acquired and Participatory Competencies in Health Professions Education: Definition and Assessment in Global Health.

    Science.gov (United States)

    Eichbaum, Quentin

    2017-04-01

    Many health professions education programs in high-income countries (HICs) have adopted a competency-based approach to learning. Although global health programs have followed this trend, defining and assessing competencies has proven problematic, particularly in resource-constrained settings of low- and middle-income countries (LMICs) where HIC students and trainees perform elective work. In part, this is due to programs failing to take sufficient account of local learning, cultural, and health contexts.A major divide between HIC and LMIC settings is that the learning contexts of HICs are predominantly individualist, whereas those of LMICs are generally collectivist. Individualist cultures view learning as something that the individual acquires independent of context and can possess; collectivist cultures view learning as arising dynamically from specific contexts through group participation.To bridge the individualist-collectivist learning divide, the author proposes that competencies be classified as either acquired or participatory. Acquired competencies can be transferred across contexts and assessed using traditional psychometric approaches; participatory competencies are linked to contexts and require alternative assessment approaches. The author proposes assessing participatory competencies through the approach of self-directed assessment seeking, which includes multiple members of the health care team as assessors.The proposed classification of competencies as acquired or participatory may apply across health professions. The author suggests advancing participatory competencies through mental models of sharing. In global health education, the author recommends developing three new competency domains rooted in participatory learning, collectivism, and sharing: resourceful learning; transprofessionalism and transformative learning; and social justice and health equity.

  2. Improving cross-cultural communication in health professions education.

    Science.gov (United States)

    Murphy, Sharon T; Censullo, Meredith; Cameron, Donna D; Baigis, Judith A

    2007-08-01

    In the District of Columbia, health education programs are required for all students, yet inner-city elementary public charter schools do not have enough funding to hire nursing personnel in their schools to provide such programs to their students. Therefore, some public charter school administrators partner with community agencies to bring additional cost-free resources to their schools. However, collaborative and partnership activities in DC can be fraught with racial strife. This article describes the partnership between the Georgetown University School of Nursing & Health Studies, the School of Medicine, and select DC elementary schools and presents a specific example of one partnership between the University and an elementary public charter school. The article describes a communication breakdown between the predominately Caucasian nursing and medical students and the predominately African American faculty, staff, and students of the public charter school, with suggestions about how to avoid and overcome such conflicts in the future.

  3. HIGHER EDUCATION, ONLINE TUTORING AND THE TEACHING PROFESSION

    Directory of Open Access Journals (Sweden)

    Luis Roberto de Camargo Ribeiro

    2009-12-01

    Full Text Available This article brings the analysis of a study—of a descriptive-analytical nature—about online tutoring, some of its characteristics and peculiarities as compared to face-to-face education. To this end it analyzes the results of an online questionnaire answered by 222 tutors pertaining to programs offered at Universidade Federal de São Carlos (UFSCar in partnership with Universidade Aberta do Brasil (UAB and Brazilian townships. The analysis focused on tutors’ characteristics (e.g., sex, education background and teaching experience, their work organization and activities, the division of labor (between tutors and teachers responsible for subjects, and their perceptions about the nature of tutoring and education at a distance (DE. This study is chiefly based on authors such as Lortie, Tardif, and Shulman—about face-to-face teaching—and Mill, Maggio, and Kenski—on distance education. The results of this study point to the predominance of female tutors, which resembles the makeup of the teaching body in face-to-face education at the lower levels, and indicate the respondents’ high levels of schooling and considerable face-to-face teaching experience. Despite the difficulties encountered by the tutors in this study, mainly due to their lack of experience in DE and varied technical problems, most of the tutors found it easy and pleasurable to work online. The dada also suggest that the tutors enjoyed comparative autonomy as regards actions associated with content transmission as well as actions related to (virtual classroom management. This autonomy may be the basis for the respondents’ perception that the online tutor, in the context under consideration, performs a genuine teaching function.

  4. Pre-Service Teachers' Motivations toward Teaching Profession and Their Opinions about the Pedagogic Formation Program

    Science.gov (United States)

    Seker, Hasan; Deniz, Sabahattin; Görgen, Izzet

    2015-01-01

    The present study aimed to investigate pre-service teachers' motivations toward teaching profession and their opinions about pedagogical formation program. In this study descriptive and correlational research methods were used. It was carried out with (a) graduate students doing a master's program without thesis, (b) undergraduate students…

  5. Metropolis revisited: the evolving role of librarians in informatics education for the health professions.

    Science.gov (United States)

    King, Samuel B; Lapidus, Mariana

    2015-01-01

    The authors' goal was to assess changes in the role of librarians in informatics education from 2004 to 2013. This is a follow-up to "Metropolis Redux: The Unique Importance of Library Skills in Informatics," a 2004 survey of informatics programs. An electronic survey was conducted in January 2013 and sent to librarians via the MEDLIB-L email discussion list, the library section of the American Association of Colleges of Pharmacy, the Medical Informatics Section of the Medical Library Association, the Information Technology Interest Group of the Association of College and Research Libraries/New England Region, and various library directors across the country. Librarians from fifty-five institutions responded to the survey. Of these respondents, thirty-four included librarians in nonlibrary aspects of informatics training. Fifteen institutions have librarians participating in leadership positions in their informatics programs. Compared to the earlier survey, the role of librarians has evolved. Librarians possess skills that enable them to participate in informatics programs beyond a narrow library focus. Librarians currently perform significant leadership roles in informatics education. There are opportunities for librarian interdisciplinary collaboration in informatics programs. Informatics is much more than the study of technology. The information skills that librarians bring to the table enrich and broaden the study of informatics in addition to adding value to the library profession itself.

  6. Metropolis revisited: the evolving role of librarians in informatics education for the health professions

    Science.gov (United States)

    King, Samuel B.; Lapidus, Mariana

    2015-01-01

    Objective: The authors' goal was to assess changes in the role of librarians in informatics education from 2004 to 2013. This is a follow-up to “Metropolis Redux: The Unique Importance of Library Skills in Informatics,” a 2004 survey of informatics programs. Methods: An electronic survey was conducted in January 2013 and sent to librarians via the MEDLIB-L email discussion list, the library section of the American Association of Colleges of Pharmacy, the Medical Informatics Section of the Medical Library Association, the Information Technology Interest Group of the Association of College and Research Libraries/New England Region, and various library directors across the country. Results: Librarians from fifty-five institutions responded to the survey. Of these respondents, thirty-four included librarians in nonlibrary aspects of informatics training. Fifteen institutions have librarians participating in leadership positions in their informatics programs. Compared to the earlier survey, the role of librarians has evolved. Conclusions: Librarians possess skills that enable them to participate in informatics programs beyond a narrow library focus. Librarians currently perform significant leadership roles in informatics education. There are opportunities for librarian interdisciplinary collaboration in informatics programs. Implications: Informatics is much more than the study of technology. The information skills that librarians bring to the table enrich and broaden the study of informatics in addition to adding value to the library profession itself. PMID:25552939

  7. Carleton College: Geoscience Education for the Liberal Arts and the Geoscience Profession

    Science.gov (United States)

    Savina, M. E.

    2008-12-01

    Carleton College is a small (current enrollment ~1950), four-year, residential liberal arts college that has graduated more than 900 geology majors since the inception of the geology department inception in 1933. Since 1974, an average of more than 20 geology students have graduated each year. The department curriculum aims to educate at least six overlapping groups of students, who, however, may not place themselves into one of these groups until well after graduating. These groups include students in non- science majors who take geology for breadth or because of interest; science majors; geology majors who end up in other professions; and geology majors who pursue careers related to geology, most of whom ultimately earn a higher, professional degree. Goals for these groups of students differ and the department focuses its curriculum on developing skills and providing student experiences that will serve all groups well. The department has a strong focus on field geology and communication skills, solving complex problems in many project-based courses (culminating in a senior independent project for each student), and much group work. These characteristics correlate well with Carleton institutional goals. The senior independent projects (all reported in written, visual and oral forms) form the basis for outcomes assessment. We also regularly survey alumni who are in graduate programs of all kinds (not just geoscience), asking them about how well their undergraduate education has prepared them. Finally, the staff meet at least annually to discuss the curriculum, its goals, values, skills and content, and do a formal self-study with external and internal reviewers at least once a decade. The success of Carleton geology alumni in government, research, industry, education, consulting and other professions is the ultimate assessment tool.

  8. Twelve tips for applying the science of learning to health professions education.

    Science.gov (United States)

    Gooding, H C; Mann, K; Armstrong, E

    2017-01-01

    Findings from the science of learning have clear implications for those responsible for teaching and curricular design. However, this data has been historically siloed from educators in practice, including those in health professions education. In this article, we aim to bring practical tips from the science of learning to health professions educators. We have chosen to organize the tips into six themes, highlighting strategies for 1) improving the processing of information, 2) promoting effortful learning for greater retention of knowledge over time, 3) applying learned information to new and varied contexts, 4) promoting the development of expertise, 5) harnessing the power of emotion for learning, and 6) teaching and learning in social contexts. We conclude with the importance of attending to metacognition in our learners and ourselves. Health professions education can be strengthened by incorporating these evidence-based techniques.

  9. Identification with the SocialWork Profession: The Impact of Education.

    Science.gov (United States)

    Terum, Lars Inge; Heggen, Kåre

    2016-06-01

    The aim of this study is to examine how education affects students' identification with the social work profession. In particular, we examine the impact of students' experiences of their interactions with teachers, peers and supervisors at placement. A longitudinal design is applied. Data were collected from students during their first and third (final) year in social work education from seven universities and university colleges in Norway, representing a sample (panel) of 390 students. To evaluate the degree of students' identification with the profession, comparisons with student nurses are conducted. The analyses indicate (i) that students' dedication to and identification with the social work profession are largely established at a very early stage of education and (ii) that education has a positive impact on students' identification with the social work profession. At the end of their social work education, students who experience support and feedback from teachers and have confidence in their supervisors' competence express a higher degree of identification with the social work profession.

  10. Using Educational Design Research to Inform Teaching and Learning in the Health Professions

    Science.gov (United States)

    Steketee, Carole; Bate, Frank

    2013-01-01

    Teaching has always been at the core of what it means to practice in the health professions. Health professionals generally accept that as part of their role they will be involved in educating future generations in their discipline. However, whilst health professional educators typically have extensive knowledge and skills in their discipline…

  11. The Outlook for Computer Professions: 1985 Rewrites the Program.

    Science.gov (United States)

    Drake, Larry

    1986-01-01

    The author states that graduates of junior college programs who learn COBOL will continue to find jobs, but employers will increasingly seek college graduates when filling positions for computer programers and systems analysts. Areas of growth for computer applications (services, military, data communications, and artificial intelligence) are…

  12. In situ simulation in continuing education for the health care professions: a systematic review.

    Science.gov (United States)

    Rosen, Michael A; Hunt, Elizabeth A; Pronovost, Peter J; Federowicz, Molly A; Weaver, Sallie J

    2012-01-01

    Education in the health sciences increasingly relies on simulation-based training strategies to provide safe, structured, engaging, and effective practice opportunities. While this frequently occurs within a simulation center, in situ simulations occur within an actual clinical environment. This blending of learning and work environments may provide a powerful method for continuing education. However, as this is a relatively new strategy, best practices for the design and delivery of in situ learning experiences have yet to be established. This article provides a systematic review of the in situ simulation literature and compares the state of the science and practice against principles of effective education and training design, delivery, and evaluation. A total of 3190 articles were identified using academic databases and screened for descriptive accounts or studies of in situ simulation programs. Of these, 29 full articles were retrieved and coded using a standard data extraction protocol (kappa = 0.90). In situ simulations have been applied to foster individual, team, unit, and organizational learning across several clinical and nonclinical areas. Approaches to design, delivery, and evaluation of the simulations were highly variable across studies. The overall quality of in situ simulation studies is low. A positive impact of in situ simulation on learning and organizational performance has been demonstrated in a small number of studies. The evidence surrounding in situ simulation efficacy is still emerging, but the existing research is promising. Practical program planning strategies are evolving to meet the complexity of a novel learning activity that engages providers in their actual work environment. Copyright © 2012 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on CME, Association for Hospital Medical Education.

  13. Integrating complementary and alternative medicine instruction into health professions education: organizational and instructional strategies.

    Science.gov (United States)

    Lee, Mary Y; Benn, Rita; Wimsatt, Leslie; Cornman, Jane; Hedgecock, Joan; Gerik, Susan; Zeller, Janice; Kreitzer, Mary Jo; Allweiss, Pamela; Finklestein, Claudia; Haramati, Aviad

    2007-10-01

    A few years ago, the National Institutes of Health National Center for Complementary and Alternative Medicine funded a program called the Complementary and Alternative Medicine (CAM) Education Project. Grantees were 14 medical and nursing schools and the American Medical Student Association, which funded six additional medical schools. Grants were awarded in cohorts of five per year in 2000, 2001, and 2002-2003. The R25 grant recipients identified several major themes as crucial to the success of integrating CAM into health professions curricula. The rationale for integrating CAM curricula was in part to enable future health professionals to provide informed advice as patients dramatically increase the use of CAM. Success of new CAM education programs relied on leadership, including top-down support from institutions' highest administrators. Formal and informal engagement of key faculty and opinion leaders raised awareness, interest, and participation in programs. A range of faculty development efforts increased CAM-teaching capacity. The most effective strategies for integration addressed a key curriculum need and used some form of evidence-based practice framework. Most programs used a combination of instructional delivery strategies, including experiential components and online resources, to address the needs of learners while promoting a high level of ongoing interest in CAM topics. Institutions noted several benefits, including increased faculty development activities, the creation of new programs, and increased cross- and inter-university collaborations. Common challenges included the need for qualified faculty, crowded and changing curricula, a lack of defined best practices in CAM, and post-grant sustainability of programs.

  14. An Investigation of Non-Thesis Master's Program Geography Teacher Candidates' Attitudes towards Teaching Profession regarding Several Socio-Cultural Features

    Science.gov (United States)

    Sezer, Adem; Kara, Hasan; Pinar, Adnan

    2011-01-01

    The purpose of this study is to examine the attitudes of non-thesis master's degree program: geography teacher candidates towards teaching profession regarding several socio-cultural features. The study was conducted in different universities with 218 geography teacher candidates enrolled in the geography education non-thesis master's degree…

  15. Problems experienced by women re-entering the education profession

    African Journals Online (AJOL)

    Erna Kinsey

    women educators to combine work and family responsibilities more successfully. ... re-entering women to combine family and workplace responsibilities. ..... Burnout in female educators. South African Journal of Education, 19:192-197. Van der Westhuizen PC 1999. Educational management tasks. In: Van der. Westhuizen ...

  16. Financing Policies for High Cost University of Minnesota Health Professions Programs.

    Science.gov (United States)

    Minnesota Higher Education Coordinating Board, St. Paul.

    Issues and related data are examined concerning financial aid to students in the health professions at the University of Minnesota, with a focus on targeted grant programs for dentistry, pharmacy, veterinary medicine, and medicine. Following a discussion of policy implications in general and an overview of each of the fields involved, eight policy…

  17. Perceptions of the Veterinary Profession among Human Health Care Students before an Inter-Professional Education Course at Midwestern University.

    Science.gov (United States)

    Englar, Ryane E; Show-Ridgway, Alyssa; Noah, Donald L; Appelt, Erin; Kosinski, Ross

    2017-11-03

    Conflicts among health care professionals often stem from misperceptions about each profession's role in the health care industry. These divisive tendencies impede progress in multidisciplinary collaborations to improve human, animal, and environmental health. Inter-professional education (IPE) may repair rifts between health care professions by encouraging students to share their professional identities with colleagues in unrelated health care disciplines. An online survey was conducted at Midwestern University (MWU) to identify baseline perceptions about veterinary medicine among entry-level human health care students before their enrollment in an inter-professional course. Participation was anonymous and voluntary. The survey included Likert-type scales and free-text questions. Survey participants expressed their interest in and respect for the discipline of veterinary medicine, but indicated that their unfamiliarity with the profession hindered their ability to collaborate. Twenty percent of human health care students did not know the length of a Doctor of Veterinary Medicine (DVM) program and 27.6% were unaware that veterinarians could specialize. Although 83.2% of participants agreed that maintaining the human-animal bond is a central role of the veterinary profession, veterinary contributions to stem cell research, food and water safety, public health, environmental conservation, and the military were infrequently recognized. If IPE is to successfully pave the way for multidisciplinary collaboration, it needs to address these gaps in knowledge and broaden the definition of veterinary practice for future human health care providers.

  18. Examining the University-Profession Divide: An Inquiry into a Teacher Education Program’s Practices

    Directory of Open Access Journals (Sweden)

    Awneet Sivia

    2016-12-01

    Full Text Available This paper focuses on the divide between the university as a site of teacher education and the profession of practicing teachers. We employed a theoretical inquiry methodology on a singular case study which included formulating questions about the phenomena of the university-profession divide (UPD, analysing constituents of the UPD, and developing a language system to represent our findings about the UPD. The questions guiding our examination were: How do we conceptualize this divide? How are these concepts represented in the literature? How can a Teacher Education Program (TEP respond to the divide? The theoretical inquiry was conducted within a singular case study of a TEP in order to explore the chasm between these two settings in a limited and focused manner. Our inquiry led to the identification of three key concepts: competing cultures, competing expectations, and theory-practice dichotomy. In analyzing these concepts and responding to questions which drove this inquiry from the beginning, we assert that these concepts contribute to the divide and therefore, have implications for teacher education programming. We summarize findings about these three concepts, suggest causes for the chasm, and offer recommendations to address the divide. Finally, we argue that while it is important to address the divide to enhance teacher education, the divide itself is a potentially rich site of possibilities. We contend that a reconceptualization of the UPD in this way might mitigate its negative impact on teacher education curriculum and programming. Cet article se concentre sur l’écart qui existe entre l’université en tant que lieu de formation des enseignants et la profession d’enseignant en exercice. Nous avons employé une méthodologie d’enquête théorique basée sur une seule étude de cas qui comprenait des questions sur l’écart entre université et profession, l’analyse des composantes de cet écart et le développement d

  19. The librarian's role in an enrichment program for high school students interested in the health professions.

    Science.gov (United States)

    Rossini, Beverly; Burnham, Judy; Wright, Andrea

    2013-01-01

    Librarians from the University of South Alabama Biomedical Library partnered to participate in a program that targets minority students interested in health care with instruction in information literacy. Librarians participate in the summer enrichment programs designed to encourage minority students to enter health care professions by enhancing their preparation. The curriculum developed by the Biomedical Library librarians is focused on developing information searching skills. Students indicated that the library segment helped them in their library research efforts and helped them make more effective use of available resources. Librarians involved report a sense of self-satisfaction as the program allows them to contribute to promoting greater diversity in health care professions. Participating in the summer enrichment program has been beneficial to the students and librarians.

  20. African Journal of Health Professions Education: Editorial Policies

    African Journals Online (AJOL)

    Focus and Scope. The AJHPE is a bi-annual journal for health professionals. It carries research articles and letters, editorials, education practice, personal opinion and other topics related to education for health professionals. It also carrries related African education-related news, obituaries, general correspondence, and ...

  1. Continuing Education in the Professions. Current Information Sources, No. 24.

    Science.gov (United States)

    Syracuse Univ., NY. ERIC Clearinghouse on Adult Education.

    Beginning with bibliographies, surveys, and other general works, this 225-item annotated bibliography on professional continuing education covers the following areas: engineering and technical education; chemistry and clinical psychology; medicine and health (including psychiatry); inservice education and retraining for lawyers, law enforcement…

  2. The Profession Speaks: Educator Perspectives on School Reform

    Science.gov (United States)

    Murphy, Brett Gardiner

    2018-01-01

    An educator, who compiled teachers' stories of accountability era reforms into a book, explains why teacher voice is central. The book, "Inside Our Schools: Teachers on the Failure and Future of Education Reform," is organized around the recurring buzzwords the mainstream education reform movement has used to define its policies:…

  3. Commentary: Racism and Bias in Health Professions Education: How Educators, Faculty Developers, and Researchers Can Make a Difference.

    Science.gov (United States)

    Karani, Reena; Varpio, Lara; May, Win; Horsley, Tanya; Chenault, John; Miller, Karen Hughes; O'Brien, Bridget

    2017-11-01

    The Research in Medical Education (RIME) Program Planning Committee is committed to advancing scholarship in and promoting dialogue about the critical issues of racism and bias in health professions education (HPE). From the call for studies focused on underrepresented learners and faculty in medicine to the invited 2016 RIME plenary address by Dr. Camara Jones, the committee strongly believes that dismantling racism is critical to the future of HPE.The evidence is glaring: Dramatic racial and ethnic health disparities persist in the United States, people of color remain deeply underrepresented in medical school and academic health systems as faculty, learner experiences across the medical education continuum are fraught with bias, and current approaches to teaching perpetuate stereotypes and insufficiently challenge structural inequities. To achieve racial justice in HPE, academic medicine must commit to leveraging positions of influence and contributing from these positions. In this Commentary, the authors consider three roles (educator, faculty developer, and researcher) represented by the community of scholars and pose potential research questions as well as suggestions for advancing educational research relevant to eliminating racism and bias in HPE.

  4. Rethinking Business Education as a Profession: Implications for Catholic Universities

    Science.gov (United States)

    Sullivan, William M.

    2013-01-01

    Professional education importantly shapes the way future professionals understand their work and their identity as members of their professional field. Undergraduate business education does this by giving students an understanding of the nature and functions of business as well as what they may hope for from a business career, along with the…

  5. State Policy Leadership for Higher Education: A Brief Summary of the Origins and Continuing Evolution of a Profession

    Science.gov (United States)

    Lingenfelter, Paul E.

    2012-01-01

    While state policy leadership for higher education is not universally recognized as a profession, either within states or within higher education, the profession has existed in the United States for more than half a century. Moreover, its essential work is now practiced in other countries all over the world. This essay will briefly consider how…

  6. Interprofessional education: a theoretical orientation incorporating profession-centrism and social identity theory.

    Science.gov (United States)

    Pecukonis, Edward

    2014-12-01

    To improve health for our citizens our health work force must be team focused and collaboration ready. The theory of social identity is used to explain profession-centrism and ultimately inform our understanding of the challenges of developing and implementing interprofessional education curricula. © 2014 American Society of Law, Medicine & Ethics, Inc.

  7. The Future of the Teaching Profession from the Perspective of Students with a Major in Education

    Science.gov (United States)

    Céspedes, Jensy Campos; Gutiérrez, Walter Solano

    2017-01-01

    The article offers the results obtained in a study where, through the application of a survey and the development of a discussion forum with students from education majors, information about their perceptions with regard to four axes related to the future of the teaching profession was obtained, as follows: the teacher profile, the student…

  8. Using Metaphors to Know the Conceptions about the Teaching Profession in Initial Teacher Education

    Science.gov (United States)

    Martínez-de-la-Hidalga, Zoe; Villardón-Gallego, Lourdes

    2017-01-01

    The Conceptions about the teaching profession affect professional performance, and metaphors are a tool to identify them. In this qualitative study metaphors are used to gain insight into conceptions held by pre-service teachers, and their development during Initial Teacher Training in the Bachelor's Degree in Primary Education. A total of 247…

  9. Design for success: Identifying a process for transitioning to an intensive online course delivery model in health professions education.

    Science.gov (United States)

    McDonald, Paige L; Harwood, Kenneth J; Butler, Joan T; Schlumpf, Karen S; Eschmann, Carson W; Drago, Daniela

    2018-12-01

    Intensive courses (ICs), or accelerated courses, are gaining popularity in medical and health professions education, particularly as programs adopt e-learning models to negotiate challenges of flexibility, space, cost, and time. In 2014, the Department of Clinical Research and Leadership (CRL) at the George Washington University School of Medicine and Health Sciences began the process of transitioning two online 15-week graduate programs to an IC model. Within a year, a third program also transitioned to this model. A literature review yielded little guidance on the process of transitioning from 15-week, traditional models of delivery to IC models, particularly in online learning environments. Correspondingly, this paper describes the process by which CRL transitioned three online graduate programs to an IC model and details best practices for course design and facilitation resulting from our iterative redesign process. Finally, we present lessons-learned for the benefit of other medical and health professions' programs contemplating similar transitions. CRL: Department of Clinical Research and Leadership; HSCI: Health Sciences; IC: Intensive course; PD: Program director; QM: Quality Matters.

  10. Philanthropy in health professions education research: determinants of success.

    Science.gov (United States)

    Paul, Robert; Hollenberg, Elisa; Hodges, Brian D

    2017-05-01

    Fund-raising is a new practice in medical education research. This qualitative study explores a cross-sectional analysis of philanthropy in medical education in Canada and Europe and identifies some common characteristics in the fund-raising system, key roles and characteristics of research sites that have had success. Medical education research sites that had received donations greater than Can$100 000 were identified by searching publicly available sources. Interviews were conducted with 25 individuals from these and other sites, in four categories: medical education leaders (n = 9); philanthropy-supported chairholders and researchers (n = 5); donors of over Can$100 000 (n = 7), and advancement professionals (n = 4). Interview transcripts were inductively coded to identify themes. Five factors associated with success in accessing philanthropic sources were identified in the sample: support of the organisation's senior leadership; a charismatic champion who motivates donors; access to an advancement office or foundation; impetus to find funds beyond traditional operating budgets, and understanding of the conceptual and practical dimensions of fund-raising. Three types of donor (medical education insider, donor collective and general philanthropist), four faculty roles (trailblazers, rock stars, 'Who? Me?' people and future fund-raisers) and six stages in the fund-raising cycle were also identified. Philanthropy is a source of funding with the potential to significantly advance education research. Yet competence in fund-raising is not widely developed among medical education research leaders. Successful accessing of philanthropic sources of funding requires the ability to articulate the impact of philanthropy in medical education research in a way that will interest donors. This appears to be challenging for medical education leaders, who tend to frame their work in academic terms and have trouble competing against other fund-raising domains. Medical

  11. Returning to the Profession's Roots: Social Justice in Nursing Education for the 21st Century.

    Science.gov (United States)

    Thurman, Whitney; Pfitzinger-Lippe, Megan

    This article reviews the history of social justice in nursing and argues that education needs to be redesigned to allow nurses to return to the profession's social justice roots. A review of social justice literature in nursing practice and education was conducted. Although social justice is a recurring theme in the literature, definitions are abstract, calls to action are ambiguous, and theoretical frameworks continue to emphasize the individual nurse-patient dyad. Nursing education needs to be redesigned to incorporate social justice concepts throughout the entire curriculum. By educating the current and future nursing workforce, the profession can return to its roots of social justice to address structural inequalities and social injustices that manifest as health inequities in the United States.

  12. A STUDY OF CONTINUING EDUCATION NEEDS OF SELECTED PROFESSIONAL GROUPS AND UNIVERSITY EXTENSION CONTRACT PROGRAMS IN WYOMING.

    Science.gov (United States)

    NICHOLAS, ROBERT A.

    THIS STUDY AIMED TO DEVELOP PRINCIPLES FOR A MODEL PROGRAM OF CONTINUING EDUCATION FOR THE PROFESSIONS AT THE UNIVERSITY OF WYOMING. THE AUTHOR REVIEWED THE LITERATURE ON THE GROWTH OF THE PROFESSIONS AND ON CONTINUING EDUCATION IN THE PROFESSIONS GENERALLY, WITH SPECIAL REFERENCE TO ARCHITECTURE, DENTISTRY, LAW, MEDICINE, AND PHARMACY. FROM THIS…

  13. Burned Out Or Just Frustrated? Reasons Why Physical Education Teachers Leave Their Profession

    Directory of Open Access Journals (Sweden)

    Cieśliński Ryszard

    2014-09-01

    Full Text Available This work focuses on the reasons why physical education (PE teachers leave their profession. The study included 80 individuals who decided to leave a teaching profession in 2013. A diagnostic poll method with the use of the QWL (Quality of Work Life index was employed in the study. It was observed that there are usually a number of reasons why they give up their job, the most important being financial reasons. Their decision is influenced by the accumulation of professional and personal problems as well as their inability to solve them. The findings showed that teachers‘ departure from the profession is generally associated with the issue of burnout; however, financial reasons are most frequently ones that directly affect this decision.

  14. The profession of medicine: a joint US-German collaborative project in medical education.

    Science.gov (United States)

    Tillmanns, Regine Wood; Ringwelski, Anna; Kretschmann, Johanna; Spangler, Luita D; Curry, Raymond H

    2007-11-01

    International collaborations between medical institutions occur frequently in research and clinical training, but less often in undergraduate medical education. Collaborative programs in psychosocial, ethical and cultural topics are rare. "The Profession of Medicine", an elective undergraduate course based on the "Patient, Physician and Society" curriculum at Northwestern University's Feinberg School of Medicine in Chicago, USA, was introduced in 2005 at the Charité-Universitätsmedizin Berlin, Germany, in order to provide students with a learning opportunity in this field and to introduce an international context to student education. The five-day course is offered to preclinical medical students twice a year and includes topics such as cultural diversity, end of life issues, mistakes in medicine, vulnerable populations, and interactions with the pharmaceutical industry. The course language is English, in a format consisting of both plenary and small group sessions. To date, one-fifth of the instructors have been from the U.S. institution. Educational methods include small group discussions, presentations by guest speakers, movie and video clips, role plays, and reading and writing assignments. The participants have evaluated the course very favourably, with average scores ranging from 1.2 to 1.5 (1 = best/agree the most and 5 = worst/agree the least). Pre- and post-course self-assessment with regard to knowledge, interest and professional attitude revealed a statistically significant increase for all course topics. In sum, the integration of Northwestern University's Feinberg School of Medicine's "Patient, Physician and Society" course concept into the Charité - Universitätsmedizin Berlin has been an effective method to develop students' professional skills and to stimulate international educational collaboration.

  15. Identification with the SocialWork Profession: The Impact of Education

    OpenAIRE

    Terum, Lars Inge; Heggen, Kåre

    2015-01-01

    The aim of this study is to examine how education affects students' identification with the social work profession. In particular, we examine the impact of students' experiences of their interactions with teachers, peers and supervisors at placement. A longitudinal design is applied. Data were collected from students during their first and third (final) year in social work education from seven universities and university colleges in Norway, representing a sample (panel) of 390 students. To ev...

  16. [The Role of Nursing Education in the Advancement of the Nursing Profession].

    Science.gov (United States)

    Chang Yeh, Mei

    2017-02-01

    The present article discusses the role of nursing education in the advancement of the nursing profession in the context of the three facets of knowledge: generation, dissemination, and application. Nursing is an applied science and the application of knowledge in practice is the ultimate goal of the nursing profession. The reform of the healthcare delivery model requires that nurses acquire and utilize evidence-based clinical knowledge, critical thinking, effective communication, and team collaboration skills in order to ensure the quality of patient care and safety. Therefore, baccalaureate education has become the minimal requirement for pre-licensure nursing education. Schools of nursing are responsible to cultivate competent nurses to respond to the demands on the nursing workforce from the healthcare system. Attaining a master's education in nursing helps cultivate Advanced Practice Registered Nurses (APRNs) to further expand the roles and functions of the nursing profession in order to promote the quality of care in clinical practice. Nursing faculty and scholars of higher education institutions generate nursing knowledge and develop professional scholarship through research. Attaining a doctoral education in nursing cultivates faculties and scholars who will continually generate and disseminate nursing knowledge into the future.

  17. Ethics education in undergraduate pre-health programs. The contribution of undergraduate colleges and universities to the ethical and moral development of future doctors in the medical and dental professions.

    Science.gov (United States)

    Erratt, Tamie D

    2011-08-01

    There are many barriers to ethics education of students attending medical and dental schools. The question is asked, "Should more attention be given to addressing students' ethics education during their undergraduate years of preparation for professional healthcare programs?" This qualitative study utilizes digitally recorded personal interviews with two undergraduate pre-healthcare students, one medical student, one recently matriculated dental student, one undergraduate pre-healthcare faculty member, three dental school faculty members, and three medical school faculty members. Interview participants discuss areas of personal knowledge and experience concerning: the admissions process and screening of potential medical/dental students for ethical traits and behaviors, influences on student ethical development, undergraduate pre-healthcare ethics training, and preferred college major for pre-healthcare students. The study concludes that undergraduate pre-healthcare programs should take the initiative to be proactive and deliberate in strengthening the positive influences on students. Strategies include: 1) humanities curricula to broaden perspectives and increase non-prejudice; 2) mentoring and modeling by older students, faculty, and community and professional volunteers; 3) ethical case study discussions in class or extracurricular activities; and 4) volunteer/service learning activities. Additionally, curriculum learning is enhanced by the use of reflection and writing, discussions, and media.

  18. Complementary and Alternative Medicine Education for Medical Profession: Systematic Review

    Directory of Open Access Journals (Sweden)

    Nana K. Quartey

    2012-01-01

    Full Text Available Purpose. To help integrate traditional, complementary and alternative medicine (TCAM into health systems, efforts are being made to educate biomedical doctors (BMD and medical students on TCAM. We systematically evaluated the effect of TCAM education on BMD and medical students' attitude, knowledge, and behavior towards TCAM utilization and integration with biomedical medicine. Methods. Evaluative studies were identified from four databases. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI. Study outcomes were classified using Kirkpatrick's hierarchy. Results. 3122 studies were identified and 12 studies of mediocre quality met inclusion criteria. Qualitative synthesis showed usage of diverse approaches including didactic, experiential learning, varying length, teacher background and intensity of exposure. More positive attitudes and improved knowledge after intervention were noted especially when teachers were BM trained. However, few studies assessed behavior change objectively. Finally, longer-term objective outcomes such as impact on patient care were not assessed. Conclusions. Lack of use of objective and reliable instruments preclude firm conclusion on the effect of TCAM education on study participants. However, positive changes, although mostly subjectively reported, were noted in most studies. Future evaluation should use validated or objective outcome assessments, and the value of using dual trained instructors.

  19. Rural Community as Context and Teacher for Health Professions Education.

    Science.gov (United States)

    Baral, Kedar; Allison, Jill; Upadhyay, Shambu; Bhandary, Shital; Shrestha, Shrijana; Renouf, Tia

    2016-11-07

    Nepal is a low-income, landlocked country located on the Indian subcontinent between China and India. The challenge of finding human resources for rural community health care settings is not unique to Nepal. In spite of the challenges, the health sector has made significant improvement in national health indices over the past half century. However, in terms of access to and quality of health services and impact, there remains a gross urban-rural disparity. The Patan Academy of Health Sciences (PAHS) has adopted a community-based education model, termed "community based learning and education" (CBLE), as one of the principal strategies and pedagogic methods. This method is linked to the PAHS mission of improving rural health in Nepal by training medical students through real-life experience in rural areas and developing a positive attitude among its graduates towards working in rural areas. This article outlines the PAHS approach of ruralizing the academy, which aligns with the concept of community engagement in health professional education. We describe how PAHS has embedded medical education in rural community settings, encouraging the learning context to be rural, fostering opportunities for community and peripheral health workers to participate in teaching-learning as well as evaluation of medical students, and involving community people in curriculum design and implementation.

  20. Building a research agenda in health professions education at a ...

    African Journals Online (AJOL)

    All data were recorded in an Excel spreadsheet and a descriptive analysis was performed. Results. There were 106 projects, mostly aimed at undergraduate ... Educational research appears healthy in the FMHS, but more clarificatory and macro-projects are required. The profile of research is similar to the SSA profile.

  1. African Journal of Health Professions Education: Advanced Search

    African Journals Online (AJOL)

    Search tips: Search terms are case-insensitive; Common words are ignored; By default only articles containing all terms in the query are returned (i.e., AND is implied); Combine multiple words with OR to find articles containing either term; e.g., education OR research; Use parentheses to create more complex queries; e.g., ...

  2. Complementary and alternative medicine education for medical profession: systematic review.

    Science.gov (United States)

    Quartey, Nana K; Ma, Polly H X; Chung, Vincent C H; Griffiths, Sian M

    2012-01-01

    Purpose. To help integrate traditional, complementary and alternative medicine (TCAM) into health systems, efforts are being made to educate biomedical doctors (BMD) and medical students on TCAM. We systematically evaluated the effect of TCAM education on BMD and medical students' attitude, knowledge, and behavior towards TCAM utilization and integration with biomedical medicine. Methods. Evaluative studies were identified from four databases. Methodological quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Study outcomes were classified using Kirkpatrick's hierarchy. Results. 3122 studies were identified and 12 studies of mediocre quality met inclusion criteria. Qualitative synthesis showed usage of diverse approaches including didactic, experiential learning, varying length, teacher background and intensity of exposure. More positive attitudes and improved knowledge after intervention were noted especially when teachers were BM trained. However, few studies assessed behavior change objectively. Finally, longer-term objective outcomes such as impact on patient care were not assessed. Conclusions. Lack of use of objective and reliable instruments preclude firm conclusion on the effect of TCAM education on study participants. However, positive changes, although mostly subjectively reported, were noted in most studies. Future evaluation should use validated or objective outcome assessments, and the value of using dual trained instructors.

  3. Interprofessional education as an approach for reforming health professions education in Brazil: emerging findings.

    Science.gov (United States)

    da Costa, Marcelo Viana; Vilar, Maria José; de Azevedo, George Dantas; Reeves, Scott

    2014-07-01

    Interprofessional education (IPE) is an important issue to insert in the debate on the reform of the education of health professions in Brazil. This paper provides details on an emerging study, based in Brazil, whose aim is to explore the use of IPE as a strategy to reform health professional education to become more collaborative in nature. The study has adopted a sequential mixed-methods approach, and will conduct focus groups, individual interviews and surveys with students, teachers and administrators based in two universities. Initial findings have indicated that, at present, participants were not aware of systematic strategies to bring students from different courses together for IPE, which has created problems for the development of knowledge and skills for collaborative work. Further data will be gathered to expand this analysis. Nevertheless, there is already clear evidence that there is a need to integrate and strengthen the use of IPE in Brazil, as a key route forward to strengthening the process of reorientation training of health professionals.

  4. Collaborative learning of clinical skills in health professions education

    DEFF Research Database (Denmark)

    Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

    2016-01-01

    social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective...... suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. When and for whom: The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined...... above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition...

  5. Testing for Competence: Lessons from Health Professions.

    Science.gov (United States)

    Stedman, Carlton H.

    1985-01-01

    Looks at the ways in which health professions test for competence and improve training and testing programs. Discusses the controversy concerning medical licensing, criterion-referenced exams for nurses, and continuing education evaluations. Finally, testing in the teaching professions is examined, including competency-based and continuing teacher…

  6. Analysis of risk factors linked to social educator profession in different residential settings of Alicante Province

    Directory of Open Access Journals (Sweden)

    Jorge Heliz Llopis

    2015-10-01

    Full Text Available One of the most important professions in the field of intervention with underage at social risk that are cared for in different residential settings is, undoubtedly, that of the social educator. In that sense, although there are many professionals involved with these underage (psychologists, social workers, psychiatrists, teachers, etc., social educators are the ones who, through the carrying out of functions specific to their profession, often work as the "front line" of action, given that they are the ones who are more in touch with the underage and therefore the most likely to be exposed to different variables that could eventually put them in a situation of risk of psycho-social problems related to their work. Hence, the task of identifying the risk variables related to the teaching profession becomes a key objective in order to prevent the occurrence of likely problems that could undermine their psychosocial health. Therefore, through this communication we intend to expose the results that we obtained with a sample of 50 educators who perform their work in different residential-type services in the province of Alicante.

  7. 150th anniversary of veterinary education and the veterinary profession in North America.

    Science.gov (United States)

    Smith, Donald F

    2010-01-01

    This article is the first in a series of three to be published in the Journal of Veterinary Medical Education (JVME). These articles are abridged versions of six lectures that make up an elective course on the history of the veterinary profession in North America offered at Cornell University's College of Veterinary Medicine in spring 2010. The course was based in large part on an oral history collection titled "An Enduring Veterinary Legacy"(1) that captures interesting and relevant veterinary stories. The course was designed to increase awareness of the history of veterinary medicine as we approach the sesquicentennial of the American Veterinary Medical Association (AVMA) in 2013 and as we join with our international colleagues in marking the 250th anniversary of the establishment of the world's first veterinary college in Lyon, France, in 2011.(2) The overarching goal of this course and the articles is to record and also to share first-person stories that describe the development of veterinary education and the veterinary profession in North America from the mid-1860s to the present. In the process, it is hoped that this history will encourage respect, love, and admiration for the veterinary profession and an appreciation of veterinary medicine as a versatile profession. The articles are somewhat Cornell-centric because the lectures on which they are based were presented to Cornell students at their home institution. However, it is hoped that the events are representative of the broader American experience. For educators interested in the course itself, a brief synopsis and a summary of student evaluations for the first year of presentation is appended here and in subsequent articles in this series.

  8. Evaluating Pain Education Programs: An Integrated Approach

    Directory of Open Access Journals (Sweden)

    Adam Dubrowski

    2011-01-01

    Full Text Available Evaluation of educational programs and assessment of learning are essential to maintain high-standard health science education, which includes pain education. Current models of program evaluations applied to the education of the health professions, such as the Kirkpatrick model, are mainly outcome based. More recently, efforts have been made to examine other process-based models such as the Context Input Process Product model. The present article proposes an approach that integrates both outcome- and process-based models with models of clinical performance assessment to provide a deeper understanding of a program function. Because assessment instruments are a critical part of program evaluation, it is suggested that standardization and rigour should be used in their selection, development and adaptation. The present article suggests an alternative to currently used models in pain education evaluation.

  9. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory

    National Research Council Canada - National Science Library

    Orsini, Cesar; Binnie, Vivian I; Wilson, Sarah L

    2016-01-01

    This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students' motivation to engage in academic activities based on the self...

  10. Working Definitions of the Roles and an Organizational Structure in Health Professions Education Scholarship: Initiating an International Conversation

    NARCIS (Netherlands)

    Varpio, L.; Gruppen, L.; Hu, W.; O'Brien, B.; Cate, O. Ten; Humphrey-Murto, S.; Irby, D.M.; Vleuten, C. van der; Hamstra, S.J.; Durning, S.J.

    2017-01-01

    PROBLEM: Health professions education scholarship (HPES) is an important and growing field of inquiry. Problematically, consistent use of terminology regarding the individual roles and organizational structures that are active in this field are lacking. This inconsistency impedes the transferability

  11. Analysis of Teaching Methods Innovation of Legal Professions of Higher Vocational Education

    Directory of Open Access Journals (Sweden)

    Xu Hui

    2014-02-01

    Full Text Available With the needs of economic and social development, the legal system of China has been constantly improved. As a result, our country is in increasingly urgent demand for legal professionals. Legal professions of higher vocational colleges are responsible for the training of a variety of application-oriented legal talents for our country, which plays a very important role for the construction of the legal system. However, at present, there are some disadvantages in teaching methods of higher vocational legal professions, such as the imitation of general education while lack of vocational characteristics, the rigid and single teaching methods, and theory divorced from reality. The paper will start from these drawbacks, and will propose such appropriate solutions as the introduction of teaching method of case study, the implementation of "Clinic-style" practical teaching, and the conduction of "Law-article" teaching method, in the hope of offering some help to the development of higher vocational legal professions and cultivating truly practical legal talents with professional capacity, able to take up the mission of the law, and able to make a significant contribution to the legal system construction of the country, in cooperation with this wide range of vocational legal education models.

  12. A state university's model program to increase the number of its disadvantaged students who matriculate into health professions schools.

    Science.gov (United States)

    Lewis, C L

    1996-10-01

    Health professions schools often provide support for minority and disadvantaged students in high school or in a single college summer program. However, long-term support for students during their undergraduate years is also crucial. Since 1990, San Diego State University (SDSU), a large urban public university, has implemented the Health Careers Opportunity Program (HCOP) to increase the number of the university's disadvantaged students (most of whom are from minority groups) who matriculate into medical, dental, veterinary, and physician assistant schools. The program's 11 components, each dedicated to some form of educational intervention and support, emphasize developing students' collaborative learning skills, fostering their pride in accomplishment, and helping them achieve positive self-images and self-confidence; these goals are linked with building students' analytical and problem-solving skills. Weekly journals kept by students' mentors serve as an "early warning system" for "bad" feelings, attitudes, and behaviors that reflect students' personal problems and correlate with lower grades, and help the program staff work intensively with students immediately, before problems become severe. The SDSU's HCOP increased the number of disadvantaged (mostly minority) students staying in the prehealth career path (not counting those in the schools of nursing and public health) from 70 in 1989 to 360 in 1995. In 1992 through 1994, the students who had completed the HCOP's Summer Academic Program (to help them bridge into a science curriculum) had pass rates for entry-level math, writing competency, and math placement that were consistently higher than the rates for other SDSU students. The overall grade-point average of HCOP students in the spring of 1995 (3.05) was significantly higher than the overall GPA of all minority students in prehealth training before the HCOP began (2.59 in 1988). The number of SDSU's minority students accepted by health professions schools

  13. Mandate for the Nursing Profession to Address Climate Change Through Nursing Education.

    Science.gov (United States)

    Leffers, Jeanne; Levy, Ruth McDermott; Nicholas, Patrice K; Sweeney, Casey F

    2017-11-01

    The adverse health effects from climate change demand action from the nursing profession. This article examines the calls to action, the status of climate change in nursing education, and challenges and recommendations for nursing education related to climate change and human health. Discussion paper. The integration of climate change into nursing education is essential so that knowledge, skills, and insights critical for clinical practice in our climate-changing world are incorporated in curricula, practice, research, and policy. Our Ecological Planetary Health Model offers a framework for nursing to integrate relevant climate change education into nursing curricula and professional nursing education. Nursing education can offer a leadership role to address the mitigation, adaptation, and resilience strategies for climate change. An ecological framework is valuable for nursing education regarding climate change through its consideration of political, cultural, economic, and environmental interrelationships on human health and the health of the planet. Knowledge of climate change is important for integration into basic and advanced nursing education, as well as professional education for nurses to address adverse health impacts, climate change responses policy, and advocacy roles. For current and future nurses to provide care within a climate-changing environment, nursing education has a mandate to integrate knowledge about climate change issues across all levels of nursing education. Competence in nursing practice follows from knowledge and skill acquisition gained from integration of climate change content into nursing education. © 2017 Sigma Theta Tau International.

  14. Striving to be in the profession and of It: the African American experience in physical education and kinesiology.

    Science.gov (United States)

    Wiggins, David K; Wiggins, Brenda P

    2011-06-01

    This study analyzes the experiences of African Americans in the physical education and kinesiology profession since the late 1850s. Using a variety of primary and secondary source material, we place special emphasis on the experiences of African American physical educators in higher education and in the American Alliance for Health, Physical Education, Recreation and Dance and its southern, regional, and state chapters. Apparent from this examination is that African Americans have experienced various forms of racially discriminatory practices in physical education and kinesiology and have found it extraordinarily difficult to assume leader ship positions in the profession and be acknowledged for their scholarly and academic accomplishments.

  15. Mapping as a learning strategy in health professions education: a critical analysis.

    Science.gov (United States)

    Pudelko, Beatrice; Young, Meredith; Vincent-Lamarre, Philippe; Charlin, Bernard

    2012-12-01

    Mapping is a means of representing knowledge in a visual network and is becoming more commonly used as a learning strategy in medical education. The assumption driving the development and use of concept mapping is that it supports and furthers meaningful learning. The goal of this paper was to examine the effectiveness of concept mapping as a learning strategy in health professions education. The authors conducted a critical analysis of recent literature on the use of concept mapping as a learning strategy in the area of health professions education. Among the 65 studies identified, 63% were classified as empirical work, the majority (76%) of which used pre-experimental designs. Only 24% of empirical studies assessed the impact of mapping on meaningful learning. Results of the analysis do not support the hypothesis that mapping per se furthers and supports meaningful learning, memorisation or factual recall. When documented improvements in learning were found, they often occurred when mapping was used in concert with other strategies, such as collaborative learning or instructor modelling, scaffolding and feedback. Current empirical research on mapping as a learning strategy presents methodological shortcomings that limit its internal and external validity. The results of our analysis indicate that mapping strategies that make use of feedback and scaffolding have beneficial effects on learning. Accordingly, we see a need to expand the process of reflection on the characteristics of representational guidance as it is provided by mapping techniques and tools based on field of knowledge, instructional objectives, and the characteristics of learners in health professions education. © Blackwell Publishing Ltd 2012.

  16. Re-positioning faculty development as knowledge mobilization for health professions education.

    Science.gov (United States)

    Ng, Stella L; Baker, Lindsay R; Leslie, Karen

    2017-08-01

    Faculty development as knowledge mobilization offers a particularly fruitful and novel avenue for exploring the research-practice interface in health professions education. We use this 'eye opener' to build off this assertion to envision faculty development as an enterprise that provides a formal, recognized space for the sharing of research and practical knowledge among health professions educators. Faculty development's knowledge mobilizing strategies and outcomes, which draw upon varied sources of knowledge, make it a potentially effective knowledge mobilization vehicle.First, we explain our choice of the term knowledge mobilization over translation, in an attempt to resist the false dichotomy of 'knowledge user' and 'knowledge creator'. Second, we leverage the documented strengths of faculty development against the documented critiques of knowledge mobilization in the hopes of avoiding some of the pitfalls that have befallen previous attempts at closing knowing-doing gaps.Through faculty development, faculty are indeed educated, in the traditional sense, to acquire new knowledge and skill, but they are also socialized to go on to form the systems and structures of their workplaces, as leaders and workers. Therefore, faculty development can not only mobilize knowledge, but also create knowledge mobilizers. Achieving this vision of faculty development as knowledge mobilization requires an acceptance of multiple sources of knowledge, including practice-based knowledge, and of multiple purposes for education and faculty development, including professional socialization.

  17. Striving to Be "in" the Profession and "of" It: The African American Experience in Physical Education and Kinesiology

    Science.gov (United States)

    Wiggins, David K.; Wiggins, Brenda P.

    2011-01-01

    This study analyzes the experiences of African Americans in the physical education and kinesiology profession since the late 1850s. Using a variety of primary and secondary source material, we place special emphasis on the experiences of African American physical educators in higher education and in the American Alliance for Health, Physical…

  18. Challenges and opportunities for nutrition education and training in the health care professions: intraprofessional and interprofessional call to action1234

    Science.gov (United States)

    DiMaria-Ghalili, Rose Ann; Mirtallo, Jay M; Tobin, Brian W; Hark, Lisa; Van Horn, Linda; Palmer, Carole A

    2014-01-01

    Understanding and applying nutrition knowledge and skills to all aspects of health care are extremely important, and all health care professions need basic training to effectively assess dietary intake and provide appropriate guidance, counseling, and treatment to their patients. With obesity rates at an all-time high and the increasing prevalence of diabetes projected to cost the Federal government billions of dollars, the need for interprofessional nutrition education is paramount. Physicians, physician assistants, nurses, nurse practitioners, pharmacists, dentists, dental hygienists, occupational therapists, physical therapists, speech and language pathologists, and others can positively affect patient care by synchronizing and reinforcing the importance of nutrition across all specialty areas. Although nutrition is a critical component of acute and chronic disease management, as well as health and wellness across the health care professions, each profession must reevaluate its individual nutrition-related professional competencies before the establishment of meaningful interprofessional collaborative nutrition competencies. This article discusses gaps in nutrition education and training within individual health professions (ie, nursing, pharmacy, dentistry, and dietetics) and offers suggestions for educators, clinicians, researchers, and key stakeholders on how to build further capacity within the individual professions for basic and applied nutrition education. This “gaps methodology” can be applied to all health professions, including physician assistants, physical therapists, speech and language pathologists, and occupational therapists. PMID:24646823

  19. The value of health professions education: the importance of understanding the learner perspective.

    Science.gov (United States)

    Sandars, John; Walsh, Kieran

    2016-07-01

    The value of health professions education (HPE), with increasing demand for value resultant on financial constraint, has come under increasing scrutiny. An essential aspect for critical consideration is the extent to which the value ascribed by the learner differs from that of the HPE provider, especially in relation to the learning Methods and assessment of the HPE curriculum. The challenge of reconciling the tensions and differing perspectives of the learners and HPE providers can be met through co-production of the curriculum. The focus of the co-production approach is the recognition of the importance of diversity and social justice.

  20. Interprofessional competencies in the curriculum: Interpretations of educators from five health professions.

    Science.gov (United States)

    Grace, Sandra

    2015-01-01

    Interprofessional (IP) practice embraces a range of collaborations among health professionals that includes referral networks, case management, and simultaneous co-management models of healthcare. How IP competencies are interpreted and enacted in the curriculum falls to health educators. The aim of this research was to examine health educators' interpretations of IP competencies in five health professions (chiropractic, naturopathy, osteopathy, physiotherapy, and podiatry) in Australia. Semi-structured interviews were conducted with six educators. Transcripts were analysed using constant comparison to identify emergent themes. A number of interpretations of IP practice were evident (e.g. knowing professional scopes of practice and when to refer, and co-assessing and co-managing patients). Lack of resources limited IP practice enactment in the curriculum, including complementary medicine participation in IP teams.

  1. Integrating Cognitive and Affective Dimensions of Pain Experience into Health Professions Education

    Directory of Open Access Journals (Sweden)

    Beth B Murinson

    2011-01-01

    Full Text Available Pain is prevalent in clinical settings, and yet it is relatively under-represented in the education of most students in the health professions. Because pain includes both sensory-discriminative and affective features, teaching students about pain presents unique challenges and opportunities. The present article describes the evolution of a new blueprint for clinical excellence that, among other competencies, incorporates a need for the emotional development of clinical trainees. The framework has been applied to the development and implementation of two new courses in pain. The first course is designed to provide a comprehensive foundation of medical knowledge regarding pain, while integratively introducing students to the affective dimensions of pain. The second course is designed to enhance students’ appreciation for the protean effects of pain through use of the humanities to represent medical experience. It is concluded that, to be most effective, fostering the emotional development of trainees in the health professions necessitates the incorporation of affect-focused learning objectives, educational tasks and assessment methods.

  2. Perspectives on continuing education in the health professions: improving health care through lifelong learning.

    Science.gov (United States)

    Leach, David C; Fletcher, Suzanne W

    2008-12-01

    In November 2007, the Josiah Macy, Jr. Foundation convened a conference to address a number of complex issues concerning continuing education (CE) in the health professions. Participants concluded that CE, as currently practiced, does not focus adequately on improving clinician performance and patient care, is too dependent on lectures and too removed from the daily practice of clinicians, does not encourage or emphasize newer technologies and point-of-care learning, is poorly integrated across disciplines, and is inappropriately financed. Recommendations concerning educational methods, metrics, responsibilities, research in CE, financing, and oversight are reviewed. The relationship between the goals of improving clinician performance and patient care, while maintaining high standards of accountability and transparency, are reviewed.

  3. Effective leadership--the way to excellence in health professions education.

    Science.gov (United States)

    Osmani, Syed Suhail Naser

    2013-11-01

    The current times are witnessing an explosion of new knowledge in medicine. The demographic profile, geographic distribution of many diseases is changing, there have been dramatic shifts in the health care delivery, healthcare professionals are more socially and professionally accountable, patients have become more consumerist in their attitude. These factors coupled with the increasing demand for trained health care professionals has led to, firstly, a rapid increase in the health professionals education institutions and secondly curricular changes and adoption of newer teaching learning methodologies, to equip the graduates with the desirable outcomes. The scene in health professions education is one characterized by rapid activity and change. A time which demands effective leadership at these institutions for achieving excellence. Drawing from a decade long experience, at different medical schools in the gulf region, the author opines that it is effective leadership, as observed at the institutions where he worked, which is responsible for realization of institutional vision, rapid development and achievement of excellence.

  4. Investigating the Relationship between Job Satisfaction Levels of the Teachers in Educational Institutions and Their Attitudes towards Teaching Profession

    Science.gov (United States)

    Üredi, Lütfi

    2017-01-01

    The basic purpose of this research was to investigate the relationship between job satisfaction levels of the teachers in educational institutions and their attitudes towards teaching profession. Obtained results provided significant contributions for improving the quality of educational activities. Relational screening model as one of the…

  5. The Relationship between the Levels of Alienation of the Education Faculty Students and Their Attitudes towards the Teaching Profession

    Science.gov (United States)

    Caglar, Caglar

    2013-01-01

    It was intended in this study to ascertain the relationship between the levels of alienation of the education faculty students, and their attitudes towards the teaching profession. The sample of the research was composed of the 875 students appointed via simple random sampling out of the total population of 2600 of the Education Faculty of…

  6. The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

    Science.gov (United States)

    Erbas, Mustafa Kayihan

    2014-01-01

    This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching…

  7. Peer-led problem-based learning in interprofessional education of health professions students.

    Science.gov (United States)

    Lehrer, Michael D; Murray, Samuel; Benzar, Ruth; Stormont, Ryan; Lightfoot, Megan; Hafertepe, Michael; Welch, Gabrielle; Peters, Nicholas; Maio, Anna

    2015-01-01

    The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

  8. Peer-led problem-based learning in interprofessional education of health professions students

    Directory of Open Access Journals (Sweden)

    Michael D. Lehrer

    2015-09-01

    Full Text Available Background: The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students’ perceptions of interprofessional education. Methods: Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case–control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. Results: In total, 97 students responded to IEPS (62 medical, 35 pharmacy. Data showed significantly higher perception of professional cooperation among medical students (p=0.006 and pharmacy students (p=0.02 who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: ‘I am not aware of interprofessional education opportunities’ (61.5% and ‘I do not have time to participate’ (52.3%. Conclusion: Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students’ perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student

  9. Blurring the boundaries: using institutional ethnography to inquire into health professions education and practice.

    Science.gov (United States)

    Ng, Stella L; Bisaillon, Laura; Webster, Fiona

    2017-01-01

    Qualitative, social science approaches to research have surged in popularity within health professions education (HPE) over the past decade. Institutional ethnography (IE) offers the field another sociological approach to inquiry. Although widely used in nursing and health care research, IE remains relatively uncommon in the HPE research community. This article provides a brief introduction to IE and suggests why HPE researchers may wish to consider it for future studies. Part 1 of this paper presents IE's conceptual grounding in: (i) the entry point to inquiry ('materiality'), (ii) a generous definition of 'work' and (iii) a focus on how 'texts' such as policies, forms and written protocols influence activity. Part 2 of this paper outlines the method's key features through exemplars from our own research. Part 3 discusses the ways in which research that blurs the lines between educational and clinical practice can be both generative for HPE and accomplished using IE. The authors demonstrate the usefulness of IE for studying complex social issues in HPE. It is posited that a key added value of IE is that it goes beyond individual-level explanations of problems and phenomena, yet also closely studies individuals' activities, rather than remaining at an abstract or distant level of analysis. Thereby, IE can result in feasible and meaningful social change at the nexus of health professions education and other social systems such as clinical practice. IE adds to the growing qualitative research toolkit for HPE researchers. It is worth considering because it may enable change through the study of HPE in relation to other social processes, structures and systems, including the clinical practice world. A particular benefit may be found in blending HPE research with research on clinical practice, toward changing practice and policy through IE, given the interrelated nature of these fields. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  10. Education programs catalog

    Energy Technology Data Exchange (ETDEWEB)

    1994-05-01

    Since its formation in 1977, US DOE has been authorized to support education programs that help ensure an adequate supply of scientists, engineers, and technicians for energy-related research, production activities, and technology transfer. A national conference in 1989 produced a clear vision of the important role that DOE, its facilities, and its 169,000 Federal and contract employees can play in the educational life of their communities and the Nation. Many of the programs listed in this catalog are the result of this new vision; others have existed for many years. Purpose of this catalog is to make all DOE education efforts more widely known so that more teachers, students, and others can benefit. Supporting the hundreds of education programs (precollege, undergraduate, graduate, public) is the network of DOE national laboratories, technology centers, and other research facilities. Brief descriptions of each facility, its programs, and contact information for its education personnel are included.

  11. Project-based faculty development by international health professions educators: practical strategies.

    Science.gov (United States)

    Mennin, Stewart; Kalishman, Summers; Eklund, Mary Ann; Friedman, Stacey; Morahan, Page S; Burdick, William

    2013-01-01

    Project design and implementation, applied to real life situations, is emerging as an educational strategy for application of health professions faculty development learning within a supportive environment. We conducted a retrospective analysis of project evolution to identify common experiences, challenges, and successful strategies of 54 mid-career faculty members from 18 developing countries who attended the Foundation for the Advancement of International Medical Education and Research Institute between 2001 and 2006 and designed, conducted, and evaluated education innovations at their home institutions. Chronological analysis of the evolution of 54 projects over the initial 16-18 months of the 2-year Fellowship was based on an iterative qualitative analysis of 324 reports and individual interview transcripts collected over 6 years. Useful skill areas for project implementation included educational methods, leadership and management, and relationships/collaboration. Common challenges included competing responsibilities, lack of protected time, and limited resources. Themes identified with the evolution and success of education innovation projects included leadership and organization, collaboration, personal professional growth, and awareness of the relevant societal context. Common challenges and success factors in project-based faculty development were identified. Twelve practical strategies to promote successful project-based faculty development emerged that can be generalized for faculty development.

  12. Interprofessional education for students of the health professions: the "Seamless Care" model.

    Science.gov (United States)

    Mann, K V; Mcfetridge-Durdle, J; Martin-Misener, R; Clovis, J; Rowe, R; Beanlands, H; Sarria, M

    2009-05-01

    "Seamless Care" was one of 21 grants awarded by Health Canada to inform policymakers of the effectiveness of interprofessional education in promoting collaborative patient-centred practice among health professionals. The "Seamless Care" model of interprofessional education was designed with input from three Faculties at Dalhousie University (Medicine, Dentistry and Health Professions). The design was grounded in relevant learning theories--Social Cognitive Theory, Self-efficacy, Situated Learning theory and Constructivism. The intervention was informed by principles of active learning, problem-based learning, reflection and role modeling. The primary goal of Seamless Care was to develop students' interprofessional patient-centred collaborative skills through experiential learning. Fourteen student teams, each including one student from medicine, nursing, pharmacy, dentistry and dental hygiene, learned with, from and about each other while they were mentored in the collaborative care of patients transitioning from acute care to the community. Student teams providing collaborative care assisted patients experiencing a chronic illness to become more active in managing their health through development of self-management and decision-making skills. This paper describes the Seamless Care model of interprofessional education and discusses the theoretical underpinnings of this experiential model of interprofessional education designed to extend classroom-based interprofessional education to the clinical setting.

  13. Development of the profession and qualifications of adult educators in Lithuania in the context of reforms of adult education

    Science.gov (United States)

    Gedvilienė, Genutė; Tūtlys, Vidmantas; Lukošūnienė, Vilija; Zuzevičiūtė, Vaiva

    2018-01-01

    The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as "adult learning teachers" (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development.

  14. Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

    Science.gov (United States)

    Altinay-Gazi, Zehra; Altinay-Aksal, Fahriye

    2017-01-01

    Technology became a mediation tool for forming information and developing skills is teacher education programs of higher education institutions because technological tools can be used for self-reflection of prospective teachers' teaching performances. Practical implementation of teacher education programmes is a part of quality indicator in higher…

  15. Predictors of Success of Black Americans in a College-Level Pre-Health Professions Program.

    Science.gov (United States)

    Carmichael, J. W., Jr.

    1986-01-01

    Predictors of success for black freshmen entering Xavier University of Louisiana with an interest in the health professions were studied. Health professions were considered as the mainline fields of medicine, osteopathic medicine, dentistry, veterinary medicine, optometry, podiatry, and pharmacy. Students majoring in biology, chemistry, or…

  16. Deliberate practice and performance in music, games, sports, education, and professions: a meta-analysis.

    Science.gov (United States)

    Macnamara, Brooke N; Hambrick, David Z; Oswald, Frederick L

    2014-08-01

    More than 20 years ago, researchers proposed that individual differences in performance in such domains as music, sports, and games largely reflect individual differences in amount of deliberate practice, which was defined as engagement in structured activities created specifically to improve performance in a domain. This view is a frequent topic of popular-science writing-but is it supported by empirical evidence? To answer this question, we conducted a meta-analysis covering all major domains in which deliberate practice has been investigated. We found that deliberate practice explained 26% of the variance in performance for games, 21% for music, 18% for sports, 4% for education, and less than 1% for professions. We conclude that deliberate practice is important, but not as important as has been argued. © The Author(s) 2014.

  17. Exploring professional development needs of educators in the health sciences professions.

    Science.gov (United States)

    Schönwetter, Dieter J; Hamilton, Joanne; Sawatzky, Jo-Ann V

    2015-02-01

    An increasing number of institutions of higher education are clustering their health sciences schools into a common unit. Therefore, it is imperative that the individual faculty development units assume new mandates to meet faculty development needs for stakeholders across these disciplines. Critical to providing current and relevant professional development activities is an awareness of the needs of academicians, including common as well as discipline-specific needs. Hence, the aim of this study was to explore the extent to which factors such as discipline, rank, gender, education, and years as an academician impact on perceived needs for faculty development. In February 2012, a cross-sectional survey of the perceived faculty development needs of academicians in the health sciences unit of a Canadian university was conducted using an online assessment tool. A total of 133 out of 1,409 potential participants completed the survey, for a response rate of 9.4%. The findings revealed more similarities than differences in terms of perceived faculty development needs. In addition, differences were found across all health professions schools and in factors such as discipline, academic rank, education, gender, and years as an academician. These findings suggest that faculty development and educational specialists should understand the shared as well as the unique needs of the individual health sciences schools in planning their professional development services.

  18. National Diabetes Education Program

    Science.gov (United States)

    ... Living Tips About WIN NIDDK Information Clearinghouses National Diabetes Education Program Together with more than 200 partners ... type 2 diabetes. Learn more about NDEP . National Diabetes Month You are the center of your diabetes ...

  19. Evaluation of Food Protection and Defense Outreach Education Programs

    Science.gov (United States)

    Shutske, John M.; Pierquet, Jennifer; Michel, Laura; Rasmussen, Ruth; Olson, Debra

    2008-01-01

    This analysis documents the outcomes and impacts from a series of food protection and defense educational programs conducted over a 3-y period for private and public sector food system professionals. Several measures were used to determine the professions of participants; their improvements in skills and abilities that resulted from workshops; the…

  20. A Content Analysis of Problematic Behavior in Counselor Education Programs

    Science.gov (United States)

    Brown, Maranda

    2013-01-01

    Counselor education programs are obligated by accreditation standards and professional codes of ethics to identify counselors-in-training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007; Rust, Raskin, & Hill,…

  1. A Doctorate Program for Leadership Personnel in Vocational Education. Final Report.

    Science.gov (United States)

    Ohio State Univ., Columbus. Coll. of Education.

    The project report describes the doctoral program for leadership development in vocational education at the Ohio State University. Funded by the Education Professions Development Act, the program provided training in administration, supervision, teacher education, curriculum design and development, vocational counseling, and research to 21…

  2. Programs That Educate.

    Science.gov (United States)

    Kealey, Robert J., Comp.

    The essays in this collection reflect on effective practices conducted in Catholic schools. Essays were written by participants in the 2000 principals' academy. Under "Section 1: Religious Education" are the following essays: "Kingdom Builders" (Sr. M. Joseph); "Sacramental Programs, Parish Programs" (J. Thaler); and…

  3. Assessment of educational games for health professions: a systematic review of trends and outcomes.

    Science.gov (United States)

    Abdulmajed, Hind; Park, Yoon Soo; Tekian, Ara

    2015-04-01

    Traditional lecturing used in teaching has the lowest retention rate; the use of games as part of an instruction method may enhance retention and reinforce learning by creating a dynamic educational environment. This study aims to systematically review the literature on educational games for the health professions to identify trends and investigate assessment tools used to measure its learning outcomes. Seven databases were used in the search: ERIC, Education Research Complete, Medline, Medline Complete, Academic Search Complete, The Cochrane Library and PubMed. The search identified 2865 papers; among them, 1259 were excluded and 22 were evaluated. The selection incorporated five full papers which focused directly on the health professionals. Two studies involved the use of board games and two studies involved card games, crossword puzzles and one study involved a team quiz competition. Overall, studies lacked a strong link between the use of games for both instructional and assessment purposes. Gaming makes a positive impact on the teaching/learning process. However, existing assessment methodologies have been not fully captured the learning that may occur in these games. Robust research is needed to address the use of games that have been assessed objectively.

  4. Lifelong learning along the education and career continuum: meta-analysis of studies in health professions.

    Science.gov (United States)

    Babenko, Oksana; Koppula, Sudha; Daniels, Lia; Nadon, Lindsey; Daniels, Vijay

    2017-10-01

    Lifelong learning is an integral part of health professionals' maintenance of competence. Several studies have examined the orientation toward lifelong learning at various stages of the education and career continuum; however, none has looked at changes throughout training and practice. The objective of the present study was to determine if there are differences between groups defined by their places on the education and career continuum. The authors performed a group-level meta-analysis on studies that used the 14-item Jefferson Scale of Physician Lifelong Learning or its variants. Eleven published articles, which reported on studies with post-secondary health professions students, residents, and practicing health professionals met the inclusion criteria. In total, there were 12 independent data sets, with four data sets per group. In total, over seven thousand students, residents, and practicing health professionals responded to the Jefferson Scale (N=7.269). Individual study means tendency to be high, suggesting a high orientation toward lifelong learning among the trainees (students and residents) and practicing health professionals. Meta-analysis results indicated that the orientation toward lifelong learning tended to increase gradually along the education and career continuum. Significant differences in the group means were found between the trainees and practicing health professionals. In the reviewed studies, the orientation toward lifelong learning among students, residents, and practicing professionals was high. Nonetheless, although based on separate cohorts, it appears that the orientation toward lifelong learning continues to develop even after the completion of formal training.

  5. Final Thesis Models in European Teacher Education and Their Orientation towards the Academy and the Teaching Profession

    Science.gov (United States)

    Råde, Anders

    2014-01-01

    This study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. In scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly…

  6. Graduates' Vocational Skills for the Management Accountancy Profession: Exploring the Accounting Education Expectation-Performance Gap

    Science.gov (United States)

    Howcroft, Douglas

    2017-01-01

    This paper focuses on understanding the vocational skills required by graduates and assessing the competence of graduates for the management accountancy profession. It explores "expectation gaps" by examining whether the Chartered Institute of Management Accountants, practitioner employers and university educators have different…

  7. Introduction to the library and information professions

    CERN Document Server

    Greer, Roger; Fowler, Susan

    2013-01-01

    In this rapidly changing, knowledge-based society, library and information professionals require a broad understanding of the profession. Introduction to the Library and Information Professions, Second Edition presents a toolbox of models that enable this essential understanding for undergraduate and graduate students in library and information science programs as well as practicing professionals seeking continuing education. The materials in this second edition reflect the latest trends in the library and information profession, including services and issues that stem from new advances in te

  8. Developing Capacity for Change: A Policy Analysis for the Music Education Profession

    Science.gov (United States)

    Kos, Ronald P., Jr.

    2010-01-01

    Policy can be a useful tool for effecting change, but policy analysis, which shapes policy development, has been underused in music education research. This paper demonstrates how Bardach's (2000) Eightfold Path can be used to develop solutions to problems in music education. Some have argued that school music programs do not prepare students to…

  9. Educational Equality or Social Mobility: The Value Conflict between Preservice Teachers and the Free Teacher Education Program in China

    Science.gov (United States)

    Wang, Dan; Gao, Manman

    2013-01-01

    In 2007, the Chinese government piloted the Free Teacher Education (FTE) program in the top normal universities with the aim to enlist high-quality young graduates to join the teaching profession and to improve education in underdeveloped rural regions. However, a conflict has arisen as FTE students enrolled in the program are reluctant to work in…

  10. An Interprofessional Rural Health Education Program

    Science.gov (United States)

    MacDowell, Martin; Schriever, Allison E.; Glasser, Michael; Schoen, Marieke D.

    2012-01-01

    Objectives. To develop, implement, and assess an interprofessional rural health professions program for pharmacy and medical students. Design. A recruitment and admissions process was developed that targeted students likely to practice in rural areas. Pharmacy students participated alongside medical students in completing the Rural Health Professions program curriculum, which included monthly lecture sessions and assignments, and a capstone clinical requirement in the final year. Assessment. Fourteen pharmacy students and 33 medical students were accepted into the program during the first 2 years of the Rural Health Professions program. Approximately 90% of the rural health professions students were originally from rural areas. Conclusions. The rural health professions program is an interprofessional approach to preparing healthcare providers to practice in rural communities. PMID:23275664

  11. Veterinary Business Management Association presents program to aid future growth and stability of veterinary profession

    OpenAIRE

    Douglas, Jeffrey S.

    2008-01-01

    Spiraling veterinary student debt and the lack of a sustainable and profitable business model for many private practices in the modern business environment threaten the future growth and stability of the veterinary profession.

  12. Chiropractor profession

    Science.gov (United States)

    ... understanding of the structure and function of the human body in health and disease. The educational program includes training in the basic medical sciences, including anatomy, physiology, and biochemistry. The education allows a doctor of ...

  13. Interdisciplinary: Cultural competency and culturally congruent education for millennials in health professions.

    Science.gov (United States)

    Hawala-Druy, Souzan; Hill, Mary H

    2012-10-01

    The increasingly diverse multicultural and multigenerational student population in the United States requires that educators at all levels develop cultural knowledge, awareness, and sensitivity to help diverse learners fulfill their potential and to avoid cultural misunderstandings that can become obstacles or barriers to learning. The purpose of this study was to design and implement eclectic, creative, evidence-based interdisciplinary educational activities, along with culturally congruent teaching strategies, within a semester-long university course that promoted positive and culturally competent learning outcomes for culturally diverse, largely millennial students. The interdisciplinary course would prepare health professional students with the requisite knowledge and skills, through transformative learning that produces change agents, to provide culturally congruent and quality team-based care to diverse populations. This was a qualitative and quantitative study, which measured students' level of cultural awareness, competence, and proficiency pre and post the educational intervention. Instruments used for data collection included the Inventory for Assessing The Process of Cultural Competence-Student Version (IAPCC-SV) by Campinha-Bacote, course evaluations, students' feedback, and portfolio reflections. The study was conducted at a private academic institution located in the Mid-Atlantic region and the sample population included inter-professional students (N=106) from various health professions including nursing, pharmacy, and allied health sciences. Results from the pre- and post-test IAPCC-SV survey revealed that mean scores increased significantly from pre-test (60.8) to post-test (70.6). Thus, students' levels of cultural competency (awareness, knowledge, skills, desire, encounter) improved post-educational intervention, indicating that the teaching methods used in the course might be applied on a larger scale across the university system to cater to the

  14. Founding of the Association of Physician Assistant Programs and the Organization's Central Role in the Development of the Physician Assistant Profession.

    Science.gov (United States)

    Sadler, Alfred M; Piemme, Thomas E

    2017-10-01

    The Physician Assistant Education Association (PAEA) (formerly Association of Physician Assistant Programs [APAP]) was founded in 1972 by early PA program leaders to encourage collaboration and discussion among program leaders and faculty on a wide range of issues of mutual concern. This article addresses the founding of the organization, which continues to represent PA programs today. It addresses the important accomplishments of APAP during the 1972-1974 period and describes in detail the essential contributions of APAP and its leaders in developing the PA profession. Included are discussions of "the Role of the Registry of Physicians' Associates," which was incorporated into APAP; the sponsorship of "the First National Conference on New Health Practitioners" in collaboration with AAPA; the "Launching a Joint National Office" for APAP and AAPA in Washington, DC, in 1973; and "Places at the Table," which reviews the successful efforts of APAP leaders to gain inclusion of AAPA and APAP in the Joint Review Committee on Educational Programs for Assistants to the Primary Physician (JRC-PA) for accrediting qualified programs, the contribution of APAP leaders to the development of the first Certification Examination for the Assistant to the Primary Care Physician by the National Board of Medical Examiners (NBME) in 1973, leadership in the founding of the National Commission on the Certification of Physician Assistants (NCCPA) in 1974, and collaboration with the Association of American Medical Colleges (AAMC) in developing interdisciplinary education and training. It concludes with a summation of the legacy of APAP (PAEA's) formative years.

  15. Technology-enabled assessment of health professions education: consensus statement and recommendations from the Ottawa 2010 Conference

    DEFF Research Database (Denmark)

    Amin, Zubair; Boulet, John R; Cook, David A

    2011-01-01

    The uptake of information and communication technologies (ICTs) in health professions education can have far-reaching consequences on assessment. The medical education community still needs to develop a deeper understanding of how technology can underpin and extend assessment practices....... This article was developed by the 2010 Ottawa Conference Consensus Group on technology-enabled assessment to guide practitioners and researchers working in this area. This article highlights the changing nature of ICTs in assessment, the importance of aligning technology-enabled assessment with local context...... and needs, the need for better evidence to support use of technologies in health profession education assessment, and a number of challenges, particularly validity threats, that need to be addressed while incorporating technology in assessment. Our recommendations are intended for all practitioners across...

  16. The regulation of social education as a profession: an analysis of the processes of regulation of the identity and socio-professional status of the social educator in Portugal and Brazil

    Directory of Open Access Journals (Sweden)

    Henrique Pereira Ramalho

    2017-07-01

    Full Text Available This article deals with the processes of regulation of the exercise of social education as a profession that we consider as emergent (in the portuguese case and diffuse (in the brazilian case. In the first case, we look at an institutional logic of the profession, in which self-regulation processes are more prevalent, although they resort to petitioning procedures through which, and in a subsidiary way, they seek to "fit in" the profession of social educator in the "world” of the segmented professions according to the portuguese norm. In the case of the Brazilian context, a process of regulation that bets on the legitimating preponderance of the State, As a regulatory agency of the regulation of the profession, even though self-regulatory procedures are subsidiarily recognized, without calling into question the medial role of the State as the main regulator. Keywords: regulation; social education; social educator; emergent profession; diffuse profession

  17. A critical narrative review of transfer of basic science knowledge in health professions education.

    Science.gov (United States)

    Castillo, Jean-Marie; Park, Yoon Soo; Harris, Ilene; Cheung, Jeffrey J H; Sood, Lonika; Clark, Maureen D; Kulasegaram, Kulamakan; Brydges, Ryan; Norman, Geoffrey; Woods, Nicole

    2018-02-08

    'Transfer' is the application of a previously learned concept to solve a new problem in another context. Transfer is essential for basic science education because, to be valuable, basic science knowledge must be transferred to clinical problem solving. Therefore, better understanding of interventions that enhance the transfer of basic science knowledge to clinical reasoning is essential. This review systematically identifies interventions described in the health professions education (HPE) literature that document the transfer of basic science knowledge to clinical reasoning, and considers teaching and assessment strategies. A systematic search of the literature was conducted. Articles related to basic science teaching at the undergraduate level in HPE were analysed using a 'transfer out'/'transfer in' conceptual framework. 'Transfer out' refers to the application of knowledge developed in one learning situation to the solving of a new problem. 'Transfer in' refers to the use of previously acquired knowledge to learn from new problems or learning situations. Of 9803 articles initially identified, 627 studies were retrieved for full text evaluation; 15 were included in the literature review. A total of 93% explored 'transfer out' to clinical reasoning and 7% (one article) explored 'transfer in'. Measures of 'transfer out' fostered by basic science knowledge included diagnostic accuracy over time and in new clinical cases. Basic science knowledge supported learning - 'transfer in' - of new related content and ultimately the 'transfer out' to diagnostic reasoning. Successful teaching strategies included the making of connections between basic and clinical sciences, the use of commonsense analogies, and the study of multiple clinical problems in multiple contexts. Performance on recall tests did not reflect the transfer of basic science knowledge to clinical reasoning. Transfer of basic science knowledge to clinical reasoning is an essential component of HPE that

  18. How can systems engineering inform the methods of programme evaluation in health professions education?

    Science.gov (United States)

    Rojas, David; Grierson, Lawrence; Mylopoulos, Maria; Trbovich, Patricia; Bagli, Darius; Brydges, Ryan

    2017-11-06

    We evaluate programmes in health professions education (HPE) to determine their effectiveness and value. Programme evaluation has evolved from use of reductionist frameworks to those addressing the complex interactions between programme factors. Researchers in HPE have recently suggested a 'holistic programme evaluation' aiming to better describe and understand the implications of 'emergent processes and outcomes'. We propose a programme evaluation framework informed by principles and tools from systems engineering. Systems engineers conceptualise complexity and emergent elements in unique ways that may complement and extend contemporary programme evaluations in HPE. We demonstrate how the abstract decomposition space (ADS), an engineering knowledge elicitation tool, provides the foundation for a systems engineering informed programme evaluation designed to capture both planned and emergent programme elements. We translate the ADS tool to use education-oriented language, and describe how evaluators can use it to create a programme-specific ADS through iterative refinement. We provide a conceptualisation of emergent elements and an equation that evaluators can use to identify the emergent elements in their programme. Using our framework, evaluators can analyse programmes not as isolated units with planned processes and planned outcomes, but as unfolding, complex interactive systems that will exhibit emergent processes and emergent outcomes. Subsequent analysis of these emergent elements will inform the evaluator as they seek to optimise and improve the programme. Our proposed systems engineering informed programme evaluation framework provides principles and tools for analysing the implications of planned and emergent elements, as well as their potential interactions. We acknowledge that our framework is preliminary and will require application and constant refinement. We suggest that our framework will also advance our understanding of the construct of 'emergence

  19. The Conceptions of Hotel Management Profession of The Students Studying in Tourism and Hotel Management Program

    Directory of Open Access Journals (Sweden)

    Atınç OLCAY

    2010-12-01

    Full Text Available Hotel management is a service industry sector in which circumstances are requirea by one human serving another and where opportunities are highly materialized. It is one of the rare business types where “human” is at the center bath as the service provider and the receiver. İt depends on flawless service that addresses different cultures and nations, depends on hard working conditions and requires smiling face and tolerance in its nature. Thus hotel management profession necessitates commitment and sacrifice. In this respect, it is impossible for a hotelkeeper that does not like and respect his/her profession to become neither successful nor happy spiritually and physically. This research is conducted to find out the conceptions of the students in Gaziantep University Tourism and Hotel Management Community College. Additionally, in this research, it is observed whether the correlation between students’ approach to define hotel management as a profession have a meaningful difference in statistical variables like gender and the type of high school that they have graduated. Results indicate that large numbers of students participating in this research have a positive conception of the hotel management profession and there are determined meaningful differences between students’ approach towards the hotel management profession and their statistical variables like gender and the type of high school they graduated

  20. The Council on Chiropractic Education's New Wellness Standard: A call to action for the chiropractic profession

    Directory of Open Access Journals (Sweden)

    Rupert Ronald

    2006-10-01

    Full Text Available Abstract Background The chiropractic profession has long considered itself to be a preventive science. Recently the Council on Chiropractic Education (CCE has defined a set of standards that must be implemented at all US chiropractic colleges as of January of 2007. These are specific to wellness measures and health promoting efforts that should be performed by chiropractors. This will mandate traditional health promotion and prevention methods be taught to students at accredited colleges and to practicing chiropractors. Objective To present the idea of performing traditional health promotion and wellness-concepts in chiropractic practice as a call to action for clinicians and generate discussion on the topic. Discussion This manuscript discusses relevant topics of health promotion and prevention for chiropractors and other practicing clinicians that should be made priorities with patients in order to enhance both patient health and community and population health. Conclusion All practicing chiropractors, as well as other clinicians should take these new standards from the CCE as a call to action to begin helping patients address the removable causes of morbidity, disability and premature mortality where they exist, in addition to treating their painful spinal conditions.

  1. Those Moral Aspects Unique to the Profession: Principals' Perspectives on Their Work and the Implications for a Professional Ethic for Educational Leadership

    Science.gov (United States)

    Frick, William C.; Gutierrez, Kathrine J.

    2008-01-01

    This study examined aspects of work-related behavior considered morally and ethically unique to the profession of educational leadership as expressed by practitioners. The purpose was to empirically test and develop a practical, profession-specific ethic as articulated by Shapiro and Stefkovich (2001, 2005) and Stefkovich (2006). The study used…

  2. The Remuneration of Young Teachers and of Staff in Colleges and Departments of Education and the Effect on Recruitment and Wastage from the Profession.

    Science.gov (United States)

    Economist Intelligence Unit Ltd., London (England).

    This analysis of remuneration in the teaching profession in England indicates that the salaries of teachers with some years' experience are very low compared with professions needing somewhat lower academic qualifications. The career prospects for non-graduate teachers are also extremely poor. The salaries of staff in colleges of education are…

  3. The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study.

    Science.gov (United States)

    Frantz, José M; Bezuidenhout, Juanita; Burch, Vanessa C; Mthembu, Sindi; Rowe, Michael; Tan, Christina; Van Wyk, Jacqueline; Van Heerden, Ben

    2015-03-03

    In 2008 the sub-Saharan FAIMER Regional Institute launched a faculty development programme aimed at enhancing the academic and research capacity of health professions educators working in sub-Saharan Africa. This two-year programme, a combination of residential and distance learning activities, focuses on developing the leadership, project management and programme evaluation skills of participants as well as teaching the key principles of health professions education-curriculum design, teaching and learning and assessment. Participants also gain first-hand research experience by designing and conducting an education innovation project in their home institutions. This study was conducted to determine the perceptions of participants regarding the personal and professional impact of the SAFRI programme. A retrospective document review, which included data about fellows who completed the programme between 2008 and 2011, was performed. Data included fellows' descriptions of their expectations, reflections on achievements and information shared on an online discussion forum. Data were analysed using Kirkpatrick's evaluation framework. Participants (n=61) came from 10 African countries and included a wide range of health professions educators. Five key themes about the impact of the SAFRI programme were identified: (1) belonging to a community of practice, (2) personal development, (3) professional development, (4) capacity development, and (5) tools/strategies for project management and/or advancement. The SAFRI programme has a positive developmental impact on both participants and their respective institutions.

  4. Collaborative learning of clinical skills in health professions education: the why, how, when and for whom.

    Science.gov (United States)

    Tolsgaard, Martin G; Kulasegaram, Kulamakan M; Ringsted, Charlotte V

    2016-01-01

    This study is designed to provide an overview of why, how, when and for whom collaborative learning of clinical skills may work in health professions education. Collaborative learning of clinical skills may influence learning positively according to the non-medical literature. Training efficiency may therefore be improved if the outcomes of collaborative learning of clinical skills are superior or equivalent to those attained through individual learning. According to a social interaction perspective, collaborative learning of clinical skills mediates its effects through social interaction, motivation, accountability and positive interdependence between learners. Motor skills learning theory suggests that positive effects rely on observational learning and action imitation, and negative effects may include decreased hands-on experience. Finally, a cognitive perspective suggests that learning is dependent on cognitive co-construction, shared knowledge and reduced cognitive load. The literature on the collaborative learning of clinical skills in health science education is reviewed to support or contradict the hypotheses provided by the theories outlined above. Collaborative learning of clinical skills leads to improvements in self-efficacy, confidence and performance when task processing is observable or communicable. However, the effects of collaborative learning of clinical skills may decrease over time as benefits in terms of shared cognition, scaffolding and cognitive co-construction are outweighed by reductions in hands-on experience and time on task. Collaborative learning of clinical skills has demonstrated promising results in the simulated setting. However, further research into how collaborative learning of clinical skills may work in clinical settings, as well as into the role of social dynamics between learners, is required. © 2015 John Wiley & Sons Ltd.

  5. Accreditation of Professional Preparation Programs for School Health Educators: The Changing Landscape

    Science.gov (United States)

    Taub, Alyson; Goekler, Susan; Auld, M. Elaine; Birch, David A.; Muller, Susan; Wengert, Deitra; Allegrante, John P.

    2014-01-01

    The health education profession is committed to maintaining the highest standards of quality assurance, including accreditation of professional preparation programs in both school and community/public health education. Since 2001, the Society for Public Health Education (SOPHE) has increased attention to strengthening accreditation processes for…

  6. A novel enrichment program using cascading mentorship to increase diversity in the health care professions.

    Science.gov (United States)

    Afghani, Behnoosh; Santos, Rosanne; Angulo, Marco; Muratori, Walter

    2013-09-01

    The authors describe an innovative summer enrichment program based on a cascading mentorship model to transfer knowledge and skills from faculty to medical students to undergraduate students and finally to high school students. The program was designed to give high school students a glimpse of life in medical school and enhance the teaching and leadership skills of underrepresented undergraduate and medical students. Started in 2010 with 30 high school students and 9 college and medical student coaches, the University of California, Irvine, School of Medicine Summer Premed Program expanded rapidly over the next two summers and enrolled a total of 253 high school students, 48 college students, and 12 medical students. The college and medical student coaches, the majority of whom were underrepresented in medicine (URIM), reported that the program enhanced their teaching and leadership skills and self-confidence, motivated them toward careers in academic medicine, and raised their awareness about the importance of cultural diversity. The authors present the details of this interactive, structured program and describe how URIM student empowerment, near-peer teaching, science socialization, and support from the institution's leadership and faculty members provided a climate that fostered belonging, a sense of personal transformation, and professional development among students from different levels of education and diverse backgrounds. Long-term follow-up of the participants' career choices is needed.

  7. Overview of Faculty Development Programs for Interprofessional Education.

    Science.gov (United States)

    Ratka, Anna; Zorek, Joseph A; Meyer, Susan M

    2017-06-01

    Objectives. To describe characteristics of faculty development programs designed to facilitate interprofessional education, and to compile recommendations for development, delivery, and assessment of such faculty development programs. Methods. MEDLINE, CINAHL, ERIC, and Web of Science databases were searched using three keywords: faculty development, interprofessional education, and health professions. Articles meeting inclusion criteria were analyzed for emergent themes, including program design, delivery, participants, resources, and assessment. Results. Seventeen articles were identified for inclusion, yielding five characteristics of a successful program: institutional support; objectives and outcomes based on interprofessional competencies; focus on consensus-building and group facilitation skills; flexibility based on institution- and participant-specific characteristics; and incorporation of an assessment strategy. Conclusion. The themes and characteristics identified in this literature overview may support development of faculty development programs for interprofessional education. An advanced evidence base for interprofessional education faculty development programs is needed.

  8. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory

    OpenAIRE

    Orsini, Cesar; Binnie, Vivian I.; Sarah L. Wilson

    2016-01-01

    Purpose:\\ud This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students’ motivation to engage in academic activities based on the self-determination theory’s perspective.\\ud Methods:\\ud A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were...

  9. A qualitative inquiry of educational requirements of selected professions in the Oklahoma aerospace industry

    Science.gov (United States)

    Walker, Casey Jerry Kennon

    Interview of incumbents of intellectual capital positions at Boeing. The aerospace industry is a dynamic industry that requires continual skill updates to keep up with advancements in technology and operational trends within the industry. The purpose of this study was to examine intellectual capital requirements of selected professional positions within the Boeing Company in Oklahoma. Data obtained through interviews was used to determine if educational skills gaps existed. The findings of the study can be used to develop an aerospace educational pipeline based on collaborative relationships between industry and higher education to facilitate educational and training programs. Three broad research questions were used to address and support the findings of this study related to educational background, career progression, and gaps. A purposive sample of 10 professional positions was selected for interview using an interview guide containing 18 questions. Data was analyzed using manual coding techniques. Findings and conclusions. The study found that minimum education requirements for selected professional positions consisted of a bachelor's degree. Although the majority of participants identified a business degree as optimal, several participants indicated that an education background from multiple disciplines would provide the greatest benefit. Data from interviews showed educational degrees were not specialized enough and skills required to perform job functions were obtained through direct on the job experience or through corporate training. Indications from participant responses showed employees with a thorough knowledge of government acronyms had a decided advantage over those that did not. Recommendations included: expanding the study to multiple organizations by conducting a survey; expanding industry and academic partnerships; establishing a structured educational pipeline to fill critical positions; creating broad aerospace curricula degree programs tailored

  10. Beyond vulnerability: how the dual role of patient-health care provider can inform health professions education.

    Science.gov (United States)

    Rowland, Paula; Kuper, Ayelet

    2017-04-29

    In order to prepare fully competent health care professionals, health professions education must be concerned with the relational space between patients and providers. Compassion and compassionate care are fundamental elements of this relational space. Traditionally, health professions educators and leaders have gone to two narrative sources when attempting to better under constructs of compassion: patients or providers. Rarely have there been explorations of the perspectives of those who consider themselves as both patients and providers. In this study, we interviewed nineteen health care providers who self-disclosed as having had a substantive patient experience in the health care system. We engaged with these participants to better understand their experience of having these dual roles. Anchored in Foucault's concepts of subjectivity and Goffman's symbolic interactionism, the interviews in this study reveal practices of moving between the two roles of patient and provider. Through this exploration, we consider how it is that providers who have been patients understand themselves to be more compassionate whilst in their provider roles. Rather than describing compassion as a learnable behaviour or an innate virtue, we theoretically engage with one proposed mechanism of how compassion is produced. In particular, we highlight the role of critical reflexivity as an underexplored construct in the enactment of compassion. We discuss these findings in light of their implications for health professions education.

  11. Health professions career awareness program for seventh- and eighth-grade African-American students: a pilot study.

    Science.gov (United States)

    Balogun, Joseph A; Sloan, Patricia E; Hardney, Karen

    2005-01-01

    This exploratory, cross-sectional study was designed to gauge the interest and health career choices of African-American students before high school and to determine their level of satisfaction with a health career awareness program. Over a three-year period, 133 seventh-grade students (47%) and eighth-grade students (53%) enrolled in a Southside Chicago Catholic school were recruited; 98% were African-American. The students participated in a career awareness program, which consisted of lectures, video presentation, interactive discussion, and college campus visits. Each student completed a questionnaire that sought demographic information, health career choice, career preference, and level of satisfaction with the awareness program implemented. For career choice, 39% of the students selected "doctor" and dentist, 28% selected occupational therapy, 15% selected social work, 11% selected nursing, and 7% selected health information administration. The majority of the students (51%) were "very satisfied" and 49% were "satisfied" with the program that was implemented. We found no discernable difference in the health career interest and career choice of the study participants over the three-year period. Our findings reconfirmed a continuing limited level of awareness about allied health professions among African-American students before high school. Follow-up studies should expand the scope and contents of the awareness program to include other health professions, field trips, and mentoring by health care providers or health professional students.

  12. Educational Programs for Intelligence Professionals.

    Science.gov (United States)

    Miller, Jerry P.

    1994-01-01

    Discusses the need for education programs for competitive intelligence professionals. Highlights include definitions of intelligence functions, focusing on business intelligence; information utilization by decision makers; information sources; competencies for intelligence professionals; and the development of formal education programs. (38…

  13. A Planning System for the Implementation of Section 553, Education Professions Development Act, in State Agencies for Vocational Education.

    Science.gov (United States)

    Drewes, Donald W.

    The objective of this report is to present a design model which will serve as a pattern for the development of a vocational education professional development program to be implemented in a state agency of vocational education. The model delineates the procedural requirements for determination of priorities, assessment of personnel needs,…

  14. Beyond Citation Rates: A Real-Time Impact Analysis of Health Professions Education Research Using Altmetrics.

    Science.gov (United States)

    Maggio, Lauren A; Meyer, Holly S; Artino, Anthony R

    2017-10-01

    To complement traditional citation-based metrics, which take years to accrue and indicate only academic attention, academia has begun considering altmetrics or alternative metrics, which provide timely feedback on an article's impact by tracking its dissemination via nontraditional outlets, such as blogs and social media, across audiences. This article describes altmetrics and examines altmetrics attention, outlets used, and top article characteristics for health professions education (HPE) research. Using Altmetric Explorer, a tool to search altmetrics activity, the authors searched for HPE articles that had at least one altmetrics event (e.g., an article was tweeted or featured in a news story) between 2011 and 2015. Retrieved articles were analyzed using descriptive statistics. In addition, the 10 articles with the highest Altmetric Attention Scores were identified and their key characteristics extracted. The authors analyzed 6,265 articles with at least one altmetrics event from 13 journals. Articles appeared in 14 altmetrics outlets. Mendeley (161,470 saves), Twitter (37,537 tweets), and Facebook (1,650 posts) were most popular. The number of HPE articles with altmetrics attention increased 145%, from 539 published in 2011 to 1,321 in 2015. In 2015, 50% or more of the articles in 5 journals received altmetrics attention. Themes for articles with the most altmetrics attention included social media or social networking; three such articles were written as tips or guides. Increasing altmetrics attention signals interest in HPE research and the need for further investigation. Knowledge of popular and underused outlets may help investigators strategically share research for broader dissemination.

  15. Readability of Individualized Education Programs

    Science.gov (United States)

    Lo, Lusa

    2014-01-01

    An individualized education program is a legal document that details information regarding the special education program of a student with a disability. For parents to determine whether they agree with the individualized education program that is proposed by the school, they must first be able to read and comprehend the document. This study aimed…

  16. 'I now have a visual image in my mind and it is something I will never forget': an analysis of an arts-informed approach to health professions ethics education.

    Science.gov (United States)

    Kinsella, Elizabeth Anne; Bidinosti, Susan

    2016-05-01

    This paper reports on a study of an arts informed approach to ethics education in a health professions education context. The purpose of this study was to investigate students' reported learning experiences as a result of engagement with an arts-informed project in a health professions' ethics course. A hermeneutic phenomenological methodological approach was adopted for the study. The data were collected over 5 years, and involved analysis of 234 occupational therapy students' written reflections on learning. Phenomenological methods were used. Five key themes were identified with respect to students' reported learning including: becoming aware of values, (re) discovering creativity, coming to value reflection in professional life, deepening self-awareness, and developing capacities to imagine future practices. There appear to be a number of unique ways in which arts-informed approaches can contribute to health professions education including: activating imaginative engagement, fostering interpretive capacity, inspiring transformative understandings, offering new ways of knowing, deepening reflection, and heightening consciousness, while also enriching the inner life of practitioners. Innovative approaches are being used to introduce arts-informed practices in health professions curricula programs. The findings point to the promise of arts-informed approaches for advancing health sciences education.

  17. Marketing Education. Vocational Education Program Courses Standards.

    Science.gov (United States)

    Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

    This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs in marketing offered at the secondary or postsecondary level as a part of Florida's comprehensive vocational education program. Each standard…

  18. The Conceptions of Hotel Management Profession of The Students Studying in Tourism and Hotel Management Program

    OpenAIRE

    Olcay, Atınç; Zafer ÇELİK

    2010-01-01

    Hotel management is a service industry sector in which circumstances are requirea by one human serving another and where opportunities are highly materialized. It is one of the rare business types where “human” is at the center bath as the service provider and the receiver. İt depends on flawless service that addresses different cultures and nations, depends on hard working conditions and requires smiling face and tolerance in its nature. Thus hotel management profession necessitates commitme...

  19. Beyond a good story: from Hawthorne Effect to reactivity in health professions education research.

    Science.gov (United States)

    Paradis, Elise; Sutkin, Gary

    2017-01-01

    Observational research is increasingly being used in health professions education (HPE) research, yet it is often criticised for being prone to observer effects (also known as the Hawthorne Effect), defined as a research participant's altered behaviour in response to being observed. This article explores this concern. First, this article briefly reviews the initial Hawthorne studies and the original formulation of the Hawthorne Effect, before turning to contemporary studies of the Hawthorne Effect in HPE and beyond. Second, using data from two observational studies (in the operating theatre and in the intensive care unit), this article investigates the Hawthorne Effect in HPE. Evidence of a Hawthorne Effect is scant, and amounts to little more than a good story. This is surprising given the foundational nature of the Hawthorne Studies in the social sciences and the prevalence of our concern with observer effects in HPE research. Moreover, the multiple and inconsistent uses of the Hawthorne Effect have left researchers without a coherent and helpful understanding of research participants' responses to observation. The authors' HPE research illustrates the complexity of observer effects in HPE, suggests that significant alteration of behaviour is unlikely in many research contexts, and shows how sustained contact with participants over time improves the quality of data collection. This article thus concludes with three recommendations: that researchers, editors and reviewers in the HPE community use the phrase 'participant reactivity' when considering the participant, observer and research question triad; that researchers invest in interpersonal relationships at their study site to mitigate the effects of altered behaviour; and that researchers use theory to make sense of participants' altered behaviour and use it as a window into the social world. The term 'participant reactivity' better reflects current scientific understandings of the research process and

  20. Educational policies and higher education: analysis of its internationalization in the context of the work in the academic profession in portugal

    Directory of Open Access Journals (Sweden)

    Carla Galego

    2016-05-01

    Full Text Available It is in the context of the increasing Europeanization of educational policies that the latest and important legislative changes generated in the Portuguese higher education system must be understood. Convergent with the creation of the European Higher Education Area (EHEA, Portugal allied to the Bologna process and reformed, in the second half of the 2000s, its higher education system in the structures and ways of institutional government. Considering that the academic profession is a key element in the mission of the university (WILSON 1962; ALTABCH, 2011, it also is central in the construction of the EHEA. The purpose of this article is to examine how the new educational policies have produced changes in the context and working conditions of teachers/researchers at public universities in Portugal. The text begins by identifying the main policy measures that form the new legal framework of higher education, with particular emphasis to the new Statute of Teaching Career. Then we analyze the perceptions of academics around the development of the academic profession occurred over the past forty years linking it with the dimension of the internationalization of higher education. The results obtained allow us to state that the academic profession is international by nature. However, this nature complicated itself and diversified, resizing the internationalization, moving from ‘optionality logic' to 'mandatory logic'.

  1. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory.

    Science.gov (United States)

    Orsini, Cesar; Binnie, Vivian I; Wilson, Sarah L

    2016-01-01

    This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students' motivation to engage in academic activities based on the self-determination theory's perspective. A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students' motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students' motivation. In turn, students' self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students' characteristics. Doing so may support future health practitioners' self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

  2. INDIVIDUAL EDUCATION PROGRAMS

    Directory of Open Access Journals (Sweden)

    Snezhana NIKOLIKJ

    2006-06-01

    Full Text Available Inclusion, as a process of enrolling of children with disability in regular schools, demands obligation for adequate preparing regular schools, teachers, pupils and their parents for accepting those children. It, also, means that special services must be prepared to help teachers and children with disability too, in an adequate way. The first and most important step is developing of Individualized education programs (IEP.The purpose of IEP is to provide a disabled child with specialized or individualized assistance in school. In order an IEP to be developed for a child, it is necessary to evaluate a child, and than to determine goals of individual achievements for every pupil with disability.The aim of this paper is to show one of many ways for construction IEP. The paper will give some examples of IEP recommendation (general and special, goals and steps to determine programs and types of services.

  3. I "Still" Wanna Be an Engineer! Women, Education and the Engineering Profession

    Science.gov (United States)

    Gill, Judith; Sharp, Rhonda; Mills, Julie; Franzway, Suzanne

    2008-01-01

    Women's low enrolment in post-school engineering degrees continues to be a problem for engineering faculties and the profession generally. A qualitative interview-based study of Australian women engineers across the range of engineering disciplines showed the relevance of success in math and science at school to their enrolling in engineering at…

  4. Health Professions Education Facilities in the Non-Profit Sector. 1973.

    Science.gov (United States)

    Health Resources Administration (DHEW/PHS), Bethesda, MD. Bureau of Health Manpower.

    In this study of the physical facilities of the nation's health professions schools, all schools of dentistry, medicine, optometry, osteopathy, pharmacy, podiatry, public health, and veterinary medicine, and all parent institutions of the schools, were surveyed in May of 1973. The major goals of this pioneering survey were to assess the nature and…

  5. Knowledge Management and the LIS Professions: Investigating the Implications for Practice and for Educational Provision

    Science.gov (United States)

    Martin, Bill; Hazeri, Afsaneh; Sarrafzadeh, Maryam

    2006-01-01

    This paper looks at the complex web of interrelationships that is emerging as the library and information professions come to terms with the growing phenomenon of knowledge management. This is manifest at one level in the wider organisational and business context, and at another in the professional and employment spheres. Two of the authors are…

  6. African Journal of Health Professions Education - Vol 6, No 1 (2014)

    African Journals Online (AJOL)

    Using graduates as key stakeholders to inform training and policy in health professions: The hidden potential of tracer studies · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. AG Mubuuke, F Businge, E Kiguli-Malwadde, 52-55 ...

  7. Marketing the Surveying and Geospatial Profession

    Science.gov (United States)

    Trinder, J.

    2014-04-01

    Many universities around the world are experiencing a decline in the number of students entering programs in surveying and geospatial engineering, including some institutions with prestigious pasts. For Australia, this raises the question of whether there will be adequate graduates in the future to replace the current cohort of surveying and geospatial professionals when they retire. It is not clear why it has not been possible to attract more school leavers into the surveying and geospatial programs, but it may be because the community at large is unaware of the many career opportunities. Several surveys have been carried out in Australia to determine the status of graduates entering the profession and the impact that shortages of graduates in the surveying and geospatial professions in the future. These shortages could seriously limit the development of infrastructure and housing if they are not overcome. Another issue is whether the demand for graduates is changing due to developments in technology that allow surveying and mapping to be undertaken more quickly and efficiently than in the past. Marketing of education programs into schools and the general population is essential. A solution maybe for a concerted global effort to encourage more school leavers to enrol in surveying and geospatial engineering programs and hence improve the viability of the profession for the future. The paper will review the impacts of shortages in graduates entering the profession and approaches to improve the marketing of the surveying and geospatial professions.

  8. International service learning and interprofessional education in Ecuador: Findings from a phenomenology study with students from four professions.

    Science.gov (United States)

    Johnson, Audrey M; Howell, Dana M

    2017-03-01

    Combined international service learning (ISL) and interprofessional education (IPE) experiences can move health professional student learning beyond the traditional confines of the classroom and outside uniprofessional ethos. The purpose of this transcendental phenomenological study was to describe the shared experience of health professional students participating in an ISL trip to a small community in Ecuador. The study focused on the learning and collaboration that occurred among students from multiple health professions during the trip and the cross-cultural exchange between the students and the patients in Ecuador. Participants included 15 students from 4 health professional programmes (pharmacy, medicine, physical therapy, and nursing). Data included interviews, focus groups, observation, and written documents. The essential meaning that emerged from this study was that the ISL/IPE learning opportunity created a practical opportunity for demystifying other healthcare professions in the context of a resource-limited international patient care setting, while supporting students' personal and professional development. Four structural themes emerged to describe the student experiences. Students had to negotiate the language barrier, limited resources, and unexpected diagnoses, while simultaneously learning about the roles and scope of other professions on the team and how to communicate effectively. Student's perseverance when facing the challenges resulted in their personal growth. The interprofessional component strengthened the students' knowledge of interprofessional collaboration and communication through real-world application.

  9. Redesigning an educational assessment program.

    Science.gov (United States)

    Al Kadri, Hanan M F

    2009-05-01

    Changing educational assessment program represent a challenge to any organization. This change usually aims to achieve reliable and valid tests and assessment program that make a shift from individual assessment method to an integral program intertwined with the educational curriculum. This paper examines critically the recent developments in the assessment theory and practice, and establishes practical advices for redesigning educational assessment programs. Faculty development, availability of resources, administrative support, and competency based education are prerequisites to an effective successful change. Various elements should be considered when re-designing assessment program such as curriculum objectives, educational activities, standard settings, and program evaluation. Assessment programs should be part of the educational activities rather than being a separate objective on its own, linked to students' high quality learning.

  10. Nevada Underserved Science Education Program

    Energy Technology Data Exchange (ETDEWEB)

    Nicole Rourke; Jason Marcks

    2004-07-06

    Nevada Underserved Science Education Program (NUSEP) is a project to examine the effect of implementing new and innovative Earth and space science education curriculum in Nevada schools. The project provided professional development opportunities and educational materials for teachers participating in the program.

  11. Marketing Education. Vocational Education Program Courses Standards.

    Science.gov (United States)

    Florida State Dept. of Education, Tallahassee. Div. of Applied Tech., Adult, and Community Education.

    This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the marketing education component of Florida's comprehensive vocational education…

  12. Educators Exchange: A Program Evaluation.

    Science.gov (United States)

    Armstrong, William B.

    The Educators Exchange Program (EEP) was established under a training and educational exchange agreement reached by California's San Diego Community College District (SDCCD) and the republic of Mexico. In the program, the District provided a 4-week technological training program to faculty at Centros de Capacitacion Tecnologica Industrial…

  13. A Integracao de Ensino das Ciencias da Saude (An Integrated Medical Education Program [in Brazil]).

    Science.gov (United States)

    Pourchet-Campos, M. A.; Guimaraes Junior, Paulino

    At the Sixth Annual Reunion of the Brazilian Association of Medical Schools (VI Reuniao Anual da Associacao Brasileira de Escolas Medicas) leaders in the Brazilian medical profession proposed an integrated educational program for training students in the fields of medicine and public health. Under Brazil's present system of education, all…

  14. Suitability of the RIPLS and IEPS for Discriminating Attitude Differences towards Interprofessional Education among Students of Healthcare Profession

    Directory of Open Access Journals (Sweden)

    Kingston Rajiah

    2016-01-01

    Full Text Available Background. Interprofessional education provides students of healthcare programme an opportunity to collaborate with students from other disciplines and help them to get a training prior to entering the healthcare workforce. This study may help to select a suitable tool to discriminate attitude differences of healthcare professional students towards interprofessional education. Methods. A study, which was cross-sectional, was conducted at a private university in Malaysia to explore the two scales (RIPLS and IEPS and their psychometric properties. Study participants comprised students from four different professions with at least one exposure or no previous exposure to IPE. Results. Both the scales (RIPLS and IEPS have their own ability to detect differences in students’ attitude towards IPE in their own way. However, the IEPS scale was able to detect differences within the gender, professions (both junior and senior students, and prior exposure to IPE. Conclusions. This study revealed that though both scales can be used to follow the impact of IPE in curricula, IEPS scale is more suitable than RIPLS to discriminate attitude differences among healthcare students. Educators may develop various strategies to observe students’ behaviours and perceptions qualitatively and conduct longitudinal study to assess the outcomes of including IPE in curricula.

  15. The Evolution of the Dental Assisting Profession.

    Science.gov (United States)

    Kracher, Connie; Breen, Carolyn; McMahon, Kim; Gagliardi, Lorraine; Miyasaki, Cara; Landsberg, Katherine; Reed, Constance

    2017-09-01

    The objectives of this article are to describe the dental assistant's role in the dental delivery system; assess the educational structure of the dental assisting profession; and project factors likely to impact the future role of the dental assistant. The article summarizes the current status and trends of the dental assisting profession including general responsibilities, credentialing, and regulation. An overview of the workforce and parameters of employment is provided with a description of the broad scope of practice, education, and licensure options, which vary by state. Existing academic models and enrollment trends in accredited dental programs are included, as are the strengths and weaknesses of the current educational system. Multiple factors may impact the future of this profession. To address the anticipated increase in the demand for and responsibilities of dental assistants, curricular revisions will be needed to prepare for implementation of interprofessional care models in which dental assistants will play a vital role. Well-educated dental assistants will be needed to support viable models of dental care and wellness in the U.S. Enhanced career opportunities and varied employment environments may increase job satisfaction and practice longevity. As protection of the public is of the utmost importance in the dental profession, this evolving dental clinician must be formally educated in all aspects of clinical practice and be permitted to perform delegated patient care, as legally allowed by their states. This article was written as part of the project "Advancing Dental Education in the 21st Century."

  16. Identifying Innovative Agricultural Education Programs

    Science.gov (United States)

    Rayfield, John; Murphy, Tim; Briers, Gary; Lewis, Lauren

    2012-01-01

    Researchers identified innovative agricultural education programs across the United States. A Delphi study was conducted with the teachers in innovative programs. According to the teachers, innovative programs in 2020 will use hands-on activities and will be run by highly motivated teachers. The purpose of innovative programs in the future will be…

  17. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory

    Directory of Open Access Journals (Sweden)

    Cesar Orsini

    2016-05-01

    Full Text Available Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students’ motivation to engage in academic activities based on the self-determination theory’s perspective. Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases, hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. Results: A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate have been reported to have a positive influence on students’ motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students’ motivation. In turn, students’ self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. Conclusion: This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students’ characteristics. Doing so may support future health practitioners’ self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities.

  18. Determinants and outcomes of motivation in health professions education: a systematic review based on self-determination theory

    Science.gov (United States)

    2016-01-01

    Purpose: This study aimed at conducting a systematic review in health professions education of determinants, mediators and outcomes of students’ motivation to engage in academic activities based on the self-determination theory’s perspective. Methods: A search was conducted across databases (MEDLINE, CINHAL, EMBASE, PsycINFO, and ERIC databases), hand-search of relevant journals, grey literature, and published research profile of key authors. Quantitative and qualitative studies were included if they reported research in health professions education focused on determinants, mediators, and/or outcomes of motivation from the self-determination and if meeting the quality criteria. Results: A total of 17 studies met the inclusion and quality criteria. Articles retrieved came from diverse locations and mainly from medical education and to a lesser extent from psychology and dental education. Intrapersonal (gender and personality traits) and interpersonal determinants (academic conditions and lifestyle, qualitative method of selection, feedback, and an autonomy supportive learning climate) have been reported to have a positive influence on students’ motivation to engage in academic activities. No studies were found that tested mediation effects between determinants and students’ motivation. In turn, students’ self-determined motivation has been found to be positively associated with different cognitive, affective, and behavioural outcomes. Conclusion: This study has found that generally, motivation could be enhanced by changes in the educational environment and by an early detection of students’ characteristics. Doing so may support future health practitioners’ self-determined motivation and positively influence how they process information and their emotions and how they approach their learning activities. PMID:27134006

  19. Improving Community Health Using an Outcome-Oriented CQI Approach to Community-Engaged Health Professions Education.

    Science.gov (United States)

    Clithero, Amy; Ross, Simone Jacquelyn; Middleton, Lyn; Reeve, Carole; Neusy, Andre-Jacques

    2017-01-01

    Health professionals providing health-care services must have the relevant competencies and clinical experiences needed to improve population health outcomes in different contexts. Current models of health profession education often fail to produce a fit-for-purpose workforce ready and willing to provide relevant, quality care to underserved communities. Evidence is emerging that community-engaged and socially accountable health workforce education, i.e., aligned with priority health needs, produces a workforce ready and willing to work in partnership with underserved regions. This model of education fosters greater affiliation between education and service delivery systems and requires institutions to measure graduate outcomes and institutional impact. The Training for Health Equity Network (THEnet), a partnership of socially accountable health workforce education institutions, has developed and tested a Social Accountability Framework for Health Workforce Education (the Framework) and toolkit to improve alignment of health workforce education with outcomes to assess how well education institutions meet the needs of the communities they serve. The Framework links education and service delivery creating a continuous quality improvement feedback loop to ensure that education addresses needs and maximizes impact on the quality of service delivery. The Framework also provides a unifying set of guidelines for health workforce policy and planning, accreditation, education, research, and service delivery. A key element to ensuring consistent high quality service delivery is an appropriately trained and equitably distributed workforce. An effective and comprehensive mechanism for evaluation is the method of CQI which links the design, implementation, accreditation, and evaluation of health workforce education with health service delivery and health outcomes measurement.

  20. Quality indicators for blogs and podcasts used in medical education: modified Delphi consensus recommendations by an international cohort of health professions educators.

    Science.gov (United States)

    Lin, Michelle; Thoma, Brent; Trueger, N Seth; Ankel, Felix; Sherbino, Jonathan; Chan, Teresa

    2015-10-01

    Quality assurance concerns about social media platforms used for education have arisen within the medical education community. As more trainees and clinicians use resources such as blogs and podcasts for learning, we aimed to identify quality indicators for these resources. A previous study identified 151 potentially relevant quality indicators for these social media resources. To identify quality markers for blogs and podcasts using an international cohort of health professions educators. A self-selected group of 44 health professions educators at the 2014 International Conference on Residency Education participated in a Social Media Summit during which a modified Delphi consensus study was conducted to determine which of the 151 quality indicators met the a priori ≥90% inclusion threshold. Thirteen quality indicators classified into the domains of credibility (n=8), content (n=4) and design (n=1) met the inclusion threshold. The quality indicators that were identified may serve as a foundation for further research on quality indicators of social media-based medical education resources and prompt discussion of their legitimacy as a form of educational scholarship. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  1. Currently Available Tools and Teaching Strategies for the Interprofessional Education of Students in Health Professions: Literature review.

    Science.gov (United States)

    Khan, Nelofar S; Shahnaz, Syed I; Gomathi, Kadayam G

    2016-08-01

    Interprofessional education (IPE) is designed to provide students from different health sectors with opportunities to work together to enhance future collaboration. The implementation of IPE activities is a current trend in various countries. This review exclusively targets IPE issues involving undergraduate health profession students and highlights various approaches in different regions. A total of 28 articles published in peer-reviewed journals between January 2012 and July 2015 were assessed to determine recent trends in IPE implementation. Nine main strategies were identified: simulation-based education programmes; rotations in rural and community settings; interprofessional training wards; patient-centred case studies; theme-centred workshops; student seminars; student-delivered lectures; health promotion activities; and interactive lectures in a common setting. Many of these institutions had not restricted themselves to a single strategy and supplemented these activities with additional teaching or learning methods. Recommendations gathered from these diverse approaches may assist the development of sustainable strategies for implementing IPE in undergraduate medical curricula.

  2. Data Driven Quality Improvement of Health Professions Education: Design and Development of CLUE - An Interactive Curriculum Data Visualization Tool.

    Science.gov (United States)

    Canning, Claire Ann; Loe, Alan; Cockett, Kathryn Jane; Gagnon, Paul; Zary, Nabil

    2017-01-01

    Curriculum Mapping and dynamic visualization is quickly becoming an integral aspect of quality improvement in support of innovations which drive curriculum quality assurance processes in medical education. CLUE (Curriculum Explorer) a highly interactive, engaging and independent platform was developed to support curriculum transparency, enhance student engagement, and enable granular search and display. Reflecting a design based approach to meet the needs of the school's varied stakeholders, CLUE employs an iterative and reflective approach to drive the evolution of its platform, as it seeks to accommodate the ever-changing needs of our stakeholders in the fast pace world of medicine and medical education today. CLUE exists independent of institutional systems and in this way, is uniquely positioned to deliver a data driven quality improvement resource, easily adaptable for use by any member of our health care professions.

  3. Investigation of the Attitudes of Physical Education Teacher Candidates toward Teaching Profession and Sense of Competence in Terms of Some Variables

    Science.gov (United States)

    Murathan, Talha; Özdemir, Kübra

    2017-01-01

    The purpose of this study was to examine the attitudes of physical education teacher candidates toward the teaching profession and the perceptions of professional competence according to some variables. A total of 351 teacher candidates, studying in the last class of Physical Education and Sport Teaching Department in the Faculty of Sports…

  4. MODEL OF TEACHING PROFESSION SPECIFIC BILATERAL TRANSLATION

    Directory of Open Access Journals (Sweden)

    Yana Fabrychna

    2017-03-01

    Full Text Available The article deals with the author’s interpretation of the process of teaching profession specific bilateral translation to student teacher of English in the Master’s program. The goal of the model of teaching profession specific bilateral translation development is to determine the logical sequence of educational activities of the teacher as the organizer of the educational process and students as its members. English and Ukrainian texts on methods of foreign languages and cultures teaching are defined as the object of study. Learning activities aimed at the development of student teachers of English profession specific competence in bilateral translation and Translation Proficiency Language Portfolio for Student Teachers of English are suggested as teaching tools. The realization of the model of teaching profession specific bilateral translation to student teachers of English in the Master’s program is suggested within the module topics of the academic discipline «Practice of English as the first foreign language»: Globalization; Localization; Education; Work; The role of new communication technologies in personal and professional development. We believe that the amount of time needed for efficient functioning of the model is 48 academic hours, which was determined by calculating the total number of academic hours allotted for the academic discipline «Practice of English as the first foreign language» in Ukrainian universities. Peculiarities of the model realization as well as learning goals and content of class activities and home self-study work of students are outlined.

  5. Strengthening Clinical Specialty Training (Internships, Residencies, and Professional Master's Degree Programs) to Better Meet the Needs of the Veterinary Profession

    Science.gov (United States)

    Cello, R. M.

    1977-01-01

    The author suggests that attempts to strengthen clinical specialty training must begin with a coordinated effort on the part of all schools to establish graduate clinical education as a fundamental, important and independent element of their academic programs. (LBH)

  6. Assessment of the Forensic Sciences Profession. A Survey of Educational Offerings in the Forensic Sciences. Volume I.

    Science.gov (United States)

    Field, Kenneth S.; And Others

    This survey of the educational offerings in the Forensic Sciences was initiated to identify institutions and agencies offering educational courses and/or programs in the forensic sciences and to evaluate the availability of these programs. The information gathered by surveying members of the American Academy of Forensic Sciences reveals that…

  7. Profession and professionalisation in medical radiation science as an emergent profession

    Energy Technology Data Exchange (ETDEWEB)

    Sim, Jenny [RMIT University, Medical Radiations, School of Medical Sciences, PO Box 71, Bundoora, Victoria 3083 (Australia)], E-mail: jenny.sim@rmit.edu.au; Radloff, Alex [Central Queensland University, Rockhampton Campus, Bruce Highway, North Rockhampton, Queensland 4702 (Australia)], E-mail: pvcas@cqu.edu.au

    2009-08-15

    Purpose: Deregulation, reduced operating costs, new ways of organising the professional workforce, increasing competition within the healthcare sector and increasing consumer expectations are factors that challenge any health profession. This paper, which forms part of the first author's doctoral study on continuing professional development in medical radiation science, details the journey of medical radiation science as a profession in Australia. Specifically, the paper examines the challenges confronting practitioners in their struggle to be recognised as a profession in its own right. Findings: The challenges facing medical radiation science practitioners included low professional self-esteem and apathy, which adversely affects their willingness and ability to continue learning and to assume increasing work responsibilities which are essential attributes of a health professional. Low self-esteem and apathy are also preventing practitioners from venturing beyond their comfort zone of daily workplace practices. This ultimately impacts on their ability to advance clinical practice in response to a constantly changing health care system. Conclusion: Despite the current difficulties confronting the profession, it is possible for practitioners to assume a more proactive role in moving the profession forward. As part of the solution to improving practitioners' low self-esteem and to rekindling their enthusiasm for the profession, the authors propose that continuing professional development programs should go beyond simply assisting practitioners in advancing clinical competence. They should also aim to empower practitioners to develop their reflective skills. Reflection is now widely promoted in healthcare professions as one of the means of enhancing clinical practice and improving healthcare delivery. To this end, educational designers should incorporate reflection into professional development programs as both a learning goal and a strategy. Helping

  8. An Examination of Doctoral Preparation Information in the United States: A Content Analysis of Counselor Education Doctoral Program Websites

    Science.gov (United States)

    Woo, Hongryun; Mulit, Cynthia J.; Visalli, Kelsea M.

    2016-01-01

    Counselor Education (CE) program websites play a role in program fit by helping prospective students learn about the profession, search for programs and apply for admission. Using the 2014 "ACA Code of Ethics'" nine categories of orientation content as its framework, this study explored the information provided on the 63…

  9. Creating an Educational Testing Profession in Norway, Sweden, and Denmark, 1910-1960

    DEFF Research Database (Denmark)

    Ydesen, Christian; Ludvigsen, Kari; Lundahl, Christian

    2013-01-01

    and educational climates were shaped by new experts and knowledge. It is argued that the testing communities were able to gain authority in the national educational fields through the creation and maintenance of organisations, knowledge, and practices, as well as in the forming of alliances with politicians......, universities, and teachers’ unions in a joint endeavour that promoted educational psychology and testing in the three Scandinavian educational fields....

  10. Impact of the Career Explorers program on high school students' perceptions of the pharmacy profession.

    Science.gov (United States)

    Langridge, Sarah M; Stensland, Sheri L; Warholak, Terri L; Mattingly, Lisa

    2008-06-15

    To determine the effect of a 5-week Career Explorers Program (CEP) on high school students' perceptions of pharmacists' characteristics, duties, and training. A 16-item survey instrument with attitudinal, frequency, and relative quantity response options was completed by all CEP students on the first and last day of the program. The survey assessed students' attitudes concerning pharmacist characteristics, duties, and training. All students who participated in the CEP in 2003 completed the survey instrument (n = 50). Seventy percent of respondents' answers to the attitudinal subscale questions significantly changed from preassessment to postassessment. A 5-week CEP provided high school students with more realistic perceptions of pharmacists' roles, duties, and training before the students entered the pharmacy program.

  11. Teaching as a Profession

    Science.gov (United States)

    Robards, Shirley N.

    2008-01-01

    The image of the schools and the teaching profession according to the media is usually negative. The negative picture is one reflecting the social problems of society and the failure of schools to educate, that is, drop-outs, teenage pregnancies, substance abuse, guns, knives, and attacks on students and teachers. Occasionally, the positive…

  12. Nursing Educational Programs

    Science.gov (United States)

    California Community Colleges, Chancellor's Office, 2014

    2014-01-01

    The California Community Colleges serve more than 2.1 million students each year and is the largest system of higher education in the nation. The state's 112 community colleges are charged with providing workforce training, basic skills education, and preparing students to transfer to four-year universities. Seventy-six California community…

  13. 78 FR 63993 - ``Low-Income Levels'' Used for Various Health Professions and Nursing Programs

    Science.gov (United States)

    2013-10-25

    ... HUMAN SERVICES Health Resources and Services Administration ``Low-Income Levels'' Used for Various...: Notice. SUMMARY: The Health Resources and Services Administration (HRSA) is updating income levels used... graduate programs in behavioral health and mental health practice, and other public or private nonprofit...

  14. National Kidney Disease Education Program

    Science.gov (United States)

    ... Living Tips About WIN NIDDK Information Clearinghouses National Kidney Disease Education Program Improving the understanding, detection, and ... Group Learn more about Working Groups Learn about Kidney Disease Find information for people with or at ...

  15. Should Convicted Felons Be Denied Admission to a Social Work Education Program?

    Science.gov (United States)

    Magen, Randy H.; Emerman, Janet; Scott, Nettie; Zeiger, Spencer

    2000-01-01

    Two articles and rebuttals provide contrasting views on whether convicted felons should automatically be denied admission to a social work education program. One view focuses on the importance of the gatekeeping role in the profession whereas the other emphasizes the special understandings that such an individual, if truly reformed, can offer the…

  16. Interprofessional Education: What Measurable Learning Outcomes Are Realistic for the Physician Assistant Profession?

    Science.gov (United States)

    Lohenry, Kevin; Lie, Désirée; Fung, Cha-Chi; Crandall, Sonia; Bushardt, Reamer L

    2016-06-01

    To compare physician assistant (PA) students' attitudes regarding interprofessional education by students' seniority, gender, age, and previous experience with interprofessional education. The validated 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale were administered to matriculating and graduating PA students from 2 US institutions (N = 186). Primary outcomes were score differences by subgroup and institution using independent sample t-tests. We also examined scale validity measured by Cronbach's alpha (internal consistency) and Pearson correlation coefficients (concurrent validity). Student demographics at both institutions were similar. Initial comparisons did not demonstrate significant institutional differences. Consequently, data were combined for subsequent analyses. Matriculating students had significantly higher mean Readiness for Interprofessional Learning Scale scores than did graduating students. No significant differences were found by gender, age, or previous interprofessional education exposure for either scale. Both scales demonstrated high internal consistency (Readiness for Interprofessional Learning Scale α = 0.93; Interdisciplinary Education Perception Scale α = 0.84). Physician assistant student attitudes regarding interprofessional education are very positive at matriculation and are less positive at graduation. Physician assistant student attitudes do not vary by gender, age, or previous interprofessional education exposure. Physician assistant educators should ensure that students' interprofessional education exposure makes full use of the students' initial positive attitudes and focuses on skill development for interprofessional education competencies.

  17. Deaf Education Teacher Preparation: A Phenomenological Case Study of a Graduate Program With a Comprehensive Philosophy.

    Science.gov (United States)

    Engler, Karen S; MacGregor, Cynthia J

    2018-01-01

    At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri Department of Elementary and Secondary Education educator pillars: (a) commitment to the profession, (b) proficiency in practice, and (c) learning impact, all deemed critical to developing quality teachers. A strong connection was found between the program's comprehensive philosophy and its practice. Embracing diversity of d/Deafness and differentiated instruction were the most prevalent themes expressed by participants. Teacher candidates displayed outstanding commitment to the profession and high proficiency in practice. The findings suggest that additional consideration should be given to classroom and behavior management, teacher candidate workload, teaching beyond academics, and preparation for navigating the public school system.

  18. Navigating the Leadership Landscape: Creating an Inventory to Identify Leadership Education Programs for Health Professionals.

    Science.gov (United States)

    Gertler, Matthew; Verma, Sarita; Tassone, Maria; Seltzer, Jane; Careau, Emmanuelle

    2015-01-01

    As health systems become increasingly complex, there is growing emphasis on collaborative leadership education for health system change. The Canadian Interprofessional Health Leadership Collaborative conducted research on this phenomenon through a scoping and systematic review of the health leadership literature, key informant interviews and an inventory of health leadership programs in Canada. The inventory is unique, accounting for educational programming missed by traditional scholarly literature reviews. A major finding is that different health professions have access to health leadership education in different stages of their careers. This pioneering inventory suggests that needs may differ between health professions but also that there is a growing demand for multiple types of programs for specific targeted audiences, and a strategic need for collaborative leadership education in healthcare.

  19. Gender inequality and disabled inclusivity in accounting higher education and profession during financial crisis

    OpenAIRE

    Lodh, Suman; Nandy, Monomita

    2017-01-01

    In this paper, we find that during financial crises, the wage gap between female and male accounting professionals reduces and affects gender inequality in higher education. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget cuts during financial crisis, universities limit their support to women and the disabled. We consider 104 universities from the UK Higher Education Statistic Agency...

  20. An Educational Program for Underserved Middle School Students to Encourage Pursuit of Pharmacy and Other Health Science Careers.

    Science.gov (United States)

    Goldsmith, Carroll-Ann; Tran, Thao T; Tran, Linh

    2014-11-15

    To develop and implement an active, hands-on program for underrepresented minority (URM) seventh grade students and to determine if participation in the program increased interest in health care careers and understanding of pharmacy and physician assistant (PA) professions. A hands-on educational program was developed in conjunction with local middle school administrators and staff for URM 7th grade students. The program was designed to be hands-on and focus on pharmacy and PA laboratory skills. A discussion component was included, allowing participants to interact personally with pharmacy and PA students and faculty members. Students' responses to survey questions about interest in health care careers and knowledge about health professions were compared before and after 2 separate offerings of the program. After the program, significant increases were seen in participants' understanding of the pharmacy and PA professions. An increased percentage of participants reported interest in health care careers after the program than before the program. Introducing middle school-aged URM students to the pharmacy and PA professions through a hands-on educational program increased interest in, and knowledge of, these professions.

  1. Teacher Self-Efficacy Beliefs of Candidate Teachers in Education Faculty and Pedagogical Formation Program

    Directory of Open Access Journals (Sweden)

    Necla Ekinci

    2012-11-01

    Full Text Available The purpose of this study is to determine the self-efficacy beliefs of education faculty and pedagogical formation program (literally teaching certificate program students about the profession of teaching and compare them in relation to some variables. The data of the study were collected through the administration of Teachers’ Self Efficacy Scale to 454 pre-service teachers attending the education faculty and the pedagogical formation program. The findings of the study revealed that the level of self-efficacy beliefs of the Education Faculty and Pedagogical Formation Program students about the profession of teaching are high and there is no significant difference between the levels of the self-efficacy beliefs of the two groups. Moreover, no significant difference was found between the students’ self-efficacy beliefs and gender variable.

  2. Connecting students to institutions: the relationship between program resources and student retention in respiratory care education programs.

    Science.gov (United States)

    Ari, Arzu

    2009-09-01

    Respiratory care education programs are being held accountable for student retention. Increasing student retention is necessary for the respiratory therapy profession, which suffers from a shortage of qualified therapists needed to meet the increased demand. The present study investigated the relationship between student retention rate and program resources, in order to understand which and to what extent the different components of program resources predict student retention rate. The target population of this study was baccalaureate of science degree respiratory care education programs. After utilizing a survey research method, Pearson correlations and multiple regression analysis were used for data analysis. With a 63% response rate (n = 36), this study found a statistically significant relationship between program resources and student retention rate. Financial and personnel resources had a statistically significant positive relationship with student retention. The mean financial resources per student was responsible for 33% of the variance in student retention, while the mean personnel resources per student accounted for 12% of the variance in student retention. Program financial resources available to students was the single best predictor of program performance on student retention. Respiratory care education programs spending more money per student and utilizing more personnel in the program have higher mean performance in student retention. Therefore, respiratory care education programs must devote sufficient resources to retaining students so that they can produce more respiratory therapists and thereby make the respiratory therapy profession stronger.

  3. Global engineering education programs: More than just international experiences

    Science.gov (United States)

    McNeill, Nathan J.

    Engineers in both industry and academia recognize the global nature of the profession. This has lead to calls for engineering students to develop knowledge, skills, and attitudes necessary for success within a global profession. Many institutions are developing globally oriented programs specifically for their engineering students and are eager to know if these programs are helping their students to develop attributes that meet their program objectives, accreditation requirements, and the needs and desires of prospective employers. Administrators of such programs currently lack research data to support the learning objectives they are setting for their programs. This study documented the individual experiences and learning outcomes of students involved in three global education programs for engineering students. The first program provided a portfolio of experiences including foreign language instruction, one semester of study abroad, internships in the U.S. and abroad, and a two-semester global team design project. The second program was a one semester study abroad program in China, and the third was a global service project whose purpose was to design an irrigation system for two small farms in Rwanda. The research questions guiding this study were: 1. What specific knowledge, skills, and attitudes are students gaining from participation in their respective global engineering programs? 2. What kinds of experiences are resulting in these learning outcomes? Interviews were used to elicit the experiences and learning outcomes of participants in this study. Program administrators were also interviewed for their perspectives on the experiences and learning outcomes of participants for the purpose of triangulation. The study identified more than 50 outcomes that resulted from students' experiences in these three programs. The most prevalent outcomes across all three programs included knowledge of culture, openness to new experiences and other cultures, and communication

  4. Got Power? A Systematic Review of Sample Size Adequacy in Health Professions Education Research

    Science.gov (United States)

    Cook, David A.; Hatala, Rose

    2015-01-01

    Many education research studies employ small samples, which in turn lowers statistical power. We re-analyzed the results of a meta-analysis of simulation-based education to determine study power across a range of effect sizes, and the smallest effect that could be plausibly excluded. We systematically searched multiple databases through May 2011,…

  5. Remain or React: The Music Education Profession's Responses to "Sputnik" and "A Nation at Risk"

    Science.gov (United States)

    Kapalka Richerme, Lauren

    2012-01-01

    The 1957 launch of "Sputnik" and the 1983 publication of "A Nation at Risk" shifted national education policy. Music educators promoted an "intrinsic value" of music philosophy following "Sputnik" and music advocacy through politics and public performances following "A Nation at Risk." Examining the history of both the intrinsic value philosophy…

  6. Gender Inequality and Disabled Inclusivity in Accounting Higher Education and the Accounting Profession during Financial Crises

    Science.gov (United States)

    Lodh, Suman; Nandy, Monomita

    2017-01-01

    In this article, the authors find that, during financial crises, the wage gap between female and male accounting professionals declines and gender inequality in higher education is affected. In addition, less support and lower wages for disabled accounting professionals demotivate disabled students in accounting higher education. Because of budget…

  7. To Be or Not to Be… a Profession: Management Education and Its Discontents

    Science.gov (United States)

    Asik-Dizdar, Ozen

    2015-01-01

    The author discusses the criticisms directed at management education and argues that the causes of today's problems are rooted in the apparent disconnect between management academics and practitioners. It starts with an examination of management education and its discontents from past to present. Then, existing problems are analyzed in the…

  8. Hostility or Indifference? The Marginalization of Homeschooling in the Education Profession

    Science.gov (United States)

    Howell, Charles

    2013-01-01

    Reasons for neglect of homeschooling in educational research literature are explored. The ideological hostility that occasionally surfaces in policy debates is unlikely to have a major influence on mainstream researchers. An alternative explanation based on Kuhn's concept of normal science is proposed. The dominant paradigm of educational research…

  9. "Brother Where Art Thou?" African American Male Instructors' Perceptions of the Counselor Education Profession

    Science.gov (United States)

    Brooks, Michael; Steen, Sam

    2010-01-01

    The purpose of this study was to investigate the perceptions of African American male counselor educators regarding the limited number of African American male faculty members in counselor education. Implications and suggestions on how universities can recruit and retain African American male faculty members are provided.

  10. The Effect of an Education-Themed Movie on the Academic Motivation of Teacher Candidates and Their Attitude Towards Teaching Profession

    Science.gov (United States)

    Kontas, Hakki

    2016-01-01

    The purpose of this study is to analyze the effect of an education-themed movie on the academic motivation of teacher candidates and their attitude towards teaching profession. The study was carried out in the fall term in 2014-2015 academic year with the participation of 89 teacher candidates (53 in experimental group and 36 for control group).…

  11. The Structural and Functional Model of Development of Profession-Oriented and Specialized Competences of Students at Vocational and Pedagogical Higher Educational Establishments

    Science.gov (United States)

    Guzanov, Boris N.; Tarasyuk, Olga V.; Bashkova, Svetlana A.; Ustakova, Daria A.; Sotskova, Svetlana I.

    2016-01-01

    The topicality of the problem under study is based on requirements of the society and the shortage of teachers of vocational education on the labour market, aimed at successful vocational and pedagogical activities by means of the needed level of development of profession-oriented and specialized competences through self-development and…

  12. It's "Supposed" to Be Personal: Personal and Educational Factors Associated with Sexual Health Attitudes, Knowledge, Comfort and Skill in Health Profession Students

    Science.gov (United States)

    West, Lindsey M.; Stepleman, Lara M.; Wilson, Christina K.; Campbell, Jeff; Villarosa, Margo; Bodie, Brittany; Decker, Matthew

    2012-01-01

    The health professional and the patient are cultural beings with beliefs and attitudes that are shaped by family traditions, social development, and exposure to novel experiences. As such, it is especially important for health profession students to gain awareness about the personal and educational factors that likely inform their practice and…

  13. An Analysis of Self-Efficacy Perceptions of Physical Education and Sport Teacher Candidates and Other Teacher Candidates on Teaching Profession

    Science.gov (United States)

    Ozer, Tugce; Demirel, Duygu H.

    2017-01-01

    Aim of this research is to identify the self-efficacy perception levels of teacher candidates studying at department of Physical Education and Sport and other teaching departments towards teaching profession, to present whether these the self-efficacy perceptions differ or not depending on independent variables acquired from the personal…

  14. Environmental Education and Development Program

    Energy Technology Data Exchange (ETDEWEB)

    1994-03-01

    The Environmental Education and Development Program is a component on the effort to accomplish the Office of Environmental Restoration and Waste Management`s (EM) goal of environmental compliance and cleanup of the 1989 inventory of inactive DOE sites and facilities by the year 2019. Education and Development programs were designed specifically to stimulate the knowledge and workforce capability necessary to achieve EM goals while contributing to DOE`s overall goal of increasing scientific and technical literacy and competency. The primary implementation criterion for E&D activities involved a focus on programs and projects that had both immediate and long-range leveraging effects on infrastructure. This focus included programs that yielded short term results (one to five years), as well as long-term results, to ensure a steady supply of appropriately trained and educated human resources, including women and minorities, to meet EM`s demands.

  15. African Journal of Health Professions Education - Vol 2, No 2 (2010)

    African Journals Online (AJOL)

    Continuing education in geriatrics for rural health care providers in Uganda: A needs assessment · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. M Ajwang, JK Muliira, Z Nankinga, 3-8 ...

  16. The way of the Norse Ravens: merging profession and academe in Norwegian national intelligence higher education

    OpenAIRE

    Dylan, Huw; Goodman, Michael S.; Jackson, Peter; Jansen, Pia Therese; Maiolo, Joe; Pedersen, Tore

    2017-01-01

    The ‘problem’ of designing a professional intelligence education conforming to nationally accredited standards for higher education is resolved by the Norwegian Defence Intelligence School’s accredited programme offered to professional intelligence officers from the broader Norwegian intelligence community. The programme provides an opportunity to develop academic knowledge of intelligence without interrupting career progression, and serves as a forum for developing a shared sense of communit...

  17. A cardiac catheterisation laboratory core curriculum for the continuing professional development of nurses and allied health professions: developed by the Education working group of the Nurses and Allied Professions Committee for the European Association of Percutaneous Cardiovascular Interventions (EAPCI) 2016.

    Science.gov (United States)

    Hinterbuchner, Lynne; Coelho, Salomé; Esteves, Ricardo; Carson, Sarah; Kløvgaard, Lene; Gonçalves, Lino; Windecker, Stephan; Zughaft, David

    2017-03-20

    The aim of this report is to provide a standard educational structure for nurses and allied professionals (NAP) specialising in interventional cardiology. The curriculum can also be used as a basis for training on a certificate-based level in interventional cardiology. The curriculum was developed by a panel of experts from various allied health professions. The syllabus focuses on nine core areas of themes essential for NAP working in interventional cardiology. The highly technical knowledge required for working in interventional cardiology as well as the various roles of the different professional groups have been taken into consideration. This core curriculum will ensure that essential content is covered during education and a basic level of quality is achieved across specialty cardiovascular educational programmes throughout Europe.

  18. Supporting Evidence-Informed Teaching in Biomedical and Health Professions Education Through Knowledge Translation: An Interdisciplinary Literature Review.

    Science.gov (United States)

    Tractenberg, Rochelle E; Gordon, Morris

    2017-01-01

    Phenomenon: The purpose of "systematic" reviews/reviewers of medical and health professions educational research is to identify best practices. This qualitative article explores the question of whether systematic reviews can support "evidence informed" teaching and contrasts traditional systematic reviewing with a knowledge translation (KT) approach to this objective. Degrees of freedom analysis (DOFA) is used to examine the alignment of systematic review methods with educational research and the pedagogical strategies and approaches that might be considered with a decision-making framework developed to support valid assessment. This method is also used to explore how KT can be used to inform teaching and learning. The nature of educational research is not compatible with most (11/14) methods for systematic review. The inconsistency of systematic reviewing with the nature of educational research impedes both the identification and implementation of "best-evidence" pedagogy and teaching. This is primarily because research questions that do support the purposes of review do not support educational decision making. By contrast to systematic reviews of the literature, both a DOFA and KT are fully compatible with informing teaching using evidence. A DOFA supports the translation of theory to a specific teaching or learning case, so could be considered a type of KT. The DOFA results in a test of alignment of decision options with relevant educational theory, and KT leads to interventions in teaching or learning that can be evaluated. Examples of how to structure evaluable interventions are derived from a KT approach that are simply not available from a systematic review. Insights: Systematic reviewing of current empirical educational research is not suitable for deriving or supporting best practices in education. However, both "evidence-informed" and scholarly approaches to teaching can be supported as KT projects, which are inherently evaluable and can generate

  19. It's NOT rocket science: rethinking our metaphors for research in health professions education.

    Science.gov (United States)

    Regehr, Glenn

    2010-01-01

    The health professional education community is struggling with a number of issues regarding the place and value of research in the field, including: the role of theory-building versus applied research; the relative value of generalisable versus contextually rich, localised solutions, and the relative value of local versus multi-institutional research. In part, these debates are limited by the fact that the health professional education community has become deeply entrenched in the notion of the physical sciences as presenting a model for 'ideal' research. The resulting emphasis on an 'imperative of proof' in our dominant research approaches has translated poorly to the domain of education, with a resulting denigration of the domain as 'soft' and 'unscientific' and a devaluing of knowledge acquired to date. Similarly, our adoption of the physical sciences''imperative of generalisable simplicity' has created difficulties for our ability to represent well the complexity of the social interactions that shape education and learning at a local level. Using references to the scientific paradigms associated with the physical sciences, this paper will reconsider the place of our current goals for education research in the production and evolution of knowledge within our community, and will explore the implications for enhancing the value of research in health professional education. Reorienting education research from its alignment with the imperative of proof to one with an imperative of understanding, and from the imperative of simplicity to an imperative of representing complexity well may enable a shift in research focus away from a problematic search for proofs of simple generalisable solutions to our collective problems, towards the generation of rich understandings of the complex environments in which our collective problems are uniquely embedded.

  20. Working Definitions of the Roles and an Organizational Structure in Health Professions Education Scholarship: Initiating an International Conversation.

    Science.gov (United States)

    Varpio, Lara; Gruppen, Larry; Hu, Wendy; O'Brien, Bridget; Ten Cate, Olle; Humphrey-Murto, Susan; Irby, David M; van der Vleuten, Cees; Hamstra, Stanley J; Durning, Steven J

    2017-02-01

    Health professions education scholarship (HPES) is an important and growing field of inquiry. Problematically, consistent use of terminology regarding the individual roles and organizational structures that are active in this field are lacking. This inconsistency impedes the transferability of current and future findings related to the roles and organizational structures of HPES. Based on data collected during interviews with HPES leaders in Canada, Australia, New Zealand, the United States, and the Netherlands, the authors constructed working definitions for some of the professional roles and an organizational structure that support HPES. All authors reviewed the definitions to ensure relevance across multiple countries. The authors define and offer illustrative examples of three professional roles in HPES (clinician educator, HPES research scientist, and HPES administrative leader) and an organizational structure that can support HPES participation (HPES unit). These working definitions are foundational and not all-encompassing and, thus, are offered as stimulus for international dialogue and understanding. With these working definitions, scholars and administrative leaders can examine HPES roles and organizational structures across and between national contexts to decide how lessons learned in other contexts can be applied to their local contexts. Although rigorously constructed, these definitions need to be vetted by the international HPES community. The authors argue that these definitions are sufficiently transferable to support such scholarly investigation and debate.

  1. The Impact of Research on the Future of Dental Education: How Research and Innovation Shape Dental Education and the Dental Profession.

    Science.gov (United States)

    Slavkin, Harold C

    2017-09-01

    Scientific inquiry and discovery are the fuel for education, research, technology, and health care in all the health professions: dentistry, medicine, nursing, pharmacy, and allied health sciences. The progression of discoveries from basic or fundamental to clinical research is followed by the progression from clinical to implementation and improved health outcomes and processes. Generally, implementation science is the scientific study of methods to promote the systematic uptake of research findings (e.g., basic, translational, behavioral, socioeconomic, and clinical) as well as other related evidence-based practices into standards of care, thereby improving the quality, effectiveness, and cost benefits of health care services. There is little doubt that science has and will continue to provide the essential fuel for innovations that lead to new and improved technologies for risk assessment, prevention, diagnosis, treatments and therapeutics, and implementation for addressing oral and craniofacial diseases and disorders. The history of the U.S. dental profession reviewed in this article gives testimony to the continued need for investments in scientific inquiry that accelerate progress in comprehensive health care for all people. This article was written as part of the project "Advancing Dental Education in the 21(st) Century."

  2. Higher Education Learning Outcomes and Their Ambiguous Relationship to Disciplines and Professions

    Science.gov (United States)

    Michelsen, Svein; Vabø, Agnete; Kvilhaugsvik, Hanne; Kvam, Endre

    2017-01-01

    This article highlights the significance of professional and disciplinary spaces in the shaping of Learning Outcomes (Los) in higher education. It is based on empirical studies of three programmes (engineering, the humanities and medicine) at two Norwegian universities. The results demonstrate both similarities and differences in the dynamics of…

  3. African Journal of Health Professions Education - Vol 9, No 3 (2017)

    African Journals Online (AJOL)

    Registrar wellness in Botswana: Measuring burnout and identifying ways to improve wellness · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT ... Standardised patient-simulated practice learning: A rich pedagogical environment for psychiatric nursing education · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT

  4. African Journal of Health Professions Education - Vol 8, No 2 (2016)

    African Journals Online (AJOL)

    Academics' knowledge and experiences of interprofessional education and practice · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. H Julie, L Hess-April, J Wilkenson, W Cassiem, A Rhoda, 222-225. http://dx.doi.org/10.7196/AJHPE.2016.v8i2.845 ...

  5. Costs of Education in the Health Professions: Report of a Study Parts I and II.

    Science.gov (United States)

    Health Resources Administration (DHEW/PHS), Bethesda, MD. Bureau of Health Resources Development.

    This report contains aggregate data on costs for all schools of medicine, osteopathy, dentistry, optometry, pharmacy, podiatry, veterinary medicine, and nursing, and the average education costs per student in these fields for a sample of schools during the 1972-73 academic year. Context for the study is provided by an appraisal of the educational…

  6. Higher Education Reforms and the Academic Profession from a Comparative Perspective

    Science.gov (United States)

    Arimoto, Akira

    2014-01-01

    In the 21st century, when the universalization of higher education demands diversified students to be more involved in study and rather than in learning, the ideal of scholarship is expected to transform toward both teaching orientation and study orientation, with a focus on the teaching and study process in the classrooms with a result of being a…

  7. African Journal of Health Professions Education - Vol 7, No 2 (2015)

    African Journals Online (AJOL)

    Implementing and managing community-based education and service learning in undergraduate health sciences programmes: Students' perspectives · EMAIL FREE FULL TEXT EMAIL FREE ... Ethical dilemmas experienced by occupational therapy students – the reality · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT

  8. African Journal of Health Professions Education - Vol 9, No 4 (2017)

    African Journals Online (AJOL)

    Research: Learning outcomes of occupational therapy and physiotherapy students during their community-based education attachment · EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. T. Ndlovu, T.M. Chikwanha, N. Munambah, 189-193 ...

  9. Pedagogical Knowledge and the Changing Nature of the Teaching Profession. Educational Research and Innovation

    Science.gov (United States)

    Guerriero, Sonia, Ed.

    2017-01-01

    Highly qualified and competent teachers are fundamental for equitable and effective education systems. Teachers today are facing higher and more complex expectations to help students reach their full potential and become valuable members of 21st century society. The nature and variety of these demands imply that teachers, more than ever before,…

  10. Enduring Ideas: The Contribution of Margaret Trask to Education for the Profession

    Science.gov (United States)

    Browne, Mairead; Kirk, Joyce

    2004-01-01

    This article acknowledges and celebrates the contribution of Margaret Trask to education for beginning professionals in library and information work. It identifies four concepts or themes which underpinned the award courses developed and taught under Margaret's leadership, and examines how these themes have evolved over thirty years. Margaret…

  11. Educators' Responses to Policy Concerns about the Gender Balance of the Teaching Profession in Scotland

    Science.gov (United States)

    Tett, Lyn; Riddell, Sheila

    2009-01-01

    Concepts of gender equity are changing and the necessity of actively developing a fairer gender balance is now enshrined in the Gender Equality Legislation implemented in 2007 that required public bodies to positively promote equality. This study examines, from the perspectives of educators, their understandings of gendered inequalities in…

  12. Academic Disciplines and Debates: An Essay on Criminal Justice and Criminology as Professions in Higher Education.

    Science.gov (United States)

    Morn, Frank T.

    Current developments concerning criminology and criminal justice education are viewed historically and placed within a broader perspective of academic professionalization, and a few of the debates going on within and between the two fields are considered. Some early sociologists made considerable claim to studies of crime, and criminology and…

  13. Continuing Education for the Emerging Social Work Profession in China: The Experiment in Shenzhen

    Science.gov (United States)

    Lam, Ching Man; Yan, Miu Chung; Liang, Yan

    2016-01-01

    In-service training as a form of continuing professional education (CPE) is important for social work professionals to maintain their skills and enhance their knowledge for publicly accountable practice. These goals are concerns in Mainland China, which has experienced rapid development in social work since economic reforms started in the early…

  14. Decolonization in health professions education: reflections on teaching through a transgressive pedagogy.

    Science.gov (United States)

    Rodney, Ruth

    2016-12-01

    Canadian health educators travel to the global south to provide expertise in health education. Considering the history of relations between the north and south, educators and healthcare providers from Canada should critically examine their practices and consider non-colonizing ways to relate to their Southern colleagues. Using her experience as a teacher with the Toronto Addis Ababa Academic Collaboration in Nursing, the author explored issues of identity and representation as a registered nurse and PhD candidate teaching in Ethiopia. Transgressive pedagogy was used to question how her personal, professional, and institutional identities impacted her role as a teacher. Thinking and acting transgressively can decrease colonizing relations by acknowledging boundaries and limitations within present ideas of teaching and global health work and help moving beyond them. The act of being transgressive begins with a deeper understanding and consciousness of who we are as people and as educators. Working responsibly in the global south means being critical about historical relations and transparent about one's own history and desires for teaching abroad.

  15. Influence of community-based education on undergraduate health professions students' decision to work in underserved areas in Uganda.

    Science.gov (United States)

    Kizito, Samuel; Baingana, Rhona; Mugagga, Kintu; Akera, Peter; Sewankambo, Nelson K

    2017-12-08

    Uganda is beset by a shortage of health workers and the few available are mal-distributed. Providing rural exposure through community-based education could positively influence students' perspectives towards work in rural areas. We aimed to assess the impact of Community-Based Education and Research (COBERS) on health professions students' attitudes towards working in rural areas. This was a before-and-after study among 525 students of 4 medical universities in Uganda. Data was collected using self-administered paper-based questionnaires. Logistic regression and Poisson regression respectively were used to assess intention and intended number of years of work in rural areas. Before COBERS, 228/518 (44.0%) students indicated that they intended to work in rural areas as compared to 245/506 (48.4%) after the COBERS placement. Before the COBERS placement, the factors that were associated with students considering to work in a rural area were: extra allowance (OR = 0.2; 95% CI 0.1-0.6), and availability of social amenities (OR = 0.2; 95% CI 0.1-0.7). After their COBERS placement, the factors were: access to long distance courses (OR = 2.0; 95% CI 1.0-3.7) and being posted to a facility in a rural area (OR = 15.0; 95% CI 6.5-35.5). Before the COBERS placement the factors that influenced how long students thought they would be willing to work in a rural environment were: reliable electricity (IRR = 0.6; 95% CI 0.3-1.0) and Internet (IRR = 1.5; 95% CI 1.0-2.3), high salary (IRR = 0.4; 95% CI 0.3-0.7), and having skills to practice in rural settings (IRR = 2.0; 95% CI 1.3-3.1). Reliable electricity (IRR = 0.5; 95% CI 0.3-0.8) and long distance courses (IRR = 2.1; 95% CI 1.4-3.1) were significant motivators after having undergone the COBERS placement. The majority of health professions students do not intend to work in rural areas after they graduate. Improving the welfare of health professionals working in rural areas could attract more health

  16. A Narrative Review of Medication Adherence Educational Interventions for Health Professions Students.

    Science.gov (United States)

    Witry, Matthew J; LaFever, Michelle; Gu, Xiaomei

    2017-06-01

    Objective. To review published educational interventions focusing on medication non-adherence. Methods. A literature search was performed of educational articles on the topic of medication adherence. Data on interventions and learning assessments were abstracted for relevant studies meeting search criteria. Results. Twenty studies met inclusion criteria. Sixteen included pill-taking experiences with regimens of candies or placebos and varied in their inclusion of novel elements to highlight issues such as stigma, regimen complexity, and adherence measurement. Three studies involved interacting with the public. Qualitative and quantitative methods were used to assess a variety of learning outcomes. Conclusion. Pill-taking experiences can help future providers appreciate the complex logistics of medication-taking, but are less capable of addressing the psychosocial aspects of adherence. A promising area for learning is to interact with actual medication users to understand their experiences and perspectives.

  17. A primer on the statistical modelling of learning curves in health professions education.

    Science.gov (United States)

    Pusic, Martin V; Boutis, Kathy; Pecaric, Martin R; Savenkov, Oleksander; Beckstead, Jason W; Jaber, Mohamad Y

    2017-08-01

    Learning curves are a useful way of representing the rate of learning over time. Features include an index of baseline performance (y-intercept), the efficiency of learning over time (slope parameter) and the maximal theoretical performance achievable (upper asymptote). Each of these parameters can be statistically modelled on an individual and group basis with the resulting estimates being useful to both learners and educators for feedback and educational quality improvement. In this primer, we review various descriptive and modelling techniques appropriate to learning curves including smoothing, regression modelling and application of the Thurstone model. Using an example dataset we demonstrate each technique as it specifically applies to learning curves and point out limitations.

  18. Developing the Profession of School Psychology in Vietnam

    Science.gov (United States)

    Terjesen, Mark D.; Kassay, Kimberly S.; Bolger, Maria

    2008-01-01

    Building upon a successful prior initial trip to Vietnam in January 2008, students and faculty from St. John's University (STJ) School Psychology program returned to work with the faculty from Hanoi National University of Education (HNUE) in developing the profession of school psychology in that country. The purpose of this trip was twofold: (1)…

  19. 76 FR 11765 - Education Research and Special Education Research Grant Programs; Institute of Education Sciences...

    Science.gov (United States)

    2011-03-03

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Education Research and Special Education Research Grant Programs; Institute of Education Sciences; Overview Information; Education Research and Special Education Research Grant Programs; Notice Inviting Applications...

  20. The perspectives of educators, regulators and funders of massage therapy on the state of the profession in British Columbia, Canada

    Directory of Open Access Journals (Sweden)

    Shroff Farah M

    2013-01-01

    Full Text Available Abstract Background Registered Massage Therapists (RMTs are valuable members of the healthcare team who assist in health promotion, disease prevention, treatment, rehabilitation and palliation. RMT visits have increased across Canada over the past decade with the highest increase in British Columbia (BC. Currently, RMTs are private practitioners of healthcare operating within a largely publicly funded system, positioning them outside of the dominant system of healthcare and making them an important case study in private healthcare. In another paper we examined the perspectives of RMTs themselves. Here, we offer perspectives of regulators, educators and funders of Massage Therapy (MT on advancement of the profession. Methods We interviewed 28 stakeholders of MT in BC – including members of the MT regulatory board, representatives from MT colleges in BC and public and private health insurers. Results All three groups identified research, particularly on efficacy of MT, as playing a vital role in enhancing the professional credibility of MT. However, participants noted that presently research is not a large feature of the current MT curricula and we analyze why this may be and how it can improve. Finally, conferral of baccalaureate degree status could assist RMTs in gaining recognition with the general public and other healthcare professionals. Conclusion RMTs have potential to ameliorate population health in a cost-effective manner. Their role in British Columbia’s healthcare landscape could be expanded if they produce more research and earn degree status.

  1. KM Education in LIS Programs

    Science.gov (United States)

    Rehman, Sajjad ur; Chaudhry, Abdus Sattar

    2005-01-01

    This paper investigates the perceptions of the heads of 12 Library and Information Science (LIS) schools on Knowledge Management (KM) education. These heads from North America, Europe and the Pacific region had either been offering KM courses or had an apparent interest in such programs. Data about perceptions were gathered on the nature of their…

  2. The Impact of Supply and Demand on Doctorates in Physical Education Teacher Education: The Future of the Profession

    Science.gov (United States)

    Boyce, Barbara Ann; Lund, Jackie; O'Neil, Kason

    2016-01-01

    Quality preparation of doctoral students is a key to the survival of physical education teacher education. Past research has revealed a shortage of students graduating with a doctoral degree in physical education and a general reluctance of teachers to leave their jobs to pursue an advanced degree. As the number of universities preparing new…

  3. Exploring adoption with clients: the need for adoption education within the genetic counseling profession.

    Science.gov (United States)

    Perry, Cassandra L; Henry, Martha J

    2010-08-01

    Genetic counselors and other health professionals may encounter adoption during any counseling session. They must be skilled in using appropriate language and understand how to approach and discuss this topic with clients. A thorough knowledge of adoption as an option for clients facing a prenatal or postnatal diagnosis is necessary when presenting individuals with non-biased information needed for informed decision-making. However, three preliminary studies have demonstrated an absence of graduate education and lack of a professional knowledge base regarding this option (Mates 2008; Oksala 2007; Perry 2003). We discuss the impact of medical professionals' preconceptions on client decision-making, increasing early identification of fetal anomalies, deficiency of adoption knowledge and resources, and the resulting need for genetic counselors and other health professionals to develop their skills in discussing adoption with clients.

  4. Linking quality of care and training costs: cost-effectiveness in health professions education.

    Science.gov (United States)

    Tolsgaard, Martin G; Tabor, Ann; Madsen, Mette E; Wulff, Camilla B; Dyre, Liv; Ringsted, Charlotte; Nørgaard, Lone N

    2015-12-01

    To provide a model for conducting cost-effectiveness analyses in medical education. The model was based on a randomised trial examining the effects of training midwives to perform cervical length measurement (CLM) as compared with obstetricians on patients' waiting times. (CLM), as compared with obstetricians. The model included four steps: (i) gathering data on training outcomes, (ii) assessing total costs and effects, (iii) calculating the incremental cost-effectiveness ratio (ICER) and (iv) estimating cost-effectiveness probability for different willingness to pay (WTP) values. To provide a model example, we conducted a randomised cost-effectiveness trial. Midwives were randomised to CLM training (midwife-performed CLMs) or no training (initial management by midwife, and CLM performed by obstetrician). Intervention-group participants underwent simulation-based and clinical training until they were proficient. During the following 6 months, waiting times from arrival to admission or discharge were recorded for women who presented with symptoms of pre-term labour. Outcomes for women managed by intervention and control-group participants were compared. These data were then used for the remaining steps of the cost-effectiveness model. Intervention-group participants needed a mean 268.2 (95% confidence interval [CI], 140.2-392.2) minutes of simulator training and a mean 7.3 (95% CI, 4.4-10.3) supervised scans to attain proficiency. Women who were scanned by intervention-group participants had significantly reduced waiting time compared with those managed by the control group (n = 65; mean difference, 36.6 [95% CI 7.3-65.8] minutes; p = 0.008), which corresponded to an ICER of 0.45 EUR minute(-1) . For WTP values less than EUR 0.26 minute(-1) , obstetrician-performed CLM was the most cost-effective strategy, whereas midwife-performed CLM was cost-effective for WTP values above EUR 0.73 minute(-1) . Cost-effectiveness models can be used to link quality of care to

  5. Using script theory to cultivate illness script formation and clinical reasoning in health professions education

    Science.gov (United States)

    Lubarsky, Stuart; Dory, Valérie; Audétat, Marie-Claude; Custers, Eugène; Charlin, Bernard

    2015-01-01

    Background Script theory proposes an explanation for how information is stored in and retrieved from the human mind to influence individuals’ interpretation of events in the world. Applied to medicine, script theory focuses on knowledge organization as the foundation of clinical reasoning during patient encounters. According to script theory, medical knowledge is bundled into networks called ‘illness scripts’ that allow physicians to integrate new incoming information with existing knowledge, recognize patterns and irregularities in symptom complexes, identify similarities and differences between disease states, and make predictions about how diseases are likely to unfold. These knowledge networks become updated and refined through experience and learning. The implications of script theory on medical education are profound. Since clinician-teachers cannot simply transfer their customized collections of illness scripts into the minds of learners, they must create opportunities to help learners develop and fine-tune their own sets of scripts. In this essay, we provide a basic sketch of script theory, outline the role that illness scripts play in guiding reasoning during clinical encounters, and propose strategies for aligning teaching practices in the classroom and the clinical setting with the basic principles of script theory. PMID:27004079

  6. Beyond limitations: Improving how we handle uncertainty in health professions education research.

    Science.gov (United States)

    Helmich, Esther; Boerebach, Benjamin C M; Arah, Onyebuchi A; Lingard, Lorelei

    2015-01-01

    The researchers' assumptions invariably influence research outcomes. This is true for both qualitative and quantitative studies. Assumptions or choices regarding underlying theories, causal relations, study setting and population, sampling strategies, participant non-response, data collection, data analysis, and researchers' perceptions and interpretations of results are among factors that can induce uncertainty in research findings. Researchers tend to treat these factors as potential study limitations, but how they may impact research findings is rarely explicated and, therefore, mostly unknown. In this article, we approach uncertainty as unavoidable in research and argue that communicating about uncertainty can inform researchers, policy makers and practitioners about the validity and applicability of the study findings for their interests and contexts. We illustrate approaches to address, interpret, and explicate uncertainty in medical education research in both qualitative and quantitative paradigms. Across research paradigms, we call on researchers to consider the uncertainty in their research findings, employ appropriate methods to explore its extent and effects in their work, and communicate it explicitly in their research papers. This will help to advance our understanding of the nature and implications of the emerging knowledge in our field.

  7. Using script theory to cultivate illness script formation and clinical reasoning in health professions education.

    Science.gov (United States)

    Lubarsky, Stuart; Dory, Valérie; Audétat, Marie-Claude; Custers, Eugène; Charlin, Bernard

    2015-01-01

    Script theory proposes an explanation for how information is stored in and retrieved from the human mind to influence individuals' interpretation of events in the world. Applied to medicine, script theory focuses on knowledge organization as the foundation of clinical reasoning during patient encounters. According to script theory, medical knowledge is bundled into networks called 'illness scripts' that allow physicians to integrate new incoming information with existing knowledge, recognize patterns and irregularities in symptom complexes, identify similarities and differences between disease states, and make predictions about how diseases are likely to unfold. These knowledge networks become updated and refined through experience and learning. The implications of script theory on medical education are profound. Since clinician-teachers cannot simply transfer their customized collections of illness scripts into the minds of learners, they must create opportunities to help learners develop and fine-tune their own sets of scripts. In this essay, we provide a basic sketch of script theory, outline the role that illness scripts play in guiding reasoning during clinical encounters, and propose strategies for aligning teaching practices in the classroom and the clinical setting with the basic principles of script theory.

  8. Using script theory to cultivate illness script formation and clinical reasoning in health professions education

    Directory of Open Access Journals (Sweden)

    Stuart Lubarsky

    2015-12-01

    Full Text Available Background: Script theory proposes an explanation for how information is stored in and retrieved from the human mind to influence individuals’ interpretation of events in the world. Applied to medicine, script theory focuses on knowledge organization as the foundation of clinical reasoning during patient encounters. According to script theory, medical knowledge is bundled into networks called ‘illness scripts’ that allow physicians to integrate new incoming information with existing knowledge, recognize patterns and irregularities in symptom complexes, identify similarities and differences between disease states, and make predictions about how diseases are likely to unfold. These knowledge networks become updated and refined through experience and learning. The implications of script theory on medical education are profound. Since clinician-teachers cannot simply transfer their customized collections of illness scripts into the minds of learners, they must create opportunities to help learners develop and fine-tune their own sets of scripts. In this essay, we provide a basic sketch of script theory, outline the role that illness scripts play in guiding reasoning during clinical encounters, and propose strategies for aligning teaching practices in the classroom and the clinical setting with the basic principles of script theory.

  9. The 21st-century college student: implications for athletic training education programs.

    Science.gov (United States)

    Martin, M; Buxton, B

    1997-01-01

    With the onset of the 21 st century and increasing student diversity, institutions of higher education must become more attuned to the challenges, concerns, and needs of students entering the professions of athletic training and sports medicine. This review discusses the characteristics of the 21st-century college student. The sources for this information were courses of study in the authors' doctoral programs from 1980 to 1994. In the 21 st century, students of increasingly diverse ages, races, cultures, ethnicities, and classes will enter the professions of athletic training and sports medicine. Institutions of higher education that recognize the needs of their nontraditional students will be better able to serve these students. To effectively serve the 21st-century student, institutions of higher education must provide multicultural training, flexible schedules, accelerated programs, and learning experiences that are both practical and tangible.

  10. Relevant teaching in higher education: an exercise from complexity theory in the social work profession

    Directory of Open Access Journals (Sweden)

    Maribel Molina Correa

    2013-12-01

    Full Text Available The requirements of our globalized world and the advancement of the teaching science show didactics as a fundamental category defined as the scientific discipline with principles, laws, theoretical and methodological frameworks, creatively modeling the pedagogical intervention in the academic environment.The implementation of the research "Teaching focused on the development of superior thinking and meaningful learning in students of first semester of Social Work Program", set the goal: Qualify the personal life and student projects from the acknowledgement of potentials of the subjects, for the development of competences meaningful to life. This is a research experience that has been developed since 2009 at Simon Bolivar University in the District of Barranquilla.The didactics was based on the development of superior thinking cognitive-process-centered, for the processing of information, creativity, readings of the reality of contexts, expounded/voiced subjectivities of life projects of students, the incorporation of TIC, in order to approach a humanizing and contextualized pedagogical practice. The critical theory was used in this research as a part of its epistemological basis for understanding and building a new academic scenario.The methodology used is the action with techniques such as mind mapping, dialogues, and stories of life, field works, and contents analysis, among others. The data analysis was guided by the hermeneutics as a possibility for the understanding and interpretation of the events that occurred in the classroom.

  11. EDUCATIONAL PROGRAM OF THE SPECIALIZATION «TECHNICAL AND COMPUTER GRAPHICS» IN EDUCATION AREA «TECHNOLOGY»

    Directory of Open Access Journals (Sweden)

    Vladyslav Boyko

    2016-06-01

    Full Text Available The article focuses attention on the problem of school-leavers’ professional self-determination, including the conscious choice of the engineering profession and the importance of specialized training in «Technical and Computer Graphics» performed in engineering and technical subjects classes. Structure and content of the educational program «Technical and Computer Graphics» of the given technological speciality and pedagogical conditions for its implementation are given.

  12. Use of educational games in the health professions: a mixed-methods study of educators' perspectives in the UK.

    Science.gov (United States)

    Blakely, Gillian; Skirton, Heather; Cooper, Simon; Allum, Peter; Nelmes, Pam

    2010-03-01

    Educational games have been shown to be effective in supporting learning, especially to reinforce knowledge, and students are generally positive about the use of games. The aim of this mixed-methods study that was conducted in the UK was to explore educators' views towards the use of educational games in the health sciences. The data were collected via semistructured interviews with 13 health educators and an online survey that was completed by 97 health educators. Three factors influence the use of classroom games: reflective practice, the impact of games on students, and the impact of logistical factors. Educators assess their own performance and the impact of the games on students when planning their use; however, large classes and the need for preparation time have a negative impact on educators' willingness to use games. Similar constraints might restrict the use of active learning strategies, such as simulation, that are crucial for enabling health professionals to develop competence. These issues require consideration when planning educational methods.

  13. Teacher in Space Program - The challenge to education in the space age

    Science.gov (United States)

    Brown, R. W.; Morgan, B. R.

    1986-01-01

    An account is given of the significant events which occurred in the Teacher in Space Program following the Challenger Space Shuttle accident on January 28, 1986. The analysis indicates that the accident has not prevented the continuing effective implementation of the three educational goals of the Teacher in Space Program which are to: (1) raise the prestige of the teaching profession, (2) increase the awareness in the education community of the impact of technology and science on this country's future in preparing students for the future, and (3) use aeronautics and space as a catalyst to enhance all subject areas and grade levels of U.S. education systems.

  14. Education Program for Healthy Aging

    Directory of Open Access Journals (Sweden)

    Wanda Pereira Patrocinio

    2013-03-01

    Full Text Available In this study were performed educational interventions in two groups of elderly from the perspective of Paulo Freire and the politics of aging assets (WHO. The themes were chosen by the participants and the program consisted of a 150-minute weekly meeting, from August to December 2009. The present article focuses on the pedagogical course developed and carry out a reflection on the effectiveness of the program on attitudes toward aging, the subjective well-being and health of older people.

  15. Stakeholder perception about urban sprawl impacts in land degradation in Lithuania. The importance of profession and education.

    Science.gov (United States)

    Pereira, Paulo; Misiune, Ieva; Mierauskas, Pranas; Depellegrin, Daniel

    2016-04-01

    order to understand if the respondent's characteristics influenced the rates attributed to the questions raised. Regressions were considered significantly different at a ploss of soil permeability and soil biodiversity" were explained significantly by the respondent's profession and study level. In this case researchers with a PhD rated very high this question. The question "loss of best agricultural land" was explained significantly by the profession and gender of the participants and the question "increase in soil erosion in remote areas" explained significantly only by the profession. Male farmers rated very high the question, "loss of best agricultural land" while engineers and researchers rated very high the second. The last question "loss of natural habitats" was explained significantly by the membership in an NGO. The members of NGO rated very high this question. None of the respondent's characteristics explained significantly the question, " increase in the use of water and fertilizers in less productive areas". Overall, the results show that professional occupation and education level have a high impact on the awareness about the impacts of urban sprawl in land degradation. References Fleskens, L., Stringer, L.C. (2014) Land management and policy responses to mitigate desertification and land degradation. Land Degradation and Development, 25, 1-4. Pereira, P., Mierauskas, P., Novara, A. (2016) Stakeholders perception about fire impact in Lithuanian protected areas. Land Degradation and Development,DOI: 10.1002/ldr.2290 Pereira, P., Monkevicius, A., Siarova, A. (2014) Public perception of environmental, social and economic impacts of urban sprawl in Vilnius. Societal Studies, 6, 259-290. Schwilch, G., Bachmann, F., Liniger, H.P. (2009) Appraising and selecting conservation measures to mitigate desertification and land degradation based on stakeholder participation and best practices. Land Degradation and Development, 20, 308-326. Subiros, J.V., Rodriguez

  16. Instructional design variations in internet-based learning for health professions education: a systematic review and meta-analysis.

    Science.gov (United States)

    Cook, David A; Levinson, Anthony J; Garside, Sarah; Dupras, Denise M; Erwin, Patricia J; Montori, Victor M

    2010-05-01

    A recent systematic review (2008) described the effectiveness of Internet-based learning (IBL) in health professions education. A comprehensive synthesis of research investigating how to improve IBL is needed. This systematic review sought to provide such a synthesis. The authors searched MEDLINE, CINAHL, EMBASE, Web of Science, Scopus, ERIC, TimeLit, and the University of Toronto Research and Development Resource Base for articles published from 1990 through November 2008. They included all studies quantifying the effect of IBL compared with another Internet-based or computer-assisted instructional intervention on practicing and student physicians, nurses, pharmacists, dentists, and other health professionals. Reviewers working independently and in duplicate abstracted information, coded study quality, and grouped studies according to inductively identified themes. From 2,705 articles, the authors identified 51 eligible studies, including 30 randomized trials. The pooled effect size (ES) for learning outcomes in 15 studies investigating high versus low interactivity was 0.27 (95% confidence interval, 0.08-0.46; P = .006). Also associated with higher learning were practice exercises (ES 0.40 [0.08-0.71; P = .01]; 10 studies), feedback (ES 0.68 [0.01-1.35; P = .047]; 2 studies), and repetition of study material (ES 0.19 [0.09-0.30; P or=89%) in most analyses. Meta-analyses for other themes generally yielded imprecise results. Interactivity, practice exercises, repetition, and feedback seem to be associated with improved learning outcomes, although inconsistency across studies tempers conclusions. Evidence for other instructional variations remains inconclusive.

  17. "The Questions Shape the Answers": Assessing the Quality of Published Survey Instruments in Health Professions Education Research.

    Science.gov (United States)

    Artino, Anthony R; Phillips, Andrew W; Utrankar, Amol; Ta, Andrew Q; Durning, Steven J

    2017-10-31

    Surveys are widely used in health professions education (HPE) research, yet little is known about the quality of the instruments employed. Poorly designed survey tools containing unclear or poorly formatted items can be difficult for respondents to interpret and answer, yielding low-quality data. This study assessed the quality of published survey instruments in HPE. In 2017, the authors performed an analysis of HPE research articles published in three high-impact journals in 2013. They included articles that employed at least one self-administered survey. They designed a coding rubric addressing five violations of established best practices for survey item design and used it to collect descriptive data on the validity and reliability evidence reported and to assess the quality of available survey items. Thirty-six articles met inclusion criteria and included the instrument for coding, with one article using 2 surveys, yielding 37 unique surveys. Authors reported validity and reliability evidence for 13 (35.1%) and 8 (21.6%) surveys, respectively. Results of the item-quality assessment revealed that a substantial proportion of published survey instruments violated established best practices in the design and visual layout of Likert-type rating items. Overall, 35 (94.6%) of the 37 survey instruments analyzed contained at least one violation of best practices. The majority of articles failed to report validity and reliability evidence, and a substantial proportion of the survey instruments violated established best practices in survey design. The authors suggest areas of future inquiry and provide several improvement recommendations for HPE researchers, reviewers, and journal editors.Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a "work of the United States Government" for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not

  18. Lifelong Learning Competencies Development Program for Higher Education

    Directory of Open Access Journals (Sweden)

    Catalina Martinez-Mediano

    2013-04-01

    Full Text Available Introduction. Lifelong learning (LLL is an intentional learning that people engage in throughout their lives for personal and professional fulfillment and to improve the quality of their lives. Develop the capability for lifelong learning in Higher Education is important to facilitate the incorporation of new graduates to work. To this end, we have designed a program on "Lifelong learning competencies for Higher Education students', which we have applied to students at University of San Diego, California, USA and to the University of Distance Education, Spain. Methodology. We have presented the program by means a workshop where the debate and the reflection played one important strategy. To check the program’s achievements we used mixed methodologies, according to the evaluative research. We applied one questionnaire, and together to a practice and the students' personal portfolio, they enabled us to assess the program effectiveness, satisfaction and impact. Results. The comparison of the answers in the questionnaire, before and after of the workshops sing that students improved in their knowledge and awareness about the importance of LLL and key competencies for their profession development plan. Discussion. The program contributes to improve key competencies and commitment to learning throughout the people’s lives.

  19. Emotional Differences between Early and Late Degree Program Music Teacher Education Students Using a Concise Emotional Inventory

    Science.gov (United States)

    Fredrickson, William E.; Madsen, Clifford K.

    2010-01-01

    Teaching music can be a stressful profession. How current and future teachers perceive stress, and the personal emotions that result from stressful situations, raises many questions. This study investigated differences in perception of levels of emotional stress between early and late program students in music teacher education using a concise…

  20. Consistencies between New Teachers' Beliefs and Practices and Those Grounding Their Initial Teacher Education Program

    Science.gov (United States)

    Towers, Jo

    2013-01-01

    This paper discusses the experiences of beginning teachers as they navigated their first seven years in the profession. Drawing on data from a research study that charted these teachers' experiences during and after their initial teacher education program, I reveal that although the participants' teaching contexts varied considerably,…

  1. Formal and nonformal SETI education programs

    Science.gov (United States)

    Bhathal, Ragbir

    2001-08-01

    Frank Drake's experiment on the search for extraterrestrial intelligence in 1960 not only generated a new field of observational astronomy but also produced spin-offs in the fields of education and the social science. SETI education programs in formal and non-formal educational institutions provide a powerful tool for educating the public and students about humanity's most profound question: are we alone in the universe? This paper discusses SETI educational programs in both formal and non-formal settings.

  2. 'More effort and more time.' Considerations in the establishment of interprofessional education programs in the workplace.

    Science.gov (United States)

    Kent, Fiona; Nankervis, Katrina; Johnson, Christina; Hodgkinson, Marisa; Baulch, Julie; Haines, Terry

    2018-01-01

    The argument for integrating interprofessional education (IPE) activities into the workplace has been made concurrently with the call for collaborative clinical practice. An exploratory case study investigation of existing activities in a large metropolitan health care network was undertaken to inform the development of future IPE initiatives. Purposive sampling invited clinicians involved in the design or delivery of workplace IPE activities to participate in a semi-structured interview to discuss their existing programs and the opportunities and challenges facing future work. Interviews were audiotaped, transcribed and thematically analysed. In total, 15 clinicians were interviewed representing medicine, nursing, occupational therapy, pharmacy, physiotherapy, psychology, social work and speech pathology. The IPE programs identified included one medical and midwifery student workshop, several dedicated new graduate or intern programs combining the professions and multiple continuing professional development programs. Three dominant themes were identified to inform the development of future work: clinician factors, organisational factors and IPE considerations. In addition to the cultural, physical and logistical challenges associated with education that integrates professions in the workplace, the time required for the design and delivery of integrated team training should be accounted for when establishing such programs. Considerations for sustainability include ongoing investment in education skills for clinicians, establishment of dedicated education roles and expansion of existing education activities.

  3. Educators' views of eating disorder prevention programs.

    Science.gov (United States)

    Varnado-Sullivan, Paula J; Parr, Francoise; O'Grady, Megan A; Savoy, Sarah

    2013-06-01

    Further understanding of educators' views of eating disorder prevention can further engage them in this effort. No previous studies of educators have used acceptability methodology or compared eating disorder prevention to other prevention efforts. Educators (n = 135) rated the acceptability of five sample programs and provided their opinions about eating disorder and other prevention programs. The results indicated primarily psychoeducational and general well-being programs were most acceptable. Educators-specified trained professionals should implement programs during school hours to male and female junior high students. Although eating disorder prevention was perceived as important, it was not rated as vital as other programs, such as substance abuse prevention.

  4. Pupils with Special Educational Needs. Program Audit.

    Science.gov (United States)

    New York State Legislative Commission on Expenditure Review, Albany.

    The document reviews the New York State Education Department's management of state aid for remedial education in the program for serving Pupils with Special Educational Needs (PSEN), the intent of which is to help low-achieving students overcome their disadvantage in learning. Four separate aspects are examined: (1) program intent, evolution, and…

  5. Veterans Education Outreach Program. Exemplary Projects.

    Science.gov (United States)

    Amon, Ronald D.

    As a result of a review of performance reports submitted by almost 400 colleges and universities receiving Veterans Education Outreach Program (VEOP) grants, 37 exemplary programs were identified by a panel of 5 professionals in veterans' education and government administration. The exemplary programs selected showed consistency in staff efforts…

  6. Directory of Health Education Programs for Elders.

    Science.gov (United States)

    Missouri Univ., Kansas City. Center on Rural Elderly.

    Health education programs for older adults can be an efficient and cost-effective way to meet the challenge of a healthy old age. This directory describes 36 health education programs for the rural elderly in the areas of comprehensive programs, mental health, nutrition, physical health (including exercise), medication, safety, and health…

  7. Differences between African-American and Caucasian Students on Enrollment Influences and Barriers in Kinesiology-Based Allied Health Education Programs

    Science.gov (United States)

    Barfield, J. P.; Cobler, D. C.; Lam, Eddie T. C.; Zhang, James; Chitiyo, George

    2012-01-01

    Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units (9). Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the…

  8. Perceptions of teacher candidates concerning ethically suitable behaviours for teaching profession

    Directory of Open Access Journals (Sweden)

    Balcı Süleyman

    2016-01-01

    Full Text Available Identifying the perceptions of teacher candidates regarding effective teacher charactheristics and teaching is necessary for knowing their program experiences to consider the appropriateness of those perceptions in terms of professional purposes and practices. Moreover, professional ethics determined for teaching profession enable teachers to make decisions easily at any difficult situations in education. Purpose of this study is to describe perceptions of teacher candidates working for secondary schools concerning ethically suitable behaviors for teaching profession. Participants of this study includes graduates of Mathematics, Nursing, Sociology, Turkish Language Literature Departments. Of those participants (n=163, 42 are graduates of Mathematics, 35 are Nursing, 45 are Sociology, 41 are Turkish Language Literature Departments and completed preservice teacher education curriculum (pedagogical education program at Education Faculty of Kırıkkale University in 2014–2015 academic calender. According to the results of this study most of the participants are aware of ethically suitable behaviors for teaching profession.

  9. Frustrations among graduates of athletic training education programs.

    Science.gov (United States)

    Bowman, Thomas G; Dodge, Thomas M

    2013-01-01

    Although previous researchers have begun to identify sources of athletic training student stress, the specific reasons for student frustrations are not yet fully understood. It is important for athletic training administrators to understand sources of student frustration to provide a supportive learning environment. To determine the factors that lead to feelings of frustration while completing a professional athletic training education program (ATEP). Qualitative study. National Athletic Trainers' Association (NATA) accredited postprofessional education program. Fourteen successful graduates (12 women, 2 men) of accredited professional undergraduate ATEPs enrolled in an NATA-accredited postprofessional education program. We conducted semistructured interviews and analyzed data with a grounded theory approach using open, axial, and selective coding procedures. We negotiated over the coding scheme and performed peer debriefings and member checks to ensure trustworthiness of the results. Four themes emerged from the data: (1) Athletic training student frustrations appear to stem from the amount of stress involved in completing an ATEP, leading to anxiety and feelings of being overwhelmed. (2) The interactions students have with classmates, faculty, and preceptors can also be a source of frustration for athletic training students. (3) Monotonous clinical experiences often left students feeling disengaged. (4) Students questioned entering the athletic training profession because of the fear of work-life balance problems and low compensation. In order to reduce frustration, athletic training education programs should validate students' decisions to pursue athletic training and validate their contributions to the ATEP; provide clinical education experiences with graded autonomy; encourage positive personal interactions between students, faculty, and preceptors; and successfully model the benefits of a career in athletic training.

  10. Parent Education: Key to Successful Alternative Education Programs.

    Science.gov (United States)

    Buroker, Charles D.

    1993-01-01

    Examines the relationship between parental involvement and alternative education programs and reports results of a highly successful parent education program (Active Parenting) in Lima, Ohio. This video-based discussion program evinced high participant satisfaction, specifically encouraged 15 positive parenting behaviors, and discouraged some…

  11. Educational Programs and Services: Part II.

    Science.gov (United States)

    American Annals of the Deaf, 1981

    1981-01-01

    The journal section provided information on the programs offered, the students served, and the educational staff employed by U.S. and Canadian schools and classes for deaf children, deaf educators, and the deaf blind. (SB)

  12. Social Hierarchy and Group Solidarity: The Meanings of Work and Vocation/Profession in the Chinese Context and their Implications for Vocational Education

    Science.gov (United States)

    Schulte, Barbara

    2003-03-01

    The Chinese characters for culture, education, profession/vocation and work provide important information on the socio-historical background of the concepts represented by them. Particularly the concepts of work and education have profound implications for the idea of vocational education. Based on an etymological and semantic analysis of the characters, and through the introduction of a typical example of Chinese work organisation, the work unit or danwei, this paper shows correspondences between the past and the present organisation of work. It also shows that semantic analyses, when ignoring the socio-cultural context, may lead to a distorted picture of the society concerned. This is demonstrated by the example of the concepts of "order" and "harmony".

  13. Applying an innovative educational program for the education of today's engineers

    Science.gov (United States)

    Kans, M.

    2012-05-01

    Engineers require a broad spectrum of knowledge and skills: basic skills in mathematics and physics, skills and competencies within the major subject area as well as more general knowledge about business and enterprise contexts, society regulations and understanding of the future professions' characteristics. In addition, social, intercultural, analytical and managing competencies are desired. The CDIO educational program was initiated as a means to come closer to practice and to assure the training of engineering skills that are required of today's engineers. CDIO is short for Conceive-Design-Implement-Operate and describes the full life cycle understanding of a system or asset that engineering students should reach during education. The CDIO initiative is formulated in a program consisting of two important documents: the CDIO standards and the CDIO syllabus. The standards describe a holistic approach on education, from knowledge and skills to be trained, how to train and assess them, to how to develop the teaching staff and the work places for enabling the goals. The specific knowledge and skills to be achieved are accounted for in the syllabus. In this paper we share our more than 15 years of experiences in problem and project based learning from the perspective of the CDIO standards. For each standard, examples of how to set up the education and overcome challenges connected to the standard are given. The paper concludes with recommendations to others wishing to work toward problem and real-life based education without compromising the requirements of a scientific approach.

  14. Using Distance Education in Graduate Programs

    OpenAIRE

    Featherstone, Allen M.; Brummett, Lynnette M.

    2007-01-01

    There has been much hype around online education creating a revolution in education. Studies analyzing the use of distance education at the graduate level have been limited. This article uses Kansas State University's Master of Agribusiness program as a case study. Educational theory related to a distance environment is studied. Development and technology issues related to the Master of Agribusiness program are presented followed by survey information from students. Appropriate administrative...

  15. Innovative Educational Program: A New Edge of Education

    Science.gov (United States)

    Chong, L. L.; Lai, M. M.; Ong, H. B.; Tan, S. H.; Lan, N. T. P.

    Quality education program is always expected in order to produce competent and knowledgeable graduate to meet the demand from the employers` market. Despite the popularized of online education, in-class education programs are still remained as the core of the mode of education in present days. This study focuses on the learning outcome of innovative education programs and assesses the competitive advantages of those degrees as perceived by the employers. To define innovation education, it is best described as an innovative way of teaching in expanding students` critical thinking skills, personal leadership and entrepreneurial skills in building a pool of knowledge workers. Present findings indicate that with better technological skills, critical thinking and strong leadership, the prospect of these graduates are believed aplenty. Nevertheless, the efforts set up by higher education to train such graduates are a vital link to the quality of the innovative education programs.

  16. Why invest in an educational fellowship program?

    Science.gov (United States)

    Searle, Nancy S; Hatem, Charles J; Perkowski, Linda; Wilkerson, LuAnn

    2006-11-01

    Expanding and refining the repertoire of medical school teaching faculty is required by the many current and changing demands of medical education. To meet this challenge academic medical institutions have begun to establish programs--including educational fellowship programs--to improve the teaching toolboxes of faculty and to empower them to assume leadership roles within both institutional and educational arenas. In this article, the authors (1) provide historical background on educational fellowship programs; (2) describe the prevalence and focus of these programs in North American medical schools, based on data from a recent (2005) survey; and (3) give a brief overview of the nine fellowship programs that are discussed fully in other articles in this issue of Academic Medicine. These articles describe very different types of educational fellowships that, nevertheless, share common features: a cohort of faculty members who are selected to participate in a longitudinal set of faculty development activities to improve participants' teaching skills and to build a cadre of educational leaders for the institution. Evaluation of educational fellowships remains a challenging issue, but the authors contend that one way to evaluate the programs' effectiveness is to look at the educational improvements that have been instigated by program graduates. The authors hope that the various program descriptions will help readers to improve their existing programs and/or to initiate new programs.

  17. Education in Astronomy Through English Programs

    OpenAIRE

    鈴木, 右文

    2012-01-01

    The author is a member of an educational program funded by Kyushu University called “Developing a New Education Program in Studying Astronomy”. The program aims to promote basic knowledge of Science and Technology and refine the social interaction of students. His activities in the 2011 academic year included using a textbook on astrophysics with his English class, arranging a class meeting on astronomy in the Kyushu University summer program held at Pembroke College at the University of Camb...

  18. Technologcal Literacy in welfare professions

    DEFF Research Database (Denmark)

    Busch-Jensen, Peter; Kondrup, Sissel

    to be ‘welfare technological literate’ – both generally as well as within specific welfare professions. Secondly to support the development of a helpful educational framework that enables students to develop welfare technological literacy. This paper discusses some difficulties and preliminary findings...

  19. How Successful State Education Improvement Programs Work.

    Science.gov (United States)

    Odden, Allan; Anderson, Beverly

    1986-01-01

    States have created two types of educational improvement programs: school-based programs (engaging local school people in planning, problem-solving, and implementing strategies) and instructionally focused programs for bettering teacher and administrator skills. Successful programs progress through initiation, implementation, and…

  20. Welfare Professions in Transition

    Directory of Open Access Journals (Sweden)

    Annette Kamp

    2016-03-01

    Full Text Available Welfare professions constitute one of the backbones in the development of the Nordic welfare states. Working in the public sector was for decades associated with high status; public sector employees were trusted employees. Through their work, they had important responsibilities for the welfare state and its citizens. To provide job security—through employment as officials—was a part of ensuring the stability of the state (Åkerstrøm, 2001, and we saw the establishment of what could be called a public ethos, a special morality aimed at serving the needs of the citizens and the state (Hoggett, 2005. The term welfare professions is widely used, referring to public sector employees in the field of, for example, health, education, care, and social work. So this term covers professionals who work directly in contact with patients, citizens, clients, students, etc. (Brante, 1990; Järvinen & Mik-Meyer, 2012. Along with the development and modernization of the welfare state, a number of new welfare professions, such as pedagogues, social works, physiotherapists, social care assistants, and auxiliary nurses have joined the existing ones like nurses, teachers, psychologists, and physicians. At the same time, however, the public sector has undergone dramatic changes as part of a neoliberal transformation of the welfare state. With the New Public Management (NPM wave from 1980s and onwards efforts to restructure public institutions and introduce market-like relationships between them, to outsource and privatize public services and to transform citizens to customers in a market have prevailed (Busch, 2005; Christensen & Lægreid, 2007; Greve, 2008. Within this reform strategy, welfare professionals are perceived as part of the problem that NPM is created to solve, namely an uncontrollable and wildly growing bureaucracy (Clarke & Newman, 1997 (...

  1. Hopes and fears of teacher candidates concerning the teaching profession

    Directory of Open Access Journals (Sweden)

    Creţu Daniela

    2017-01-01

    Full Text Available Romanian university students have the opportunity to enroll in the education program for the teaching profession starting with their first year at the university. Most undergraduates choose the education program for the teaching profession, although some of them do not see themselves as teachers. The schooling experiences, the motivation for entering the teacher education programs, the initial teacher education experiences and their future plans can be important factors in considering the perspective of becoming a teacher or not. Focused on a future orientation, the goal of this study was to investigate teacher education candidates’ hopes and fears concerning a possible career as teacher. Using an open-ended questionnaire as a research tool, a qualitative analysis was made on the hopes and fears expressed by the teacher candidates. Our findings showed different categories of hopes and fears and generated an enriched understanding of teacher candidates’ views on this subject. The study can be a valuable support for teacher educators preoccupied to understand teacher candidates’ perceptions and to assist them in getting closer to their ideals by improving the education program.

  2. The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME Guide No. 21.

    Science.gov (United States)

    Nelson, Cody; Hartling, Lisa; Campbell, Sandra; Oswald, Anna E

    2012-01-01

    Audience response systems (ARS) represent one approach to make classroom learning more active. Although ARS may have pedagogical value, their impact is still unclear. This systematic review aims to examine the effect of ARS on learning outcomes in health professions education. After a comprehensive literature search, two reviewers completed title screening, full-text review and quality assessment of comparative studies in health professions education. Qualitative synthesis and meta-analysis of immediate and longer term knowledge scores were conducted. Twenty-one of 1013 titles were included. Most studies evaluated ARS in lectures (20 studies) and in undergraduates (14 studies). Fourteen studies reported statistically significant improvement in knowledge scores with ARS. Meta-analysis showed greater differences with non-randomised study design. Qualitative synthesis showed greater differences with non-interactive teaching comparators and in postgraduates. Six of 21 studies reported student reaction; 5 favoured ARS while 1 had mixed results. This review provides some evidence to suggest the effectiveness of ARS in improving learning outcomes. These findings are more striking when ARS teaching is compared to non-interactive sessions and when non-randomised study designs are used. This review highlights the importance of having high quality studies with balanced comparators available to those making curricular decisions.

  3. Training Master Students of "Education and Pedagogy" Enlarged Profession Group: Testing the Module "Personalization and Differentiation of Educational Work in Teaching Students of Different Categories"

    Directory of Open Access Journals (Sweden)

    Postavnev V.M.

    2015-11-01

    Full Text Available The article presents the main characteristics of the module "Individualization and differentiation of educational work with students of different categories of" innovative educational program of professional (teaching graduate. It provides an educational discipline module focused on two target groups of students who have significant differences in psycho-pedagogical training. It offers the option of building the interdisciplinary evaluation of students upon completion of the module and uncovered testing peculiarities of the module in terms of networking. We presented the role of the teacher-supervisor, the content and organization of advanced professional practice, of the potentialities of the individual blocks of practice in enriching the content and forms of the educational process in the magistracy. Based on the analysis results of the module there are conclusions about the capabilities of the module being tested in preparation of masters of pedagogical and psycho-pedagogical directions.

  4. Essays on Education Programs in Developing Countries

    Science.gov (United States)

    He, Fang

    2010-01-01

    This dissertation evaluates programs seeking to address educational access and quality in developing countries. Chapter 1 examines the impact of two school feeding programs on enrollment in Sri Lanka. Chapter 2 assesses the relative productivity of several modes of implementing an Indian English education curriculum in India. Finally, chapter 3…

  5. Sustaining Arts Programs in Public Education

    Science.gov (United States)

    Dunstan, David

    2016-01-01

    The purpose of this qualitative research case study was to investigate leadership and funding decisions that determine key factors responsible for sustaining arts programs in public schools. While the educational climate, financial constraints, and standardized testing continue to impact arts programs in public education, Eastland High School, the…

  6. A Conceptual Perspective of Teacher Education Programs.

    Science.gov (United States)

    Hatfield, Robert

    This model for a conceptual structure of teacher education programs is intended to codify and accumulate aspects of knowledge related to teacher education programs, and to identify available studies on the topic as well as to note problems that need further investigation. It seeks to provide an understanding of the dynamics and interactions of…

  7. Defining Professionalism in Teacher Education Programs

    Science.gov (United States)

    Creasy, Kim L.

    2015-01-01

    Professionalism and how it is to be acquired should be a focus of every teacher education program. Despite the significant role professionalism plays there is a lack of a universally accepted definition of professionalism in teacher education programs. This paper investigates "working definitions" of professionalism as they pertain to…

  8. 78 FR 6208 - Voluntary Education Programs

    Science.gov (United States)

    2013-01-30

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF DEFENSE Office of the Secretary 32 CFR Part 68 RIN 0790-AI50 Voluntary Education Programs AGENCY: Office of the... the Federal Register titled Voluntary Education Programs. Subsequent to the publication of that rule...

  9. 78 FR 51678 - Voluntary Education Programs; Correction

    Science.gov (United States)

    2013-08-21

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF DEFENSE 32 CFR Part 68 RIN 0790-AJ06 Voluntary Education Programs; Correction AGENCY: Office of the Under Secretary of... Education Programs. Subsequent to the publication of the proposed rule in the Federal Register, DoD...

  10. Problem-Based Project-Oriented Learning: Educating and evaluating for new disciplines emerging in the interplay between the professions of civil engineering and architecture

    DEFF Research Database (Denmark)

    Mullins, Michael

    2006-01-01

    advantages in a search for solutions of which integrate these approaches. The Department of Architecture and Design (A&D) at Aalborg University has been intiated with the explicit aim to educate for new disciplines emerging in the interplay between the professions of civil engineering and architecture......, and uses PBL and project-oriented models for its educational form. There is a distinct difference between engineering and architecture in their evolutionary backgrounds and their varying degree of emphasis on natural science. Both present different forms of problem solving that appeal to different learning...... styles, which raises the question of how to assess the individual student’s learning where widely different strategies with widely differing results are employed. While offering many interesting possibilities, the integration of these historically separated disciplines embraces paradoxes...

  11. Why Music? Essays on the Importance of Music Education and Advocacy: Why Does Our Profession Need Advocacy?

    Science.gov (United States)

    Mark, Michael L.

    2005-01-01

    Advocacy for music education has become a major professional activity that is not always understood by music educators. Education decision makers--boards of education, legislators, government policy makers--must appreciate why music education is important to society so they can make informed decisions about any number of issues that affect music…

  12. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  13. Higher Education Leadership Graduate Program Development

    Science.gov (United States)

    Freeman, Sydney, Jr.; Chambers, Crystal Renée; Newton, Rochelle

    2016-01-01

    Graduate programs in higher education administration and leadership have sought to equip students with the knowledge, skills, and competencies for higher education leadership; that is, to prepare globally minded leaders who can navigate the internal and external demands of, and for, higher education. With the use of the Lattuca and Stark model of…

  14. An Educational Program of Mathematical Creativity

    Science.gov (United States)

    Petrovici, Constantin; Havârneanu, Geanina

    2015-01-01

    In this article we intend to analyze the effectiveness of an educational program of mathematical creativity, designed for learners aged 10 to 12 years, which has been implemented in an urban school of Iasi, Romania. This analysis has both a psycho-educational dimension and a statistical analysis one. The psycho-educational dimension refers to the…

  15. 78 FR 7787 - Loan Repayment Program for Repayment of Health Professions Educational Loans

    Science.gov (United States)

    2013-02-04

    ...: Physical Therapy, Occupational Therapy, Speech-Language Pathology, and Audiology: M.S. and D.P.T. (q..., social work, marriage and family therapy, chiropractic medicine, environmental health and engineering, an.... and R.H.I.A. (w) Certified Professional Coder: AAPC or AHIMA. (x) Respiratory Therapy. (y...

  16. The Professional Landscape: The Historical Development of Professions in Sweden

    Directory of Open Access Journals (Sweden)

    Thomas Brante

    2013-12-01

    Full Text Available This special issue of Professions & Professionalism seeks to explain the transition of occupations from non-professions to professions and the conditions and causes that generate professions (i.e., the bases of professionalization. Empirically, we use the histories of the Swedish professions, positing that these histories have several close similarities (and, of course, differences with those of other nations, thus making this project of international interest. Theoretically, we define a number of general concepts that are employed to explain the processes of professionalization. The most general concept, which covers the professional layer, is called the professional landscape. It is divided into a number of professional fields and generations, creating a typology of professions. The fields that are presented, together with the professions assuming key positions in the fields, are technology, health, social integration, social regulation, education, and academia. The historical emergence of the fields and the transition from occupation and pre-profession to full profession are outlined.

  17. HEATING AND AIR CONDITIONING EDUCATIONAL PROGRAM.

    Science.gov (United States)

    Lennox Industries, Inc., Marshalltown, IA.

    INCREASED MOTIVATION, INCREASED INITIAL COMPREHENSION, AND INCREASED RETENTION ARE THE PRIME GOALS OF THE LENNOX HEATING AND AIR CONDITIONING EDUCATION PROGRAM. IT IS A COMPLETE PROGRAM WITH ALL THE TEACHING TOOLS REQUIRED TO PRODUCE A KNOWLEDGEABLE HEATING AND AIR-CONDITIONING INSTALLER OR SERVICE MAN. THIS INSTRUCTIONAL PROGRAM IS DESIGNED…

  18. International Space Programs. Aerospace Education III.

    Science.gov (United States)

    Bulmer, S. B.

    This book, one in the series on Aerospace Education III, is a collection of the diverse information available regarding the international space programs. The five goals listed for the book are: to examine the Soviet space program, to understand the future of Soviet space activity, to examine other national and international space programs, to…

  19. “Nurses Eat Their Young”: A Novel Bullying Educational Program for Student Nurses

    Science.gov (United States)

    Gillespie, Gordon L.; Grubb, Paula L.; Brown, Kathryn; Boesch, Maura C.; Ulrich, Deborah

    2017-01-01

    Bullying is a known and ongoing problem against nurses. Interventions are needed to prepare nursing students to prevent and mitigate the bullying they will experience in their nursing practice. The purpose of this article is to describe the development process and utility of one such intervention for use by nursing faculty with nursing students prior to their students’ entry into the profession. The educational program was critiqued by an advisory board and deemed to be relevant, clear, simple, and non-ambiguous indicating the program to have adequate content validity. The program then was pilot tested on five university campuses. Faculty members who implemented the educational program discussed (1) the program having value to faculty members and students, (2) challenges to continued program adoption, and (3) recommendations for program delivery. The proposed multicomponent, multiyear bullying educational program has the potential to positively influence nursing education and ultimately nursing practice. Findings from the pilot implementation of the program indicate the need to incorporate the program into additional nursing courses beginning during the sophomore year of the nursing curricula. PMID:28781715

  20. Strategies for Evaluating Complex Environmental Education Programs

    Science.gov (United States)

    Williams, V.

    2011-12-01

    Evidence for the effectiveness of environmental education programs has been difficult to establish for many reasons. Chief among them are the lack of clear program objectives and an inability to conceptualize how environmental education programs work. Both can lead to evaluations that make claims that are difficult to substantiate, such as significant changes in student achievement levels or behavioral changes based on acquisition of knowledge. Many of these challenges can be addressed by establishing the program theory and developing a logic model. However, claims of impact on larger societal outcomes are difficult to attribute solely to program activities. Contribution analysis may offer a promising method for addressing this challenge. Rather than attempt to definitively and causally link a program's activities to desired results, contribution analysis seeks to provide plausible evidence that can reduce uncertainty regarding the 'difference' a program is making to observed outcomes. It sets out to verify the theory of change behind a program and, at the same time, takes into consideration other influencing factors. Contribution analysis is useful in situations where the program is not experimental-there is little or no scope for varying how the program is implemented-and the program has been funded on the basis of a theory of change. In this paper, the author reviews the feasibility of using contribution analysis as a way of evaluating the impact of the GLOBE program, an environmental science and education program. Initially conceptualized by Al Gore in 1995, the program's implementation model is based on worldwide environmental monitoring by students and scientists around the globe. This paper will make a significant and timely contribution to the field of evaluation, and specifically environmental education evaluation by examining the usefulness of this analysis for developing evidence to assess the impact of environmental education programs.

  1. NASA's Astronomy Education Program: Reaching Diverse Audiences

    Science.gov (United States)

    Hasan, Hashima; Smith, Denise Anne; Hertz, Paul; Meinke, Bonnie

    2015-08-01

    An overview will be given of the rich programs developed by NASA to inject the science from it's Astrophysics missions into STEM activities targeted to diverse audiences. For example, Astro4Girls was started as a pilot program during IYA2009. This program partners NASA astrophysics education programs with public libraries to provide NASA-themed hands-on education activities for girls and their families, and has been executed across the country. School curricula and NASA websites have been translated in Spanish; Braille books have been developed for the visually impaired; programs have been developed for the hearing impaired. Special effort has been made to reach underrepresented minorities. Audiences include students, teachers, and the general public through formal and informal education settings, social media and other outlets. NASA Astrophysics education providers include teams embedded in its space flight missions; professionals selected though peer reviewed programs; as well as the Science Mission Directorate Astrophysics Education forum. Representative examples will be presented to demonstrate the reach of NASA education programs, as well as an evaluation of the effectiveness of these programs.

  2. Study on Java Programming Education

    OpenAIRE

    太田, 信宏

    2009-01-01

    The purpose of this study is to consider the content and key points for inclusion in a Java programming course for beginners. The Java programming language has a variety of functions and has the largest application field of all such languages, containing many themes that are appropriate for any such programming course. The multifunctional and wide-ranging functions of Java, however, may actually act as a barrier to study for beginners. The core content of a programming class for beginners sho...

  3. NASA industry education initiative. Education programs report, 1991

    Science.gov (United States)

    1991-01-01

    Findings from the initial inventory of education programs show that support for the NASA-Industry Education Initiative (NIEI) appears to be strong among the organizations surveyed. In addition, the range, depth and historical baselines of NIEI education programs are encouraging. It is also apparent that there is a significant level of cooperation between NIEI members and other organizations. Heavily focused towards science, engineering, mathematics and technology achievement, NIEI activities appear to be aligned with national education goals. Three criticisms are revealed: (1) the majority of programs are targeted fairly late in the education cycle; (2) the number of initiatives geared towards adult literacy and adult skills-enhancement appears to be relatively low; (3) the majority of NIEI activities involve traditional education-assistance programs, but the number of critical assessment and systematic reform initiatives is low. Four Working Group recommendations resulted from this activity: (1) NIEI Working Group operations should continue for an indefinite period, with participation open to other like-minded private-sector organization; (2) the report should be periodically updated; (3) an analysis of ongoing education programs should be conducted; (4) American corporations should continue to support education and evaluate in-house programs periodically.

  4. Self - care strategies among risky profession workers

    Directory of Open Access Journals (Sweden)

    Katarína Vasková

    2015-01-01

    colleagues, that can help in dealing with risky situations and therefore shouldn´t be overlooked. In comparison with non-risky professions professionals care significantly more about their physical and psychical health. Closer analysis showed some uniqueness with respect to a particular type of risky profession. Police officers and fire fighters are more interested in their physical condition, which is important for example in rescuing a person from an object in fire or in a situation where physical force needs to be used. In comparison with it, paramedics use more psychical self-care strategies, namely they are trying more to control their negative emotional state, to minimize risky situation and to preserve health. Lastly they are caring more about their personal improvement. This study has several limits. Equality of gender in sample should be taken to account in future researches. We also recommend to involve other risky professions to the analysis (for example soldiers. Results can be used as a basis for trainee or education programs, which could help professionals in dealing with traumatic situations.

  5. Higher Education Transformations for Global Competitiveness: Policy Responses, Social Consequences and Impact on the Academic Profession in Asia

    Science.gov (United States)

    Mok, Ka Ho

    2015-01-01

    Since the mid-1990s, the pressure of globalization and the pressing demands of a knowledge economy led to a series of educational reforms. The focus of these was the promotion of quality education and massification of higher education. After the Asian financial crisis in 1997, the governments in different parts of Asia have implemented…

  6. Turf, team, and town: a geriatric interprofessional education program.

    Science.gov (United States)

    Macrae, Nancy

    2012-01-01

    This program provides an interprofessional course to students, allowing them to learn together with each other and their elder teachers. include refining their professional parameters (turf), learning how to successfully collaborate with other professionals (team), and determining how to effectively design intervention plans for elders within their own communities (town). Various methods of evaluation, such as journals, participation in rounds, and OSCEs, used to assess students' status are described. Both students and faculty gained clearer perceptions of other professions through their work with each other and the ability to more effectively communicate with other profession. Both also learned, through their relationships with their elder teachers, more about how their specific professions' contributions can affect elders and how elders perceive and contribute to their own communities. This program has been a successful venture. The challenge is now to devise a way to provide similar experiences to a larger group of students.

  7. Differences in Motivation of Choosing Teaching as a Profession Among Teacher Trainees of STEM and Non-STEM Study Programs

    Directory of Open Access Journals (Sweden)

    Robert Tomšik

    2017-05-01

    Full Text Available Due to relatively easy step into the teaching study programs in the Slovak Republic, universities accept students who don’t have intrinsic interest in teaching and developing their competencies, such as narrativity, creative and critical thinking. The aim of the paper is to identify differences in motivation of career choice among students of different study programs. Specifically, we focus on the differences in the types of motivation among teacher trainees of STEM and non-STEM study programs. The types of motivation were surveyed on a sample of 460 teacher trainee students using SMVUP3-S questionnaire. The study has found a significant difference between the research groups in following types of motivation: alternative choice, competence and work with youth.

  8. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-06-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  9. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  10. Professionals without a Profession? The Paradox of Contradiction about Teaching as a Profession in Ghana

    Science.gov (United States)

    Cobbold, Cosmas

    2015-01-01

    Today almost every worker claims to be a professional and their occupation a profession. To teachers the question of professionalism is very important; it influences the quality of education they provide for children as well as the quality of their lives as teachers. Yet, how professionalism is defined and what constitute a profession have been…

  11. Ensino superior, tutoria online e profissão docente / Higher education, online tutoring and the teaching profession

    Directory of Open Access Journals (Sweden)

    Marcia Rozenfeld Gomes de Oliveira

    2009-01-01

    about online tutoring, some of its characteristics and peculiarities as compared to face to-face education. To this end it analyzes the results of an online questionnaire answered by 222 tutors pertaining to programs offered at Universidade Federal de São Carlos (UFSCar in partnership with Universidade Aberta do Brasil (UAB and Brazilian townships. The analysis focused on tutors’ characteristics (e.g., sex, education background and teaching experience, their work organization and activities, the division of labor (between tutors and teachers responsible for subjects, and their perceptions about the nature of tutoring and education at a distance (DE. This study is chiefly based on authors such as Lortie, Tardif, and Shulman—about face-to-face teaching—and Mill, Maggio, and Kenski—on distance education. The results of this study point to the predominance of female tutors, which resembles the makeup of the teaching body in face-to-face education at the lower levels, and indicate the respondents’ high levels of schooling and considerable face-to-face teaching experience. Despite the difficulties encountered by the tutors in this study, mainly due to their lack of experience in DE and varied technical problems, most of the tutors found it easy and pleasurable to work online. The dada also suggest that the tutors enjoyed comparative autonomy as regards actions associated with content transmission as well as actions related to (virtual classroom management. This autonomy may be the basis for the respondents’ perception that the online tutor, in the context under consideration, performs a genuine teaching function.

  12. 77 FR 22790 - ``Low Income Levels'' Used for Various Health Professions and Nursing Programs Included in Titles...

    Science.gov (United States)

    2012-04-17

    ... HUMAN SERVICES Health Resources and Services Administration ``Low Income Levels'' Used for Various... backgrounds, or (3) individuals from ``low-income'' families. SUPPLEMENTARY INFORMATION: The various health..., public or private nonprofit schools which offer graduate programs in behavioral health and mental health...

  13. 76 FR 14417 - ``Low Income Levels'' Used for Various Health Professions and Nursing Programs Included in Titles...

    Science.gov (United States)

    2011-03-16

    ... HUMAN SERVICES Health Resources and Services Administration ``Low Income Levels'' Used for Various... backgrounds, or (3) individuals from ``low-income'' families. SUPPLEMENTARY INFORMATION: The various health..., public or private nonprofit schools which offer graduate programs in behavioral health and mental health...

  14. 38 CFR 21.5230 - Programs of education.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Programs of education. 21...) VOCATIONAL REHABILITATION AND EDUCATION Post-Vietnam Era Veterans' Educational Assistance Under 38 U.S.C. Chapter 32 Programs of Education § 21.5230 Programs of education. (a) Approving the selected program of...

  15. 49 CFR 655.14 - Education and training programs.

    Science.gov (United States)

    2010-10-01

    ... OPERATIONS Program Requirements § 655.14 Education and training programs. Each employer shall establish an employee education and training program for all covered employees, including: (a) Education. The education... 49 Transportation 7 2010-10-01 2010-10-01 false Education and training programs. 655.14 Section...

  16. 28 CFR 544.52 - Levels of Occupational Education Programs.

    Science.gov (United States)

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Levels of Occupational Education Programs... MANAGEMENT EDUCATION Occupational Education Programs § 544.52 Levels of Occupational Education Programs. Occupational education programs are offered at the certificate level and the classroom level. Each level may...

  17. The Changing Nature of Educational Technology Programs

    Science.gov (United States)

    Spector, J. Michael

    2015-01-01

    The many changes in educational technologies have been well documented in both the professional and popular literature. What is less well documented is the changing nature of programs that prepare individuals for careers in the broad multi-disciplinary field of educational technology. This article is a first attempt to look at how educational…

  18. Individual Educational Programs for Handicapped Learners

    Science.gov (United States)

    Hasbargen, Arthur; Hasbargen, Janet L.

    1978-01-01

    Public Law 94-142, the Education for All Handicapped Children Act, will require home economics teachers to participate in preparing individual educational programs for their handicapped students. The article gives requirements of the law and an example of a teacher-made check list for bathroom skills. (MF)

  19. Key topics in education in Europe volume 3 : the teaching profession in Europe : profile, trends and concerns : supplementary report reforms of the teaching profession : a historical survey (1975-2002), general lower secondary education, country reports : Malta

    OpenAIRE

    Gatt, Suzanne; European Commission. Directorate-General for Education and Culture. Education, Audiovisual and Culture Executive Agency (EACEA)

    2003-01-01

    Acknowledgement: The University of Malta would like to acknowledge its gratitude to the European Commission, Directorate-General for Education and Culture, Education, Audiovisual and Culture Executive Agency (EACEA) for their permission to upload this work on OAR@UoM. Further reuse of this document can be made, provided the source is acknowledged. This work was made available with the help of the Publications Office of the European Union, Copyright and Legal Issues Section.

  20. Why are you here? Needs analysis of an interprofessional health-education graduate degree program

    Directory of Open Access Journals (Sweden)

    Cable C

    2014-04-01

    Full Text Available Christian Cable,1,2 Mary Knab,3,4 Kum Ying Tham,5,6 Deborah D Navedo,3 Elizabeth Armstrong3,7,81Scott and White Healthcare, Temple, 2Texas A&M University Health Science Center, TAMHSC College of Medicine, Bryan, TX, 3MGH Institute of Health Professions, 4Physical and Occupational Therapy Services Department, Massachusetts General Hospital, Boston, MA, USA; 5Emergency Department, Tan Tock Seng Hospital, 6Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore; 7Harvard Macy Institute, 8Department of Pediatrics, Harvard Medical School, Boston, MA, USAAbstract: Little is known about the nature of faculty development that is needed to meet calls for a focus on quality and safety with particular attention to the power of interprofessional collaborative practice. Through grounded-theory methodology, the authors describe the motivation and needs of 20 educator/clinicians in multiple disciplines who chose to enroll in an explicitly interprofessional master's program in health profession education. The results, derived from axial coding described by Strauss and Corbin, revealed that faculty pursue such postprofessional master's degrees out of a desire to be better prepared for their roles as educators. A hybrid-delivery model on campus and online provided access to graduate degrees while protecting the ability of participants to remain in current positions. The added benefit of a community of practice related to evidence-based and innovative models of education was valued by participants. Authentic, project-based learning and assessment supported their advancement in home institutions and systems. The experience was described by participants as a disruptive innovation that helped them attain their goal of leadership in health profession education.Keywords: health education

  1. Computer Education in Dental Laboratory Technology Programs.

    Science.gov (United States)

    Rogers, William A.; Hawkins, Robert Ross

    1991-01-01

    A 1990 survey of 37 dental technology programs investigated 3 areas of computer use: current and anticipated general computer education courses; incorporation of computer applications into technology and management courses; and faculty use of the computer. Most programs are beginning to expand use of technology. (MSE)

  2. 78 FR 49382 - Voluntary Education Programs

    Science.gov (United States)

    2013-08-14

    ... program; earn an equivalency diploma, improve their academic skills or level of literacy, enroll in career... use unfair, deceptive, and abusive recruiting practices; and provide academic and student support... education programs is to provide active duty Service members with opportunities to enhance their academic...

  3. Strategies for Programmed Instruction: An Educational Technology.

    Science.gov (United States)

    Hartley, J., Ed.

    The purpose of this book is to compare, contrast, and evaluate various strategies of programed instruction (PI). The underlying view is that programed instruction implies a systematic methodological approach to education and training, an approach which bases its decisions on facts rather than value judgements. Several strategies for task analysis…

  4. Program Development Project in International Teacher Education.

    Science.gov (United States)

    Towson State Coll., MD.

    In the past two years, the Department of Early Childhood Teacher Education at Towson State College has completed phases of program development in studies abroad in four countries--England, Israel, Mexico, and Australia. An essential element of the program is a strategy of progressive development. It is characterized by a preparatory phase in which…

  5. Common Standards for Career Education Programs

    Science.gov (United States)

    Missouri Department of Elementary and Secondary Education, 2012

    2012-01-01

    The Office of College and Career Readiness has developed the "Common Standards for Career Education Programs." The six common standards are: (1) Program Management and Planning; (2) Curriculum; (3) Instruction; (4) Professional Development; (5) Career and Technical Student Organizations; and (6) Instructional Facilities and Equipment.…

  6. Cleveland Bilingual Education Program: Title VII ESEA.

    Science.gov (United States)

    Halasa, Ofelia

    This 1974-75 evaluation report of the Title VII Cleveland Bilingual Education Program discusses the degree to which process objectives were implemented and product objectives attained, and the impressions of project and school staff and parents. The goals of the bilingual program were to develop the ability to communicate and function in Spanish…

  7. Social circumstances and teaching profession

    Directory of Open Access Journals (Sweden)

    Beara Mirjana

    2015-01-01

    Full Text Available Teachers, as an element of the educational system, are considered to be the most important factor for improving the quality of work in schools. At the same time, schools and teachers, as well as the entire educational system, are functioning in the framework of broader social conditions that may be perceived as favorable and unfavorable for particular aspects of their job and profession. The paper examined teachers' perceptions of the social circumstances in which they work and professionally develop, as well as their temporal satisfaction of their profession and professional development. Temporal satisfaction involves cognitive evaluation of professional area of life through the prism of time (past, present, future. Examined was the interrelationship between these factors, as well as correlations with certain socio-demographic variables: length of employment, age, gender, initial education and type of school in which they are employed. Results indicate that teachers generally perceive social conditions as unfavorable to their professional development, being more satisfied with the past, than with the present and future professional aspects of life. Professional satisfaction was significantly correlated with the perception of social circumstances. Significant differences were established in the temporal satisfaction and perception of social conditions in relation to sex. Teachers in secondary vocational schools are more satisfied with their profession compared to teachers in gymnasiums and primary schools.

  8. Developing Effective Virtual Education Programs. The Informed Educator Series

    Science.gov (United States)

    Clarke, Suzanne

    2007-01-01

    This "Informed Educator" provides a snapshot of the current state of virtual education at the elementary and secondary levels. A number of critical factors are addressed, including: (1) the types of online courses and schools now available; (2) virtual program providers-- institutional, school, district, state, consortia and private…

  9. Program to improve the effectiveness of education and professional activities of college students

    Directory of Open Access Journals (Sweden)

    I.V. Vlaskina

    2013-04-01

    Full Text Available We describe a training program on “Psychology of effective professional activity”, realized on the basis of the Ural College of the Beauty Industry. The purpose of this discipline is to improve the effectiveness of education and professional activities of college students acquiring professions of “Human-Human” type. To improve effectiveness of education and professional activities, this program provides formation of professionally important qualities of students. The results of the program can be: students’ acquisition of knowledge required for the effective performance of professional activities (ways to prevent burnout, increase self-confidence, etc.; mastery of professional skills (planning, simulation, etc.; formation of professionally important qualities (stress, tolerance, etc.; increasing the efficiency of their professional activities.

  10. Academic Profession's Challenge to the Construction of Educational Management in Japan. RIHE International Seminar Reports. No. 23

    Science.gov (United States)

    Arimoto, Akira

    2015-01-01

    Active learning is now gradually being adopted in many universities and colleges in Japan. This follows the release of the 2012 Central Council of Education (CCE) report that emphasized the need to introduce active learning and to reinforce educational management in academia. As a result, one of the most important problems in Japan's higher…

  11. The Role of Simulation in Pedagogies of Higher Education for the Health Professions: Through a Practice-Based Lens

    Science.gov (United States)

    Rooney, Donna; Hopwood, Nick; Boud, David; Kelly, Michelle

    2015-01-01

    The preparation of future professionals for practice is a key focus of higher education institutions. Among a range of approaches is the use of simulation pedagogies. While simulation is often justified as a direct bridge between higher education and professional practice, this paper questions this easy assumption. It develops a conceptually…

  12. College Bound with the Office of Educational Programs

    Science.gov (United States)

    Neal, Brittany D.

    2004-01-01

    The Educational Programs Office at NASA Glenn Research Center hosts a variety of programs that takes on the hard task of getting students of all ages interested in pursuing careers in science, mathematics, and engineering. To help assist students along the way there are many programs to participate in such as: the explorers, shadowing opportunities, and paid internships. The Educational Programs Office not only creates learning opportunities for students, they also host workshops to help educators enhance their knowledge these fields. This summer I assisted Marie Borowski in the Educational Programs Office with the Tennessee State University College Bound Program. The Tennessee state University College Bound Program is an intensive two-week summer academic workshop designed to introduce minority students to the profession of engineering. NASA Glenn Research Center sent forty dedicated students on a bus to Nashville, Tennessee to experience college life as a whole. At the college the students day consisted of a math class, aeronautics, ACT/SAT preparation, writing and research, African American Culture, computer science, and study sessions. The students also went on educational field trips to the Fisk Museum, the Space and Rocket Center, and the Parthenon Museum. On the last day of the program the students competed in an oratorical contest where the students made a Powerpoint presentation on the class that they enjoyed the most. There were many processes that had to be put into action for the college bound program to run smoothly. The process started in early January with the preparation of applications. Once prepared, the applications were then sent to schools and past participants in hopes of receiving a well-qualified pool of applicants. Once the applications were received, a prescreening is done which ensures all of the information is complete. Then, they are reviewed by a panel, using a rubric to evaluate them, and the semifinalists are then selected

  13. Developing effective cancer pain education programs.

    Science.gov (United States)

    Martin, Michelle Y; Pisu, Maria; Kvale, Elizabeth A; Johns, Shelley A

    2012-08-01

    Pain is prevalent, burdensome, and undertreated in individuals with cancer across the disease trajectory. Providing patients and family caregivers with psychosocial support and education to manage cancer pain is a core component of quality care that can result in significant clinical benefit. In this review, we: (1) outline an approach for developing and assessing the effectiveness of education programs for adults with cancer pain; (2) discuss considerations for tailoring programs to the needs of diverse populations and those with limited health literacy skills; (3) describe the resource needs and costs of developing a program; (4) highlight innovative approaches to cancer pain education. We conclude with recommendations for future research and the next generation of educational interventions.

  14. Discourses of student orientation to medical education programs.

    Science.gov (United States)

    Ellaway, Rachel H; Cooper, Gerry; Al-Idrissi, Tracy; Dubé, Tim; Graves, Lisa

    2014-01-01

    Although medical students' initial orientation is an important point of transition in medical education, there is a paucity of literature on the subject and major variations in the ways that different institutions orient incoming medical students to their programs. We conducted a discourse analysis of medical education orientation in the literature and on data from a survey of peer institutions' approaches to orientation. These two discourses of orientation had clear similarities, in particular, the critical role of ceremony and symbols, and the focus on developing professionalism and physician identities. There were also differences between them, in particular, in the way that the discourse in the literature focused on the symbolic and professional aspects of orientation; something we have called 'cultural orientation'. Meanwhile, those who were responsible for orientation in their own institutions tended to focus on the practical and social dimensions. By examining how orientation has been described and discussed, we identify three domains of orientation: cultural, social, and practical. These domains are relatively distinct in terms of the activities associated with them, and in terms of who is involved in organizing and running these activities. We also describe orientation as a liminal activity system on the threshold of medical school where incoming students initially cross into the profession. Interestingly, this state of ambiguity also extends to the scholarship of orientation with only some of its aspects attracting formal enquiry, even though there is a growing interest in transitions in medical education as a whole. We hope, therefore, that this study can help to legitimize enquiry into orientation in all its forms and that it can begin to situate the role of orientation more firmly within the firmament of medical education practice and research.

  15. Discourses of student orientation to medical education programs

    Directory of Open Access Journals (Sweden)

    Rachel H. Ellaway

    2014-03-01

    Full Text Available Background: Although medical students’ initial orientation is an important point of transition in medical education, there is a paucity of literature on the subject and major variations in the ways that different institutions orient incoming medical students to their programs. Methods: We conducted a discourse analysis of medical education orientation in the literature and on data from a survey of peer institutions’ approaches to orientation. Results: These two discourses of orientation had clear similarities, in particular, the critical role of ceremony and symbols, and the focus on developing professionalism and physician identities. There were also differences between them, in particular, in the way that the discourse in the literature focused on the symbolic and professional aspects of orientation; something we have called ‘cultural orientation’. Meanwhile, those who were responsible for orientation in their own institutions tended to focus on the practical and social dimensions. Conclusion: By examining how orientation has been described and discussed, we identify three domains of orientation: cultural, social, and practical. These domains are relatively distinct in terms of the activities associated with them, and in terms of who is involved in organizing and running these activities. We also describe orientation as a liminal activity system on the threshold of medical school where incoming students initially cross into the profession. Interestingly, this state of ambiguity also extends to the scholarship of orientation with only some of its aspects attracting formal enquiry, even though there is a growing interest in transitions in medical education as a whole. We hope, therefore, that this study can help to legitimize enquiry into orientation in all its forms and that it can begin to situate the role of orientation more firmly within the firmament of medical education practice and research.

  16. An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions.

    Science.gov (United States)

    Tolks, Daniel; Schäfer, Christine; Raupach, Tobias; Kruse, Leona; Sarikas, Antonio; Gerhardt-Szép, Susanne; Kllauer, Gertrud; Lemos, Martin; Fischer, Martin R; Eichner, Barbara; Sostmann, Kai; Hege, Inga

    2016-01-01

    In describing the inverted classroom model (ICM), the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blended-learning method in which a self-directed learning phase (individual phase) precedes the classroom-instruction phase. During the online phase, factual knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained knowledge. In contrast, traditional course concepts impart factual knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students' self-instruction in order to assimilate this knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources "movement" and the widespread use of Massive Open Online Courses (MOOCS) have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training.

  17. An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions

    Directory of Open Access Journals (Sweden)

    Tolks, Daniel

    2016-05-01

    Full Text Available In describing the inverted classroom model (ICM, the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blended-learning method in which a self-directed learning phase (individual phase precedes the classroom-instruction phase. During the online phase, factual knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained knowledge. In contrast, traditional course concepts impart factual knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students’ self-instruction in order to assimilate this knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources “movement” and the widespread use of Massive Open Online Courses (MOOCS have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training.

  18. Self-Directed Learning in Physician Assistant Education: Learning Portfolios in Physician Assistant Programs.

    Science.gov (United States)

    Neal, Jeremy H; Neal, Laura D M

    2016-12-01

    Self-directed learning (SDL) portfolios are underused in the educational process and should be considered by physician assistant (PA) programs. Clinicians such as PAs are responsible for self-identifying their learning needs, competencies, and ongoing educational requirements. This article introduces an outline for SDL in the PA profession, for direct use by learners and indirect use by educators. Without a plan, many professionals may lack the insight, motivation, and knowledge needed to improve their skill set and establish goals for individual lifelong learning. This study conducted a review of the literature. Then, by incorporating SDL portfolios into PA educational methodologies, it constructed a concept map for individuals to monitor, self-direct, and actively participate in their own learning in academic settings and throughout their career.

  19. A short history of veterinary education in Australia: the 120-year transition from education for a trade to education for a profession.

    Science.gov (United States)

    Caple, I W

    2011-08-01

    World Veterinary Year in 2011 celebrates the 250th anniversary of the establishment of the first modern veterinary school at Lyon in France. To put veterinary education in Australia in its historical context, the veterinary school at Lyon was established nine years before the British had discovered the east coast of Australia in 1770, and 27 years before a shipment of convicts transported from overcrowded gaols in England had arrived in Sydney in 1788. This paper discusses the development of veterinary education in Australia from that time to the present day. © 2011 The Author. Australian Veterinary Journal © 2011 Australian Veterinary Association.

  20. Effect of IPE on Medical Profession Education and Expectations of Pharmacists-From the Perspective of Nurses.

    Science.gov (United States)

    Sakai, Ikuko

    2017-01-01

    On January 1, 2015, the Interprofessional Education Research Center (IPERC) was opened at the Graduate School of Nursing at Chiba University, while being positioned as one of the Inohana Campus High Functionality Initiatives by the university. As the result of the establishment of an education research center in the nursing graduate school, various changes are coming into view. In particular, the active participation of young instructors of the medical, nursing, and pharmacology departments and university hospital in interprofessional education (IPE) efforts deserve special mention. In addition, IPE training with treatment participation, which had been a pending matter for many years, is being implemented on a trial basis in the university hospital ICU and pediatric departments starting this year. During this training, treatment plan proposals will be conducted in cooperation with university hospital specialists. IPE is also having a great influence on the formation of curriculums in each department. A factor behind this is the awareness of issues by young instructors such as whether practical training fully utilizes the team building, conference management, and joint learning ability being nurtured at IPE. IPE is unable to perform fundamental education without influencing professional education, and professional education also cannot help but change into "training of specialists with the ability to make contributions considered necessary as a specialist under any circumstances", The degree to which instructors in these three departments can together support curbing of resistance to this change and promoting transformation of values is considered key.

  1. Gaps and gains from engaging districts stakeholders for community-based health professions education in Uganda: a qualitative study.

    Science.gov (United States)

    Okello, Elialilia S; Nankumbi, Joyce; Ruzaaza, Gad Ndaruhutse; Bakengesa, Evelyn; Gumikiriza, Joy; Arubaku, Wilfred; Acio, Christine; Samantha, Mary; Matte, Michael

    2015-12-01

    Community-based education research and service (COBERS) is a brand of community-based education that has been adopted by the Medical Education and Service for All Ugandans consortium. The COBERS programme is aimed at equipping students in health professional education with the knowledge, attitudes and skills required to provide appropriate health care services. For sustainability purposes, the health professional training institutions have made efforts to involve various stakeholders in the implementation of the programme. However, the actual engagement process and outcome of such efforts have not been documented. This paper documents gaps and gains made in engaging district stakeholders for community-based education. Key informant interviews, focus group discussions and document review were used to collect data. Atlas.ti, computer software for qualitative data was used to aid analysis. The analysis revealed that the adopted engagement model has registered some gains including increased awareness among district leaders about potential opportunities offered by COBERS such as boosting of human resources at health facilities, opportunities for professional development for health care workers at health facilities, and establishment of linkages between prospective employees and employers. However, the engagement model left some gaps in terms of knowledge, awareness and ownership of the programme among some sections of stakeholders. The apparent information gap about the programme among district stakeholders, especially the political leadership, may hinder concerted partnership. The findings highlight the need for health professional education institutions to broaden the scope of actively engaged stakeholders with the district level.

  2. Bilingualism and Bilingual Education Programs.

    Science.gov (United States)

    Gutierrez, Medardo

    1972-01-01

    The bilingual is an individual who straddles and/or links, to a greater or lesser degree, two or more languages and cultures. The degree of language and cultural dominance can vary from individual to individual, and bilingual programs must take this variety into consideration. This paper considers some of the varying degrees of bilingual…

  3. Preparing for the Profession: The Accounting Job Search and Beyond

    Science.gov (United States)

    Landgraf, Ellen L.; Stanko, Brian B.; Jinkerson, Darcia

    2012-01-01

    This paper provides a detailed description of a unique program focused on preparing students for entry into the accounting profession. The program, Preparing for the Profession, consisted of four distinct workshops provided to accounting majors during fall semester 2010. Planning for the program began a year earlier during a meeting of Accounting…

  4. 'Genericism' in Danish welfare professions

    DEFF Research Database (Denmark)

    Larsen, Verner

    and skills in the basic disciplines of the professions also termed as disciplinary and procedural knowledge '. Thus the main research question for this paper is: What consequences do recent reform actions in Danish welfare education concerning generic competence have on developing professional knowledge......Our paper is based on an ongoing research project about ‘genericism’ in Danish professional education. We critically discuss the concept of 'generic skills' and argue that the ability to act professionally and reflective, even in changing contexts, should foremost be based on extensive knowledge...

  5. 6 CFR 17.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 6 Domestic Security 1 2010-01-01 2010-01-01 false Education programs or activities. 17.400 Section... ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 17.400 Education programs or...

  6. 43 CFR 41.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Education programs or activities. 41.400... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 41.400 Education programs or...

  7. 40 CFR 5.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 40 Protection of Environment 1 2010-07-01 2010-07-01 false Education programs or activities. 5.400... BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 5.400 Education programs or...

  8. 45 CFR 618.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 3 2010-10-01 2010-10-01 false Education programs or activities. 618.400 Section... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 618.400 Education programs or...

  9. 28 CFR 54.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Education programs or activities. 54.400... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 54.400 Education programs or activities...

  10. 10 CFR 1042.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 10 Energy 4 2010-01-01 2010-01-01 false Education programs or activities. 1042.400 Section 1042... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 1042.400 Education programs or activities. (a...

  11. 14 CFR 1253.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 14 Aeronautics and Space 5 2010-01-01 2010-01-01 false Education programs or activities. 1253.400... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 1253.400 Education programs...

  12. 22 CFR 146.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Education programs or activities. 146.400... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 146.400 Education programs or activities...

  13. 22 CFR 229.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Education programs or activities. 229.400... SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 229.400 Education programs or activities...

  14. 31 CFR 28.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 31 Money and Finance: Treasury 1 2010-07-01 2010-07-01 false Education programs or activities. 28... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 28.400 Education programs or...

  15. 49 CFR 25.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 49 Transportation 1 2010-10-01 2010-10-01 false Education programs or activities. 25.400 Section... IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 25.400 Education programs or activities...

  16. 18 CFR 1317.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Education programs or... NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 1317.400 Education programs...

  17. 45 CFR 86.31 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Education programs or activities. 86.31 Section 86... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 86.31 Education programs or...

  18. 41 CFR 101-4.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 41 Public Contracts and Property Management 2 2010-07-01 2010-07-01 true Education programs or... EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 101-4.400 Education programs or activities. (a...

  19. 15 CFR 8a.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Education programs or activities. 8a... THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 8a.400 Education programs or...

  20. 34 CFR 106.31 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Education programs or activities. 106.31 Section 106.31... EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 106...

  1. Employing subgoals in computer programming education

    Science.gov (United States)

    Margulieux, Lauren E.; Catrambone, Richard; Guzdial, Mark

    2016-01-01

    The rapid integration of technology into our professional and personal lives has left many education systems ill-equipped to deal with the influx of people seeking computing education. To improve computing education, we are applying techniques that have been developed for other procedural fields. The present study applied such a technique, subgoal labeled worked examples, to explore whether it would improve programming instruction. The first two experiments, conducted in a laboratory, suggest that the intervention improves undergraduate learners' problem-solving performance and affects how learners approach problem-solving. The third experiment demonstrates that the intervention has similar, and perhaps stronger, effects in an online learning environment with in-service K-12 teachers who want to become qualified to teach computing courses. By implementing this subgoal intervention as a tool for educators to teach themselves and their students, education systems could improve computing education and better prepare learners for an increasingly technical world.

  2. Sustained programs in physics teacher education

    Science.gov (United States)

    Scherr, Rachel

    2014-03-01

    For over a decade, physics teacher education programs have been transformed at a number of institutions around the country through support from the Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society in partnership with the American Association of Physics Teachers. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher education programs. Most PhysTEC legacy sites studied have sustained their production of physics teachers. A few sites studied have thriving physics teacher education programs, that is, programs that have continued to substantially increase their production of teachers since the PhysTEC award. All of the studied sites that sustained their production of physics teachers have a champion of physics teacher education and corresponding institutional motivation and commitment. The necessity of the champion was known from the Report of the Task Force on Teacher Education in Physics (T-TEP report) and borne out by this study. The necessity of institutional motivation and commitment is a finding of this study. At some sites, PhysTEC support has precipitated an institutional focus on physics teacher education, leveraging other resources (including both awards and personnel) benefiting physics teacher education. The study also documented the sustainability of components of physics teacher education programs, such as recruitment, early teaching experiences, and a teacher in residence. Sustained components tend to be those that have direct benefit to undergraduates in the physics department, whereas less-sustained components seem to be those that primarily benefit secondary teachers. The number of sustained components does not appear to correspond to teacher production; that is, sites that have sustained

  3. NEW CONCEPTS AND CHALLENGES FOR TEACHER EDUCATION FOR TVET – WORK INTEGRATED LEARNING THROUGH THE CAREER CHANGE PROGRAM

    Directory of Open Access Journals (Sweden)

    Rod Moore

    2012-05-01

    Full Text Available This paper examines the effectiveness and outcomes of an innovative teacher education for ‘beginning’ teachers with full careers in other professions and industries. Data were gathered over 3 years to study the experience of these teachers who undertake their initial teacher education and enter the profession simultaneously.  This work is a benchmark practice of Victoria University (VU commitment to enhancing educational access, participation and success for young people in the region. VU has formed a partnership with secondary schools delivering VET and the Department of Education and Early Childhood Development to address teacher shortages in secondary schools.  The Career Change Program (CCP has been developed to address this shortage by attracting qualified professionals with industry experience to teach in teacher-short-supplied subject areas. Praxis Inquiry (PI model of teacher education is developed and applied by focusing on teacher learning in school settings. The program aims to set in place practices and procedures in partnership with key stakeholders that provide a framework for sustainable recruitment, selection and education of Career Change Teachers in Vocational Education.  This framework will develop an international best practice of teacher education constructed as a partnership between schools, communities and university.

  4. An Investigation of Students' Perceptions of Ethical Practice: Engaging a Reflective Dialogue about Ethics Education in the Health Professions

    Science.gov (United States)

    Kinsella, Elizabeth Anne; Phelan, Shanon K.; Lala, Anna Park; Mom, Vanna

    2015-01-01

    The ethical climate in which occupational therapists, and other health practitioners, currently practice is increasingly complex. There have been a number of calls for greater attention to ethics education within health science curricula. This study investigated occupational therapy students' perceptions of the meaning of ethical practice as a…

  5. An interprofessional socialization framework for developing an interprofessional identity among health professions students.

    Science.gov (United States)

    Khalili, Hossein; Orchard, Carole; Laschinger, Heather K Spence; Farah, Randa

    2013-11-01

    Although health professional educational programs have been successful in equipping graduates with skills, knowledge and professionalism, the emphasis on specialization and profession-specific education has enhanced the development of a uniprofessional identity, which has been found to be a major barrier to interprofessional collaborative person-centred practice (IPCPCP). Changes within healthcare professional education programs are necessary to enable a shift in direction toward interprofessional socialization (IPS) to promote IPCPCP. Currently, there is a paucity of conceptual frameworks to guide IPS. In this article, we present a framework designed to help illuminate an IPS process, which may inform efforts by educators and curriculum developers to facilitate the development of health professions students' dual identity, that is, an interprofessional identity in addition to their existing professional identity, as a first step toward IPCPCP. This framework integrates concepts derived from social identity theory and intergroup contact theory into a dual identity model of IPS.

  6. Beginning the Program. Project DEEP (Diversified Educational Experiences Program).

    Science.gov (United States)

    Connett, Jane; And Others

    Project DEEP (Diversified Educational Experience Program) was developed to improve the behavior and attitudes of secondary students in schools where dropouts, absenteeism, and poor attitudes are existing problems. The open classroom with student involvement and participation in goal setting, presentation, and evaluation is the basic concept of…

  7. Motivation for the teaching profession

    OpenAIRE

    Křížová, Kateřina

    2012-01-01

    Anotace: The thesis "The motivation for the teaching profession" dealt with fundamental problems of motivation to the teaching profession. In the theoretical part, we have focused on general characteristics of terms that pertain to the teaching profession, particularly the theory of the teaching profession, the choice of the teaching profession, the phase of the teaching profession, teacher typology, the role of teacher training and professionalization of teachers, but also washed into the te...

  8. Space Life Sciences Research and Education Program

    Science.gov (United States)

    Coats, Alfred C.

    2001-01-01

    Since 1969, the Universities Space Research Association (USRA), a private, nonprofit corporation, has worked closely with the National Aeronautics and Space Administration (NASA) to advance space science and technology and to promote education in those areas. USRA's Division of Space Life Sciences (DSLS) has been NASA's life sciences research partner for the past 18 years. For the last six years, our Cooperative Agreement NCC9-41 for the 'Space Life Sciences Research and Education Program' has stimulated and assisted life sciences research and education at NASA's Johnson Space Center (JSC) - both at the Center and in collaboration with outside academic institutions. To accomplish our objectives, the DSLS has facilitated extramural research, developed and managed educational programs, recruited and employed visiting and staff scientists, and managed scientific meetings.

  9. Professions and their Identities

    DEFF Research Database (Denmark)

    Krejsler, John

    2005-01-01

    PROFESSIONS AND THEIR IDENTITIES: HOW TO EXPLORE PROFESSIONAL DEVELOPMENT AMONG (SEMI-)PROFESSIONS This article explores conditions for discussing what it means to be professional among teachers, pre-school teachers, nurses and social workers. From an epistemological point of view it explores how...... analytical strategies can frame in sufficiently complex ways what it means to be a professional today. It is assumed that at least four main issues must be dealt with in order to conduct a satisfactory analysis of professions and their identities. Firstly, it is of fundamental strategic importance that one...

  10. Future of profession

    Directory of Open Access Journals (Sweden)

    Raman Kumar

    2016-01-01

    Full Text Available Being a doctor in today's time is a tough experience in many parts of the world. Many young people motivated by the traditional image of profession and desire for service opted for this vocation without anticipating today's challenging environment. Bad press, violence against doctors, tough employment conditions, unemployment, and lack of societal respect have become common phenomenon across the world. It is indeed time to introspect. The institution of medical profession is rapidly transforming not necessarily only under the influence of rapidly changing technology. The presented viewpoint is an analysis on impact of changing global political scenario on the future of medical profession.

  11. Individual Stress Management Coursework in Canadian Teacher Preparation Programs

    Science.gov (United States)

    Harris, Gregory E.

    2011-01-01

    Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress…

  12. Undergraduate interest in K--12 teaching and the perceived 'climate' for the K--12 education profession in the natural sciences

    Science.gov (United States)

    Gerdeman, Robert Dean

    Previous research suggests that the natural science setting in universities does not offer a supportive environment for undergraduates interested in K--12 education careers, an important problem given the need for K--12 science teachers. A mixed-method approach was used to examine student perspectives toward K--12 education careers, and the influence of the college experience on perspectives, at a public research university. Quantitative data come from a cross-sectional survey sample (N = 444) of upper-division natural science majors in the university. The survey focused on student background characteristics, undergraduate experiences, perceptions of the college environment, career interests, and satisfaction. Pursuit of K--12 education as a top current career choice was rare among the respondents (3.6%). However, about one-fourth of them indicated some interest in this career and overall interest increased slightly during the college experience. Based on student perceptions, K--12 education was substantially less emphasized within the natural sciences than other career fields. Regression analyses revealed that the most important predictors (aside from initial career interests) of interest in and attitude toward K--12 teaching were self-concept and personality measures. Several college experience measures were also predictors, including perceptions about faculty and peers in the natural sciences. The effect of college experiences differed for students initially more inclined toward K--12 teaching, who reported a net decrease in interest, versus those more disinclined, who reported a net gain in interest. Satisfaction with the college experience was similar for the two groups. Qualitative data come from follow-up interviews conducted with eight survey respondents who recalled a top choice of K--12 teaching upon entering college but had decided to pursue another career. These students perceived other career fields to offer better professional opportunities for

  13. Evaluation metrics of educational programs for teachers

    Science.gov (United States)

    Mitchell, Gwendolyn D.

    1995-01-01

    A system for evaluating the teacher programs and services in the Education Services Branch was developed. The primary stakeholder was interested in determining the worth or usefulness of these services to educators. Therefore, two instruments were developed to collect the data. One questionnaire was administered. Data was collected, analyzed and reported. The other questionnaire was pilot tested and will be administered to teachers during the school year.

  14. COMPUTER PROGRAMMING AND ROBOTICS IN BASIC EDUCATION

    Directory of Open Access Journals (Sweden)

    José Manuel Cabrera Delgado

    2015-12-01

    Full Text Available This article aims to get an overview of the process of including the computer programming and the robotics in the educational curriculum of the basic education in several European countries, including Spain. For this purpose, the cases of Estonia and France are briefly analyzed, two countries in the European Union, which can be considered pioneers in implementing such teaching. Also, in relation to Spain, it is analyzed some of the current initiatives implemented by some Autonomous Communities in this sense.

  15. 34 CFR 300.22 - Individualized education program.

    Science.gov (United States)

    2010-07-01

    ... CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.22 Individualized education program... 34 Education 2 2010-07-01 2010-07-01 false Individualized education program. 300.22 Section 300.22 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION...

  16. Rocket Science 101 Interactive Educational Program

    Science.gov (United States)

    Armstrong, Dennis; Funkhouse, Deborah; DiMarzio, Donald

    2007-01-01

    To better educate the public on the basic design of NASA s current mission rockets, Rocket Science 101 software has been developed as an interactive program designed to retain a user s attention and to teach about basic rocket parts. This program also has helped to expand NASA's presence on the Web regarding educating the public about the Agency s goals and accomplishments. The software was designed using Macromedia s Flash 8. It allows the user to select which type of rocket they want to learn about, interact with the basic parts, assemble the parts to create the whole rocket, and then review the basic flight profile of the rocket they have built.

  17. ICT- The Educational Programs in Teaching Mathematics

    Directory of Open Access Journals (Sweden)

    Dance Sivakova

    2017-08-01

    Full Text Available The range of information and communication technology in teaching mathematics is unlimited. Despite numerous researches about the opportunities and application of the ICT in teaching mathematics and in the world, however, many aspects remain unexplored. This research comes to knowledge that will be applicable to the educational practice. The findings will serve as motivation for more frequent use of the ICT in teaching mathematics from first to fifth grade as a mean for improving of the educational process. Through application of the ICT in the educational programs in teaching mathematics the technological improved practice is investigated and discussed and it helps overcoming of the challenges that arise when trying to integrate the ICT in the educational curricula in mathematics. The biggest challenge are the findings about the possibilities of the application of the ICT in the educational programs in math from first to fifth grade as well as their dissemination, all aimed to improving of teaching mathematics from the first to the fifth grade. The application of the most ICT in the educational programs of mathematics affects the training of the students for easier adoption of the mathematical concepts and the mathematical procedures and in the easier identification and resolving problem situations.

  18. Status of Pharmacy Practice Experience Education Programs

    Science.gov (United States)

    Eccles, Dayl; Kwasnik, Abigail; Craddick, Karen; Heinz, Andrew K.; Harralson, Arthur F.

    2014-01-01

    Objective. To assess financial, personnel, and curricular characteristics of US pharmacy practice experiential education programs and follow-up on results of a similar survey conducted in 2001. Methods. Experiential education directors at 118 accredited US pharmacy colleges and schools were invited to participate in a blinded, Web-based survey in 2011. Aggregate responses were analyzed using descriptive statistics and combined with data obtained from the American Association of Colleges of Pharmacy to assess program demographics, faculty and administrative organizational structure, and financial support. Results. The number of advanced pharmacy practice experience (APPE) sites had increased by 24% for medium, 50% for large, and 55% for very large colleges and schools. Introductory pharmacy practice experience (IPPE) sites outnumbered APPEs twofold. The average experiential education team included an assistant/associate dean (0.4 full-time equivalent [FTE]), a director (1.0 FTE), assistant/associate director (0.5 FTE), coordinator (0.9 FTE), and multiple administrative assistants (1.3 FTE). Most faculty members (63%-75%) were nontenure track and most coordinators (66%) were staff members. Estimated costs to operate an experiential education program represented a small percentage of the overall expense budget of pharmacy colleges and schools. Conclusion. To match enrollment growth, pharmacy practice experiential education administrators have expanded their teams, reorganized responsibilities, and found methods to improve cost efficiency. These benchmarks will assist experiential education administrators to plan strategically for future changes. PMID:24850934

  19. Curriculum information models in health professions education in Australia: an innovative approach to efficient curriculum design, development, and maintenance.

    Science.gov (United States)

    Kruger, Estie; Tennant, Marc

    2012-03-01

    Over the last decade, there has been a significant increase in attention to the overall accountability of higher education in Australia, and this is expected to continue. Increased accountability has led to the need for more explicitly documented curricula. The curricula from ten health-related disciplines developed over the last five years in Australia were the basis of this study. Curriculum information modeling is an approach that allows for the dynamic nature of curricula since elements and their linkages can be moved about and reconnected into meaningful patterns. In addition, the models give disciplines and institutions the ability to effectively monitor curricula and draw comparisons in a more unified manner. Curriculum information models are an efficient innovation in the design and management of curricula in higher education and particularly in the health care disciplines. They rest on the principles of reusable elements and linkages independent of content that were first used in the design, construction, and maintenance of buildings. The translation of this approach to the higher education sector provides a higher level of interoperability of resources and a clearer pathway for content design within a curriculum.

  20. Behavior Management Instructional Practices and Content of College/University Physical Education Teacher Education (PETE) Programs

    Science.gov (United States)

    Lavay, Barry; Henderson, Hester; French, Ron; Guthrie, Sharon

    2012-01-01

    Background: Since 1969, the annual United States Educational Gallup Poll has reported the ability to manage behavior and motivate students as a major challenge for teachers and the primary reason why novice teachers leave the profession prematurely. Indeed, over one-third of all new teachers resign within three years due to this perceived…

  1. Introduction: The Structure of the Academic Professions

    Science.gov (United States)

    Light, Donald W., Jr.

    1974-01-01

    "New Research on Academic Professions," the theme of "Sociology of Education" (v47 n1 Winter 1974), is presented in microcosm in this lead article. In addition, the author hypothesizes that lack of coordination of research and of fundamental theory are basic problems in the sociology of education and relates Talcott Parsons' work to these…

  2. Universidade, profissão Educação Física e o mercado de trabalho University, physical Education as profession and the labor marketing

    Directory of Open Access Journals (Sweden)

    Marcelo Weishaupt Proni

    2010-09-01

    Full Text Available Os propósitos centrais do artigo são: (i delimitar a importância da universidade na progressiva construção social e política da profissão Educação Física; (ii apresentar um mapeamento dos ramos de atividade econômica onde se concentram as oportunidades de emprego e das diferenças regionais no que se refere aos níveis salariais médios dos profissionais da EF; e (iii colocar em discussão a tensão que se estabelece entre a formação profissional oferecida nas universidades brasileiras e as demandas predominantes no mercado de trabalho. Pretende-se mostrar que a regulamentação da profissão produziu uma divisão entre duas "identidades profissionais" no interior da Educação Física, o que reforçou a segmentação deste mercado de trabalho altamente competitivo e marcado por situações muito desiguais. Além disso, procura-se enfatizar que o mercado de trabalho para os profissionais da Educação Física é menos estruturado que o destinado aos licenciados. E que a regulamentação da profissão procurou criar uma reserva de mercado, mas não foi suficiente para estruturar este amplo e diversificado mercado de trabalho, difundir um padrão de emprego adequado e elevar os níveis de remuneração.The main purposes of this paper are: (i to delimitate the importance of the university in the progressive social and political construction of Physical Education as a profession; (ii to present the sectors of economic activity where are concentrated the opportunities of employment and to show the regional differences about the average wages of the Physical Education workers; and (iii to discuss the tension relationship between the professional education from the Brazilian universities and the major demands in labor marketing. I intent to suggest that the professional regulation produced a division between two "professional identities" inside Physical Education, and it reinforced the segmentation in this competitive labor marketing

  3. Dental and Dental Hygiene Intraprofessional Education: A Pilot Program and Assessment of Students' and Patients' Satisfaction.

    Science.gov (United States)

    Jones, Vickie E; Karydis, Anastasios; Hottel, Timothy L

    2017-10-01

    Interprofessional and intraprofessional education (when students from two or more professions or within the same profession, respectively, learn about, from, and/or with each other) is crucial for effective interdisciplinary collaboration. The aims of this study were to assess the effectiveness of a clinical intraprofessional education program for dental and dental hygiene students, based on students' expectations and satisfaction with the program and patients' satisfaction with the team-based care. The pilot program was developed at the University of Tennessee Health Science Center College of Dentistry, where dental hygiene students were paired randomly with dental students scheduled for prophylaxis, scaling and root planing, or periodontal maintenance. Surveys with questions about the students' expectations and satisfaction were distributed to 89 senior dental students and 27 senior dental hygiene students before and after team-based procedures. Another survey was distributed to 17 patients asking about their satisfaction with the team-based care. All 27 dental hygiene students (100% response rate), 51 dental students (57.3% response rate), and all 17 patients (100% response rate) participated in the surveys. The results showed that both the dental and dental hygiene students had high expectations and were overall satisfied with the intraprofessional education. The students' expectations and perceived educational gap (difference between expectations and satisfaction) differed for the dental and dental hygiene students (ppatients were overwhelmingly satisfied with the team-based care. These results suggest that this intraprofessional practice model provided an effective educational experience for both dental and dental hygiene students and patients. The differences between the dental hygiene and dental students' expectations will help in the design of more effective training that promotes intraprofessional and interprofessional teamwork.

  4. Healthcare organization-education partnerships and career ladder programs for health care workers.

    Science.gov (United States)

    Dill, Janette S; Chuang, Emmeline; Morgan, Jennifer C

    2014-12-01

    Increasing concerns about quality of care and workforce shortages have motivated health care organizations and educational institutions to partner to create career ladders for frontline health care workers. Career ladders reward workers for gains in skills and knowledge and may reduce the costs associated with turnover, improve patient care, and/or address projected shortages of certain nursing and allied health professions. This study examines partnerships between health care and educational organizations in the United States during the design and implementation of career ladder training programs for low-skill workers in health care settings, referred to as frontline health care workers. Mixed methods data from 291 frontline health care workers and 347 key informants (e.g., administrators, instructors, managers) collected between 2007 and 2010 were analyzed using both regression and fuzzy-set qualitative comparative analysis (QCA). Results suggest that different combinations of partner characteristics, including having an education leader, employer leader, frontline management support, partnership history, community need, and educational policies, were necessary for high worker career self-efficacy and program satisfaction. Whether a worker received a wage increase, however, was primarily dependent on leadership within the health care organization, including having an employer leader and employer implementation policies. Findings suggest that strong partnerships between health care and educational organizations can contribute to the successful implementation of career ladder programs, but workers' ability to earn monetary rewards for program participation depends on the strength of leadership support within the health care organization. Copyright © 2014 Elsevier Ltd. All rights reserved.

  5. Measuring Student Transformation in Entrepreneurship Education Programs

    Directory of Open Access Journals (Sweden)

    Steven A. Gedeon

    2017-01-01

    Full Text Available This article describes how to measure student transformation primarily within a university entrepreneurship degree program. Student transformation is defined as changes in knowledge (“Head”, skills (“Hand”, and attitudinal (“Heart” learning outcomes. Following the institutional impact model, student transformation is the primary goal of education and all other program goals and aspects of quality desired by stakeholders are either input factors (professors, courses, facilities, support, etc. or output performance (number of startups, average starting salary, % employment, etc.. This goal-setting framework allows competing stakeholder quality expectations to be incorporated into a continuous process improvement (CPI model when establishing program goals. How to measure these goals to implement TQM methods is shown. Measuring student transformation as the central focus of a program promotes harmony among competing stakeholders and also provides a metric on which other program decisions (e.g., class size, assignments, and pedagogical technique may be based. Different stakeholders hold surprisingly different views on defining program quality. The proposed framework provides a useful way to bring these competing views into a CPI cycle to implement TQM requirements of accreditation. The specific entrepreneurial learning outcome goals described in the tables in this article may also be used directly by educators in nonaccredited programs and single courses/workshops or for other audiences.

  6. Migrant Education Program. Comprehensive Needs Assessment

    Science.gov (United States)

    Minnesota Department of Education, 2013

    2013-01-01

    The primary purpose of the Minnesota Migrant Education Program (MEP) is to help migrant children and youth overcome challenges of mobility, frequent absences, late enrollment into school, social isolation, and other difficulties associated with a migratory life, in order that they might succeed in school. Furthermore, the Minnesota MEP must give…

  7. International Space Programs. Aerospace Education III.

    Science.gov (United States)

    Air Univ., Maxwell AFB, AL. Junior Reserve Office Training Corps.

    This curriculum guide is prepared for the Aerospace Education III series publication entitled "International Space Programs." The guide is organized according to specific chapters in the textbook. It provides guidelines for teachers in terms of objectives, behavioral objectives, suggested outlines, orientation, suggested key points,…

  8. Environmental Educational Youth Action Task Program

    Science.gov (United States)

    Ab Rahman, Nik Norulaini Nik; Omar, Fatehah Mohd; Kalia, Noorliza; Hasmi, Mohammad

    2008-01-01

    An educational environmental youth camp was held comprising of fifty one 16-year old secondary students and facilitated by volunteers from the university and Friends of the Earth, a non profit organization in Penang. A weekend camp on youth action task program was held at an isolated beach packed with activities that were structured towards…

  9. Recasting Educational Administration Programs as Learning Organizations.

    Science.gov (United States)

    Calabrese, Raymond L.; Shoho, Alan

    2000-01-01

    Presents a model for overcoming traditional, culturally rooted resistance to change in educational administration programs. The systems model offered proceeds from the premise that reflective awareness is the starting point for change. Aligning the operator, engineer, and executive cultures within a university enables the development of a…

  10. Spanish Teacher Education Programs and Community Engagement

    Science.gov (United States)

    Jovanovi, Ana; Filipovi, Jelena

    2013-01-01

    Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through…

  11. Accelerated Learning Formats in Teacher Education Programs

    Science.gov (United States)

    Richards, Jan S.

    2006-01-01

    The US student population is increasing; consequently, 50,000 additional teachers will be needed within the next ten years. Overcrowded teacher education programs in traditional universities cannot guarantee the availability of necessary classes, however, and students desiring a teaching credential anticipate an extended time frame for credential…

  12. Conservation Education Outreach Program Accomplishment Report, 1998.

    Science.gov (United States)

    Kindlund, Rod, Comp.; Boshart, Tihisia, Comp.

    In 1992, Elaine McKinney and six college interns set into motion an experiment in human relations at the Forest Service's Northeast Area and Station Headquarters in Radnor, PA. The program provides basic conservation education to urban youth who may never have been exposed to the concepts of conservation, recycling, or forest management. This…

  13. Participation in an Indian Adult Education Program.

    Science.gov (United States)

    Blunt, Adrian; Thornton, James E.

    Differences between participants and nonparticipants in an on-reserve Indian adult education program in British Columbia were identified by interviewing 22.5 percent of the adult population in a random sample. Eight of 17 socioeconomic variables and 5 of 13 sociopsychological variables differentiated between the 42 participants and 44…

  14. Occupational attainment in selected allied health professions.

    Science.gov (United States)

    Stoecker, J L

    1990-01-01

    This study examined the factors in the process of occupational attainment for a single group, the allied health professions. A 14-variable causal model was developed to explain postcollege attainment of a job in one of five allied health professions: medical dietetics, medical social work, occupational therapy, physical therapy, or speech therapy. The sample was composed of 272 college students who responded to the Cooperative Institutional Research Program surveys of 1971 and 1980. Analysis indicated that several variables, including academic integration, having a science major, and being oriented to service, had significant direct effects on attainment in the allied health professions. Knowledge of the personal characteristics and achievements of those who successfully enter jobs in the allied health professions may allow informed student and faculty choices and reduce recruitment and retention problems in schools of allied health.

  15. Worker's life conditions in the teaching profession: Association between lifestyle and quality of life at work among physical education teachers

    Directory of Open Access Journals (Sweden)

    Jorge Both

    2010-09-01

    Full Text Available The aim of this study was to identify the degree of correlation between quality of life at work (QVT and personal lifestyle (EV among physical education teachers. The sample, 1645 teachers, was selected in three phases. The first phase divided southern Brazil into federal states. The second subdivided each state into mesoregions and the third considered individual regional teaching centers. Data collection used questionnaires to evaluate QVT and EV. The single group Chi-square Test was used to establish discrepancies of opinion and behavior and the Spearman Test to evaluate correlations between the investigated variables, with a significance level of 5%. The results showed that the teachers are unsatisfied with salaries, working conditions, social integration and available leisure time; also revealed poor diet and stress control and limited personal physical activity. Evidence to support an association between specific concerns and socio-environmental position was insufficient to establish correlations between QVT and EV.

  16. Counseling Ethics Education Experience: An Interpretive Case Study of the First Year Master's Level Counseling Students

    Science.gov (United States)

    Zakaria, Noor Syamilah

    2013-01-01

    Counseling ethics competency is an important part of counselor identity development as required by the counseling profession training standards, and counseling ethics education is one major component of knowledge acquisition in counseling profession. Counselor educators and counselor education training programs have a core responsibility to…

  17. Teacher Education Reform in Urban Educator Preparation Programs

    Science.gov (United States)

    Banks, Tachelle

    2015-01-01

    The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention…

  18. 75 FR 16623 - Emergency Management for Higher Education Grant Program

    Science.gov (United States)

    2010-04-01

    ... Education Emergency Management for Higher Education Grant Program; Notices #0;#0;Federal Register / Vol. 75... Higher Education Grant Program Catalog of Federal Domestic Assistance (CFDA) Number: 84.184T. AGENCY... requirements for the Emergency Management for Higher Education (EMHE) grant program. The Assistant Deputy...

  19. 34 CFR 300.320 - Definition of individualized education program.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Definition of individualized education program. 300.320... Programs, and Educational Placements Individualized Education Programs § 300.320 Definition of...) of the Act; and (ii) If the IEP Team determines that the child must take an alternate assessment...

  20. Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

    Science.gov (United States)

    Ensign, Jacque

    2009-01-01

    This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

  1. 34 CFR 300.112 - Individualized education programs (IEP).

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Individualized education programs (IEP). 300.112 Section 300.112 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF... education programs (IEP). The State must ensure that an IEP, or an IFSP that meets the requirements of...

  2. K-12 Voucher Programs and Education Policy

    Directory of Open Access Journals (Sweden)

    Dan Laitsch

    2002-12-01

    Full Text Available Since the 1983 report, A Nation at Risk, the performance of public schools has been increasingly scrutinized, and a variety of reforms designed to increase student achievement enacted. Among the reforms discussed, much attention has focused on increasing choice and competition in education. While the effectiveness of market oriented reforms have been widely debated, little research has been completed that examines policy maker attitudes toward market reform of education. This study used a researcher designed survey to examine policy maker attitudes toward education and education reform in general, as well as the issue of vouchers more specifically. Findings suggest that policy makers generally accept the market arguments used by voucher supporters, but are also sympathetic to equity concerns and funding issues raised by voucher opponents. Additionally, while more policy makers responding to this survey supported some type of voucher program than opposed vouchers, when viewed in the broader context of reform options, vouchers did not rate highly.

  3. New professions in librarianship

    Directory of Open Access Journals (Sweden)

    Violetta Bottazzo

    2001-01-01

    Full Text Available The article focuses on how information-communication and network computer technology effects changes in library operation and presents new possibilities in the development and differentiation of the librarian profession. At the time of the introduction of the Internet, numerous experts were convinced that the decline of librarianship, as a profession, was only a question of time. According to such opinions, users were supposed to search and obtain information on their own and purchase books through electronic bookstores. The reality turned out to be just the opposite. Nowadays, librarians are required to make more and more complex inquiries, to provide rapid, high-quality and non-stop services, to supply documents directly by computer or onto the working table. Moreover, librarians must follow the rapid development of the profession and participate in permanent and polyvalent training. The introduction of the digitalisation of materials and the future development of libraries require that librarians familiarize themselves with complex hypertext protocols, graphic design, and marketing. Moreover, librarians are obliged to accept any change brought about during the process of technological development. Therefore, in the developed world, new professions are being established and relating to the provision of aggregate information in form of various services and products. Those professions do not only imply universal information providers but trained experts with regard to individual fields of interest.

  4. Inside a contested profession

    DEFF Research Database (Denmark)

    Lehmann-Jacobsen, Emilie Tinne

    Journalism is a contested profession. Normative assumptions based on its connection to democracy infuses a variety of expectations as to what journalists should and should not do. These norms have made it particularly difficult to discuss and study journalism in non-Western or non-democratic coun......Journalism is a contested profession. Normative assumptions based on its connection to democracy infuses a variety of expectations as to what journalists should and should not do. These norms have made it particularly difficult to discuss and study journalism in non-Western or non......-democratic countries where the profession has often been defined as a Western “other” – as what it is not. This dissertation takes another approach and investigates journalism in Southeast Asia from the bottom-up leaving room for journalists’ own interpretations and understandings of their profession. Through...... fields. It furthermore discusses how, and to what extent, similarities between Singapore and Vietnam reflect a particular Southeast Asian model of journalism. A combination of Bourdieu’s field theory and role theory is applied to scrutinise structures of the journalistic profession on micro, mezzo...

  5. General Atomics Sciences Education Foundation Outreach Programs

    Science.gov (United States)

    Winter, Patricia S.

    1997-11-01

    Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

  6. International Education Programs: Access to the World and Its Languages

    Science.gov (United States)

    Office of Postsecondary Education, US Department of Education, 2012

    2012-01-01

    The International Education Programs Service (IEPS) administers 14 education programs. These programs are complementary in nature and designed to benefit a variety of audiences through training programs, research, start-up or enhancement projects, and fellowships. This paper provides brief descriptions of these programs.

  7. Development of a written assessment for a national interprofessional cardiotocography education program

    DEFF Research Database (Denmark)

    Thellesen, Line; Bergholt, Thomas; Hedegaard, Morten

    2017-01-01

    BACKGROUND: To reduce the incidence of hypoxic brain injuries among newborns a national cardiotocography (CTG) education program was implemented in Denmark. A multiple-choice question test was integrated as part of the program. The aim of this article was to describe and discuss the test developm......BACKGROUND: To reduce the incidence of hypoxic brain injuries among newborns a national cardiotocography (CTG) education program was implemented in Denmark. A multiple-choice question test was integrated as part of the program. The aim of this article was to describe and discuss the test...... setting and evaluation of psychometric properties using Item Response Theory models. Test responses and feedback from midwives, specialists and residents in obstetrics and gynecology, and medical and midwifery students were used in the process (proofreaders n = 6, pilot test participants n = 118, CTG...... to profession and geographical regions, which means the test is not suitable for measuring differences between midwives and physicians or differences across regions. In the setting of pilot testing Cronbach's alpha equaled 0.79, whereas Cronbach's alpha equaled 0.63 in the setting of the CTG education program...

  8. Dawn Mission's Education and Public Outreach Program

    Science.gov (United States)

    McFadden, Lucy-Ann A.; Wise, J.; Ristvey, J.; Warner, E. M.

    2007-10-01

    NASA's Dawn mission, the 9th Discovery mission, is the first to orbit two solar system bodies: Vesta (Oct 2011-Apr 2012), then Ceres (Feb-Jul 2015), the most massive Main Belt asteroids. The Education and Public Outreach (EPO) goals are to inspire the next generation of explorers; motivate students to pursue careers in science, technology, engineering and mathematics (STEM); to enhance the quality of STEM education at the K-13 level and engage the public in exploration and discovery. Dawn's website (dawn.jpl.nasa.gov) is central to the dissemination of products and activities. The Dawn E-Newsletter, with 2,301 subscribers, is produced on a quarterly basis. Leonard Nimoy narrated the mission video available on Google videos. Dawn Young Engineers build a paper model of the Dawn spacecraft and submit photos with their constructions. 366,050 names were collected to send to the asteroids. Speaker's kits for the Solar System Ambassadors are online and a poster can be printed via web at a local Office Max. Educational materials about dwarf planets, history and discovery of asteroids, ion propulsion and finding meteorites have been developed. In addition, numerous activities including an interactive activity on ion propulsion, identifying craters (ClickWorkers) and observing asteroids (Telescopes in Education and Amateur Observers' Program) appeal to formal and informal educational audiences. Educators from over 20 states convened in Florida for a workshop in June with the opportunity to meet mission scientists, learn about the modules and activities, observe Vesta through a telescope and tour KSFC. Plans for the coming years include developing modules on instrumentation, theories of the origin of the solar system and data analysis. A planetarium show, museum displays, a video field trip to the asteroid belt and additional educator workshops are planned. This work is funded by NASA's Discovery Program.

  9. Optics education through the Arizona Galileoscope program

    Science.gov (United States)

    Pompea, Stephen M.; Sparks, Robert T.; Walker, Constance E.; Dokter, Erin F. C.

    2012-10-01

    The National Optical Astronomy Observatory, in collaboration with Science Foundation Arizona and the Arizona public schools, has initiated a program of optics education that has been implemented in the Arizona cities of Flagstaff, Yuma, and Safford. A program is planned for Globe, Arizona and several other locations. The program is aimed at 5th grade teachers and students. It relies on NOAO-developed optics teaching kits designed around the Galileoscope student telescope kits. The program is designed to reach every 5th grade teacher and every 5th grade student in each city. Professional development is provided for the teachers using the NOAO-developed "Teaching with Telescopes" optics teaching kits which are given to each teacher. Each 5th grade student is part of a team building a Galileoscope and receives additional training on how to use the Galileoscope during the day or night. At the end of the training period a large star party is held for all of the students, their families, and their friends. The program is evaluated through the University of Arizona. This model has been successfully implemented during the past two years and we are exploring national replication. This program provides a cost-effective way to inject optics into the schools in an attractive, citywide program model. The talk will discuss the model in detail and some of the mistakes we have made as we have tested the model.

  10. The ADMSEP Education Scholars Program: a novel approach to cultivating scholarship among psychiatry educators.

    Science.gov (United States)

    Lehmann, Susan W

    2014-06-01

    The author describes the Association of Directors of Medical Student Education in Psychiatry's Education Scholars Program, a 2-year longitudinal, guided mentorship program, anchored by didactic instruction in the fundamental concepts of educational scholarship.

  11. Competencies Required in Education Research and Teaching Systematization according to Students from the Preschool, Primary and Secondary Education Programs of the University of Costa Rica

    Directory of Open Access Journals (Sweden)

    Mario Alberto Segura-Castillo

    2012-12-01

    Full Text Available The purpose of this paper is to present the results of two online forums carried out with the participation of 42 students of the Licenciaturas  in Preschool Education, Primary Education and Secondary Education of the University of Costa Rica. The main purpose of the forums was to determine the insights of the participant students about the competencies they have achieved in the field of education research, and which have been the essential tools for them to systematize their own teaching practices. The discussion forums were part of the course FD5091 Métodos de Investigación Educativa [Education Research Methods] of the School of Teacher Education, delivered from March-April 2010.  Of the sample, 60 percent were students of the Preschool teaching program, 35 percent were from the Primary Education teaching program and 5 percent were from the Secondary Education teaching program in the fields of Science, Mathematics and Social Studies. According to the insights and beliefs showed by the participants –both, the future teachers and the profession practitioners–, there are no opportunities for research or systematization of their own teaching mediation, in the current work situation. (1 Translator’s Note: In Costa Rica, the “Licenciatura” is a one-year post-Bachelor study program, usually including thesis. “Primary Education” refers to students from the 1st to 6th grades, and “Secondary Education” refers to students from the 7th to 11th grades.

  12. Institutionalizing ESD Standards in Teacher Education Programs: Case of National Accreditation Council for Teacher Education, Pakistan

    Science.gov (United States)

    Mirza, Munawar Sultana

    2015-01-01

    Any reform in education leverages reform in teacher education. The National Accreditation Council for Teacher Education developed Standards for Accreditation of Teacher Education Programs including specific standards relating to Education for Sustainable Development (ESD). Data from 103 teacher education programs (TEPs) accredited during the first…

  13. 77 FR 12041 - Applications for New Awards; Migrant Education Program (MEP) Consortium Incentive Grants Program

    Science.gov (United States)

    2012-02-28

    ... Applications for New Awards; Migrant Education Program (MEP) Consortium Incentive Grants Program AGENCY: Office...: Migrant Education Program (MEP) Consortium Incentive Grants Program; Notice inviting applications for new..., to the Department at the following address: U.S. Department of ] Education, Application Control...

  14. Sexual Health Education in Massage Therapy Programs: A Survey of Program Directors

    Science.gov (United States)

    Zamboni, Brian D.; Healey, Dale K.

    2016-01-01

    Massage therapy program directors completed an online survey to explore sexual education in massage therapy programs. The overall data suggest that program directors are supportive of sexual health education in the training of massage therapists and that such education is integrated into several aspects of their training programs. To enhance…

  15. Integrating Program Theory and Systems-Based Procedures in Program Evaluation: A Dynamic Approach to Evaluate Educational Programs

    Science.gov (United States)

    Grammatikopoulos, Vasilis

    2012-01-01

    The current study attempts to integrate parts of program theory and systems-based procedures in educational program evaluation. The educational program that was implemented, called the "Early Steps" project, proposed that physical education can contribute to various educational goals apart from the usual motor skills improvement. Basic…

  16. Wilberforce Power Technology in Education Program

    Science.gov (United States)

    Gordon, Edward M.; Buffinger, D. R.; Hehemann, D. G.; Breen, M. L.; Raffaelle, R. P.

    1999-01-01

    The Wilberforce Power Technology in Education Program is a multipart program. Three key parts of this program will be described. They are: (1) WISE-The Wilberforce Summer Intensive Experience. This annual offering is an educational program which is designed to provide both background reinforcement and a focus on study skills to give the participants a boost in their academic performance throughout their academic careers. It is offered to entering Wilberforce students. Those students who take advantage of WISE learn to improve important skills which enable them to work at higher levels in mathematics, science and engineering courses throughout their college careers, but most notably in the first year of college study. (2) Apply technology to reaming. This is being done in several ways including creating an electronic chemistry text with hypertext links to a glossary to help the students deal with the large new vocabulary required to describe and understand chemistry. It is also being done by converting lecture materials for the Biochemistry class to PowerPoint format. Technology is also being applied to learning by exploring simulation software of scientific instrumentation. (3) Wilberforce participation in collaborative research with NASA's John H. Glenn Research Center at Lewis Field. This research has focused on two areas in the past year. The first of these is the deposition of solar cell materials. A second area involves the development of polymeric materials for incorporation into thin film batteries.

  17. 7 CFR 15a.31 - Education programs and activities.

    Science.gov (United States)

    2010-01-01

    ... 7 Agriculture 1 2010-01-01 2010-01-01 false Education programs and activities. 15a.31 Section 15a.31 Agriculture Office of the Secretary of Agriculture EDUCATION PROGRAMS OR ACTIVITIES RECEIVING OR BENEFITTING FROM FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs and...

  18. 44 CFR 19.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 44 Emergency Management and Assistance 1 2010-10-01 2010-10-01 false Education programs or..., DEPARTMENT OF HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or...

  19. 10 CFR 5.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 10 Energy 1 2010-01-01 2010-01-01 false Education programs or activities. 5.400 Section 5.400 Energy NUCLEAR REGULATORY COMMISSION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or...

  20. 15 CFR 2008.16 - Security education program.

    Science.gov (United States)

    2010-01-01

    ... 15 Commerce and Foreign Trade 3 2010-01-01 2010-01-01 false Security education program. 2008.16... REPRESENTATIVE Safeguards § 2008.16 Security education program. (a) The Office of the Special Representative for... charged with the implementation of this security education program and shall issue detailed procedures for...

  1. 32 CFR 196.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 32 National Defense 2 2010-07-01 2010-07-01 false Education programs or activities. 196.400... (CONTINUED) MISCELLANEOUS NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  2. 45 CFR 2555.400 - Education programs or activities.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 4 2010-10-01 2010-10-01 false Education programs or activities. 2555.400 Section... COMMUNITY SERVICE NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  3. 36 CFR 1211.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 36 Parks, Forests, and Public Property 3 2010-07-01 2010-07-01 false Education programs or... ADMINISTRATION GENERAL RULES NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  4. 38 CFR 23.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 38 Pensions, Bonuses, and Veterans' Relief 2 2010-07-01 2010-07-01 false Education programs or... (CONTINUED) NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities Prohibited § 23...

  5. 13 CFR 113.400 - Education programs or activities.

    Science.gov (United States)

    2010-01-01

    ... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Education programs or activities... ADMINISTRATOR Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance Discrimination on the Basis of Sex in Education Programs Or Activities Prohibited § 113...

  6. 24 CFR 3.400 - Education programs or activities.

    Science.gov (United States)

    2010-04-01

    ... 24 Housing and Urban Development 1 2010-04-01 2010-04-01 false Education programs or activities. 3... Urban Development NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or Activities...

  7. 29 CFR 36.400 - Education programs or activities.

    Science.gov (United States)

    2010-07-01

    ... 29 Labor 1 2010-07-01 2010-07-01 true Education programs or activities. 36.400 Section 36.400 Labor Office of the Secretary of Labor NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES RECEIVING FEDERAL FINANCIAL ASSISTANCE Discrimination on the Basis of Sex in Education Programs or...

  8. The Group as Support in a Native Teacher Education Program.

    Science.gov (United States)

    Lang, H. R.; Scarfe, D. R.

    This study examines a specific Indian/Metis teacher education program which uses the group as a support system--the Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Regina. SUNTEP is a part of the Elementary Teacher Education Program of the Univesity of Regina. This paper: (1) discusses the support services and systems provided as a…

  9. Perceptions of an Anticipated Bilingual Education Program in Turkey

    Science.gov (United States)

    Ozfidan, Burhan; Burlbaw, Lynn; Kuo, Li-Jen

    2016-01-01

    Bilingual education is globally an important aspect within the educational community in recent years. The purpose of the study is to explore perceptions towards a bilingual education program and investigate factors that may affect the development of a bilingual education program in Turkey. This study also identifies the benefits of bilingualism in…

  10. A profession termed Journalism

    Directory of Open Access Journals (Sweden)

    Manuel Fernández Areal, Ph. D.

    2010-01-01

    Full Text Available New technologies can foster the impression that journalism, as a profession will become extinct probably in a short term. Anybody can have access to any information sources as well as to transmit – through Internet- all sorts of messages at an unusual speed, and this fact seems to support the idea that no technical training will be needed in the future not even an specific cultural background will be required, much less an university degree or qualification that ensures a responsible and appropriate practice of the modern social communication. The Federation of Journalists Associations in Spain (FAPE in its Draft of the Professional Statute is in favor of a graduated or qualified profession at an university level, and its Commission for Complaints has been developing a successful work regarding the professional self-regulation and self-control for the benefit of society. Therefore, there are good reasons for being optimist. Journalism, as a profession, is not going to disappear, and maybe it is time to consider it, really, as an academic qualified profession.

  11. Professions, paradoxes and organizing

    DEFF Research Database (Denmark)

    Juel Jacobsen, Alice

    This paper empirically investigates organizational change in the making as it is constructed in the interaction between managers and professions in a school setting. The empirical basis is three Danish upper secondary schools, all in the process of translating a school reform into practice. Using...

  12. Consultation: A Model for Helping Professions.

    Science.gov (United States)

    Strickland, Ben; Arnn, John

    This handbook attempts to revise and revitalize the concept of consultation as commonly employed by members of the helping professions, particularly school counselors and student personnel workers in educational settings. The authors believe that neither counseling nor coordination provide the kind of visibility necessary for credibility, and that…

  13. The Validation of the Active Learning in Health Professions Scale

    Science.gov (United States)

    Kammer, Rebecca; Schreiner, Laurie; Kim, Young K.; Denial, Aurora

    2015-01-01

    There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS)…

  14. Community College Healthcare Students' Conceptions of Empathy: A Program-Wide Mixed Methods Case Study

    Science.gov (United States)

    Fields, Kellee M.

    2015-01-01

    Community colleges play a vital role in the education of our Nations healthcare professions. In order to respond to the rising economic and social needs of the healthcare sector, community colleges are meeting the challenge by providing health professions skills and training programs to meet these shortages. These crucial programs are charged with…

  15. Role of Child Nutrition Programs in Health Education.

    Science.gov (United States)

    Martin, M. Josephine

    The role of health educators in integrating child nutrition programs into school health education is discussed and issues attending such programs are considered. The importance of breakfast and lunch programs in the school is stressed with particular emphasis on using these programs to instruct children in sound nutritional practices. It is…

  16. Executive Summary: 30th Report on Physician Assistant Educational Programs in the United States.

    Science.gov (United States)

    Huang, Lindsey M

    2015-09-01

    The purpose of this executive summary was to provide an overview of key findings from By the Numbers: 30th Report on Physician Assistant Educational Programs in the United States. The 2014 Program Survey is a Web-based survey and is administered annually to all member physician assistant (PA) program directors. This executive summary will focus on 4 of the 7 sections of the survey instrument: general, financial, program personnel, and students. The typical PA program's sponsoring institution is private and in a nonacademic health center. Most PA programs (93.0%) offer a master's degree as the primary or highest credential. The average total program budget was $2,221,751 (SD=$2,426,852). The average total resident tuition was $64,961, and the average total nonresident tuition was $75,964. Overall, 181 programs reported 1843 program faculty. Of those, 1467 were identified as core faculty and 376 were identified as adjunct faculty. A typical first-year PA student is 26 years old (SD=2.51), female (70.3%, n=5898), non-Hispanic (89.3%, n=3631), White (79.9%, n=3712), and has an overall undergraduate and science grade point average (GPA) of 3.52 (SD=0.14) and 3.47 (SD=0.16), respectively. In 2014, there were approximately 7556 graduates from 164 responding programs. By gaining a better understanding of the characteristics of PA programs and their faculty and students, policy makers can be better informed. Physician assistant educators and stakeholders are encouraged to use this information to advance and advocate for the profession.

  17. Using an intervention mapping framework to develop an online mental health continuing education program for pharmacy staff.

    Science.gov (United States)

    Wheeler, Amanda; Fowler, Jane; Hattingh, Laetitia

    2013-01-01

    Current mental health policy in Australia recognizes that ongoing mental health workforce development is crucial to mental health care reform. Community pharmacy staff are well placed to assist people with mental illness living in the community; however, staff require the knowledge and skills to do this competently and effectively. This article presents the systematic planning and development process and content of an education and training program for community pharmacy staff, using a program planning approach called intervention mapping. The intervention mapping framework was used to guide development of an online continuing education program. Interviews with mental health consumers and carers (n = 285) and key stakeholders (n = 15), and a survey of pharmacy staff (n = 504) informed the needs assessment. Program objectives were identified specifying required attitudes, knowledge, skills, and confidence. These objectives were aligned with an education technique and delivery strategy. This was followed by development of an education program and comprehensive evaluation plan. The program was piloted face to face with 24 participants and then translated into an online program comprising eight 30-minute modules for pharmacists, 4 of which were also used for support staff. The evaluation plan provided for online participants (n ≅ 500) to be randomized into intervention (immediate access) or control groups (delayed training access). It included pre- and posttraining questionnaires and a reflective learning questionnaire for pharmacy staff and telephone interviews post pharmacy visit for consumers and carers. An online education program was developed to address mental health knowledge, attitudes, confidence, and skills required by pharmacy staff to work effectively with mental health consumers and carers. Intervention mapping provides a systematic and rigorous approach that can be used to develop a quality continuing education program for the health workforce

  18. Women in a Woman's Profession: Strategies.

    Science.gov (United States)

    Sellen, Betty-Carol, Ed.; Marshall, Joan K., Ed.

    In July of 1974, a conference of women librarians met at Rutgers University to discuss the present status of women in the profession and prospects for the future. The program focused on the history of discrimination against women, the librarian's self-image, and library career development. Emphasizing changes to be made, the group examined some…

  19. The Child Welfare Profession's Perception of Residential Care for Children

    Science.gov (United States)

    Owens, Larry W.

    2008-01-01

    This research study explored the Child Welfare League of America's (CWLA) perception of residential care for children, as a reflection of the child welfare profession as a whole. A content analysis of CWLA's national conference programs and the journal "Child Welfare" from 1997 to 2006 found that the profession emphasizes family foster care and…

  20. Strategies toward the Inclusion of Environmental Education in Educator Preparation Programs: Results from a National Survey

    Science.gov (United States)

    Crim, Courtney; Moseley, Christine; Desjean-Perrotta, Blanche

    2017-01-01

    A national study was conducted to investigate the inclusion of environmental education (EE) into educator preparation programs across the United States. Responses from teacher educators in institutions of higher education indicated that the infusion of EE into educator preparation programs is limited and varies greatly across the nation. Findings…

  1. 34 CFR 300.23 - Individualized education program team.

    Science.gov (United States)

    2010-07-01

    ... EDUCATION OF CHILDREN WITH DISABILITIES General Definitions Used in This Part § 300.23 Individualized... 34 Education 2 2010-07-01 2010-07-01 false Individualized education program team. 300.23 Section 300.23 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF...

  2. Adult Education and Literacy Program: Fiscal Year 2014 Report

    Science.gov (United States)

    Iowa Department of Education, 2014

    2014-01-01

    The Division of Community Colleges of the Iowa Department of Education has a variety of diverse programs that enhance Iowa's educational system. Adult Education has a rich history in Iowa of providing services that assist adults in improving their skills, achieving their educational goals, and transitioning to further education or employment.…

  3. The alliance in relationship education programs.

    Science.gov (United States)

    Quirk, Kelley; Owen, Jesse; Inch, Leslie J; France, Tiffany; Bergen, Carrie

    2014-04-01

    Couple relationship education (CRE) programs are associated with positive romantic relationship outcomes; however, the mechanisms by which these gains occur are less understood. The current study (122 couples) utilized actor-partner modeling to examine the association between the therapeutic alliance and dedication and negative and positive communication for racial/ethnic minority couples. Additionally, we examined whether gender and delivery format moderated these relationships. Results demonstrated that both men's and women's alliance scores were significantly related to their own outcomes. Higher ratings of alliance were related to partner outcomes for men only. The association between partners' alliance and dedication outcomes was stronger within the group format as compared to the couple format. Implications for leaders of CRE programs are offered. © 2013 American Association for Marriage and Family Therapy.

  4. EXAMINATION OF TEACHER CANDIDATES’ METAPHORS RELATED TO TEACHER EDUCATION PROGRAMS

    OpenAIRE

    YAYLA, Gamze; DEMİRCİOĞLU, Handan

    2014-01-01

    This study was aimed to determine teachercandidates’ metaphors related to teacher education programs. Research sampleconsisted of 230 seniors, who studied programs in Elementary Science andTechnology Education (n=170) and Secondary Mathematics Education (n=60)Departments. The data were collected by means of the teacher candidates’completion of the statement “Teacher education programs are like … because …”.In this research phenomenological research design was used and data wereanalyzed by mea...

  5. The Regulation of Food Science and Technology Professions in Europe

    Directory of Open Access Journals (Sweden)

    Rui Costa

    2014-04-01

    Full Text Available The regulation of a profession is justified when it improves consumer protection and public health. Higher education food science and technology (FST degrees, widely offered in many universities in Europe open to a wide range of jobs in the food sectors where the employees could cover different positions, roles and carry out diverse activities dealing with the food production and the quality and safety of the food products. This work reviews the state of the art of the FST regulated professions requiring higher education qualifications in the European countries. The research was carried out by collecting specific information on regulated professions by contacting unions, professional associations, public servant categories/professions, and by visiting national and EU websites.  The data collected for each regulated profession were: country, training/education required, date of implementation of regulation, professional training (if required, capability test (if required and acts required by law to be signed by a regulated professional. Only professions that required a higher education diploma were included in this search. Few countries were found to have a regulated profession in FST, in particular: Food Engineering (Turkey, Food Technologist (Greece, Iceland, Italy and Slovenia, and Oenologist (Italy, Portugal and Spain. FST regulated professions in Europe are thus scarce and have a rather limited history. The Food Technologist in Italy and the Food Engineer in Turkey were found to be the only completely regulated professions found in Europe. Food and professional regulation have been evolved over the years and raised the debate on the regulation of FST professions. Academia as well as other policymakers has to further contribute to this discussion to keep high the standards for quality of education and training of the qualified workforce and professionals in the food sector.

  6. Patient education programs ? can they improve outcomes in COPD?

    OpenAIRE

    Harris, Melanie; Brian J. Smith; Veale, Antony

    2008-01-01

    It is important to assess the effectiveness of patient education programs for people with COPD (chronic obstructive pulmonary disease) to ensure that limited health resources are being spent effectively. We aimed to assess the effectiveness of programs reported to date, and to look for ways of designing more effective programs. COPD patient education to date has produced little demonstrated success, but studies, education programs and study reports all show limitations. To demonstrate links b...

  7. Kald eller profession

    DEFF Research Database (Denmark)

    Madsen, Jette Møller; Frederiksen, Kirsten

    2008-01-01

    and journals, all addressing the issue «Nurses and vocation». The discourse analysis shows that the idea of the need for the nurse to have a sense of vocation both can be grounded in a religious understanding of vocation and in what is called common human obligations. These understandings are voiced from......    VOCATION OR PROFESSION - DIFFERENT UNDERSTANDINGS ON THE RELATIONSHIP BETWEEN VOCATION AND NURSING Different understandings of whether nursing should be based on the caregiver's sense of vocation are investigated through a discourse analysis including a full years articles published in papers...... different positions in society holding both journalists, academic nurses and members of the church, but are not shared with the nurses working in the clinical area, who want nursing to be a profession and find the demands on the nurse's motivation for being a nurse a hindrance for this purpose....

  8. The Tutorial Education Program: An Honors Program for Brazilian Undergraduate Students

    Science.gov (United States)

    Fleith, Denise de Souza; Costa, Aderson Luiz, Jr.; de Alencar, Eunice M. L. Soriano

    2012-01-01

    The Tutorial Education Program is an honors program for Brazilian undergraduates, sponsored by the Ministry of Education. Based on philosophical principles of tutorial education in which small groups of academic talented students are guided by a tutor, the program is designed to support groups of undergraduates who demonstrate outstanding…

  9. 77 FR 59931 - Single Source Program Expansion Supplement Award to Area Health Education Centers (AHEC) Program...

    Science.gov (United States)

    2012-10-01

    ... University of Guam School of Nursing, an Area Health Education Center (AHEC) Program grantee, to coordinate... baccalaureate nursing education program in the Pacific. Its focus is on health careers training and development... only nationally accredited baccalaureate nursing education program in the Pacific. The Guam/Micronesia...

  10. Ledelse som profession

    DEFF Research Database (Denmark)

    Klausen, Kurt Klaudi

    2008-01-01

    Ledelse professionaliseres i disse år gennem bevidst lederudvikling og lederuddannelse. Det er en nødvendig forudsætning for at gennemføre omfattende reformer og omorganisering. At gøre ledelse til en profession ændrer også på forestillingerne om muligheder for at gøre ledelsesmæssig karriere....

  11. Rebalancing the Military Profession

    Science.gov (United States)

    2011-03-17

    Secondly, the institution must develop the officers with a depth of skill and knowledge to ensure the successful application of violence , which is the...society that created the profession demands “the management of violence be utilized only for socially approved purposes.”21 Huntington‟s final... vicarious experience through the study of the past enabled him “to see familiar patterns of activity and to develop more quickly potential solutions to

  12. Transforming health professions' education through in-country collaboration: examining the consortia among African medical schools catalyzed by the Medical Education Partnership Initiative.

    Science.gov (United States)

    Talib, Zohray M; Kiguli-Malwadde, Elsie; Wohltjen, Hannah; Derbew, Miliard; Mulla, Yakub; Olaleye, David; Sewankambo, Nelson

    2015-01-14

    African medical schools have historically turned to northern partners for technical assistance and resources to strengthen their education and research programmes. In 2010, this paradigm shifted when the United States Government brought forward unprecedented resources to support African medical schools. The grant, entitled the Medical Education Partnership Initiative (MEPI) triggered a number of south-south collaborations between medical schools in Africa. This paper examines the goals of these partnerships and their impact on medical education and health workforce planning. Semi-structured interviews were conducted with the Principal Investigators of the first four MEPI programmes that formed an in-country consortium. These interviews were recorded, transcribed and coded to identify common themes. All of the consortia have prioritized efforts to increase the quality of medical education, support new schools in-country and strengthen relations with government. These in-country partnerships have enabled schools to pool and mobilize limited resources creatively and generate locally-relevant curricula based on best-practices. The established schools are helping new schools by training faculty and using grant funds to purchase learning materials for their students. The consortia have strengthened the dialogue between academia and policy-makers enabling evidence-based health workforce planning. All of the partnerships are expected to last well beyond the MEPI grant as a result of local ownership and institutionalization of collaborative activities. The consortia described in this paper demonstrate a paradigm shift in the relationship between medical schools in four African countries. While schools in Africa have historically worked in silos, competing for limited resources, MEPI funding that was leveraged to form in-country partnerships has created a culture of collaboration, overriding the history of competition. The positive impact on the quality and efficiency of

  13. For a new profession

    Directory of Open Access Journals (Sweden)

    Franco Blezza

    2014-12-01

    Full Text Available In this paper we outline the cultural and institutional context and the fundamental features of a new profession, the “psychopedagogical operator in the school”, an articulation of the teaching function that can become an autonomous profession with its own epistemological, operating and methodology status. We’re also discussing the role of the University regarding the social and intellectual professions, and we summarize the cultural background designing operating principles of immediate employability.   Per una nuova figura professionale In questo saggio si delineano il contesto culturale ed istituzionale e i tratti fondamentali di una nuova professione, quella dell’operatore psicopedagogico della scuola, un’articolazione della funzione docente che può diventare una professione autonoma con un proprio statuto epistemologico, d’esercizio e di metodologia. Discutendo anche del ruolo dell’Università riguardo alle professioni sociali ed intellettuali, si sintetizza il retroterra culturale traendone principi operativi di immediata fruibilità. Parole Chiave: Pedagogia, psicologia, psicopedagogia, scuola. insegnamento

  14. [Accountability, Program Budgeting, and Program Evaluation in Higher Education. Collected Remarks.

    Science.gov (United States)

    Coyle, Edward J.; And Others

    Three papers from conferences on statewide coordination in postsecondary education are presented as part of the Inservice Education Program of the Education Commission of the States. In "Educational Program Budgeting in Oklahoma," Edwaro J. Coyle and Dan S. Hobbs outline the principles, procedures, and processes utilized by the state in…

  15. Integration of a specific nutrition program into a comprehensive program of therapeutic education

    OpenAIRE

    Trolonge, Stanislas; Idier, Laetitia; Larroumet, Nicole; Lespinasse, Lucille; Capdepon, Laurence; Dos Reis, Sandra; Chauveau, Philippe

    2012-01-01

    Nutritional education strategies should be included in a multidisciplinary team for therapeutic education (TPE). We conduct a comprehensive program of therapeutic education for out-center hemodialysis patients. 5 education workshops were performed during dialysis sessions, every 15 days: Illness experience (psychologist), vascular access (nurses), medication management (pharmacist), nutrition management (dietitian) and final evaluation. A specific program of nutrition (EDAM project: Educat...

  16. Renewable Microgrid STEM Education & Colonias Outreach Program

    Energy Technology Data Exchange (ETDEWEB)

    None, None

    2015-04-01

    To provide Science, Technology, Engineering, and Math (STEM) outreach and education to secondary students to encourage them to select science and engineering as a career by providing an engineering-based problem-solving experience involving renewable energy systems such as photovoltaic (PV) panels or wind turbines. All public and private schools, community colleges, and vocational training programs would be eligible for participation. The Power Microgrids High School Engineering Experience used renewable energy systems (PV and wind) to provide a design capstone experience to secondary students. The objective for each student team was to design a microgrid for the student’s school using renewable energy sources under cost, schedule, performance, and risk constraints. The students then implemented their designs in a laboratory environment to evaluate the completeness of the proposed design, which is a unique experience even for undergraduate college students. This application-based program was marketed to secondary schools in the 28th Congressional District through the Texas Education Agency’s (TEA) Regional Service Centers. Upon application, TEES identified regionally available engineers to act as mentors and supervisors for the projects. Existing curriculum was modified to include microgrid and additional renewable technologies and was made available to the schools.

  17. Welding--Trade or Profession?

    Science.gov (United States)

    Albright, C. E.; Smith, Kenneth

    2006-01-01

    This article discusses a collaborative program between schools with the purpose of training and providing advanced education in welding. Modern manufacturing is turning to automation to increase productivity, but it can be a great challenge to program robots and other computer-controlled welding and joining systems. Computer programming and…

  18. Venus transit 2004: An international education program

    Science.gov (United States)

    Mayo, L.; Odenwald, S.

    2003-04-01

    December 6th, 1882 was the last transit of the planet Venus across the disk of the sun. It was heralded as an event of immense interest and importance to the astronomical community as well as the public at large. There have been only six such occurrences since Galileo first trained his telescope on the heavens in 1609 and on Venus in 1610 where he concluded that Venus had phases like the moon and appeared to get larger and smaller over time. Many historians consider this the final nail in the coffin of the Ptolemaic, Earth centered solar system. In addition, each transit has provided unique opportunities for discovery such as measurement and refinement of the detection of Venus' atmosphere, calculation of longitudes, and calculation of the astronomical unit (and therefore the scale of the solar system). The NASA Sun Earth Connection Education Forum (SECEF) in partnership with the Solar System Exploration (SSE) and Structure and Evolution of the Universe (SEU) Forums, AAS Division for Planetary Sciences (DPS), and a number of NASA space missions and science centers are developing plans for an international education program centered around the June 8, 2004 Venus transit. The transit will be visible in its entirety from Europe and partially from the East Coast of the United States. We will use a series of robotic observatories including the Telescopes In Education (TIE) network distributed in latitude to provide observations of the transit that will allow middle and high school students to calculate the A.U. through application of parallax. We will compare the terrestrial planets in terms of the evolutionary processes that define their magnetic fields, their widely differing interactions with the solar wind, and the implications this has for life on Earth and elsewhere in the universe. We will also use Venus transit as a probe of episodes in American history (e.g. 1769: revolutionary era, 1882: post civil war era, and 2004: modern era). Museums and planetariums in

  19. Perceptions and Practices of Multicultural Education among Ethiopian Secondary Teacher Education Program Officials, Teacher Educators and Prospective Teachers

    Science.gov (United States)

    Egne, Robsan M.

    2017-01-01

    This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The…

  20. Heteronormativity in health care education programs.

    Science.gov (United States)

    Röndahl, Gerd

    2011-05-01

    The Equal Opportunity Committee at the Swedish university where this study was performed has a specific plan for equality with respect to sexual orientation and gender identity which concerns both students as well as employees. The overall purpose of this study was to investigate nursing students' and medical students' experience of LGBT issues within their respective educations. A qualitative semi-structured group interview study was carried out in autumn 2007. Five nursing students and 3 medical students from semester 2 to 6 participated. The students who participated described LGBT people as an invisible minority in all circumstances and that it was not easy to discuss and promote the theme since the student risked coming out involuntarily. The students felt that teachers and administrators were too passive when it came to LGBT issues and, the students themselves felt excluded. The students felt that heteronormativity governed in both the nursing and the medical education programs. This paper suggests that the law regarding equal treatment of students must be adhered to by administrators, and universities must begin to provide education on LGBT to employees and students. So why not recruit qualified LGBT instructors and lecturers similar to the gender lecturers employed at several other universities in Sweden. Copyright © 2010. Published by Elsevier Ltd.