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"human"

Increasing emphasis is being placed in dentistry, as in other areas, on outcome-based education and on the specification of learning outcomes. This paper describes the adaptation for dentistry of the medical three circle model as described by Harden to specify learning outcomes. The model offers an effective and user-friendly format based on the three dimensions of the work of a dentist. What the dentist is able to do ('doing the right thing'), how the dentist approaches their practice ('doing the thing right'), and the dentist as a professional ('the right person doing it'). The model also facilitates curriculum and examination planning, reconciles tensions between vocational and academic education and is readily understood and accepted by students and teachers.

Bellevue Hospital, the oldest public hospital in the United States and a lineal descendant of an infirmary for slaves, accepted its first African-American resident, Dr. Ubert Conrad Vincent, in 1918. This occurred at a time when many medical centers were not accepting African-American residents. At the end of WWII, one-third of the accredited medical schools still barred African Americans. However, Bellevue Hospital continued to train African-American residents. Between the 1920s and 1940s four African Americans matriculated at Bellevue Hospital. There were six in the 1950s, four in the 1960s, and 25 in the 1970s. By the 1980s, 40 African Americans matriculated, and between 1990 and 1995, 61 matriculated. Despite its historic first, Bellevue lagged slightly behind the national average. While the number of African-American residents occupying U.S. residency slots increased from 2.8% in 1978 to 6.5% in 1996, African Americans comprised 3.6% of residency slots at Bellevue between 1985-1995. Currently, only 7% of practicing physicians and 5% in faculty positions are latino, African-American, and Native American. Increasing the number of under-represented minority (URM) physicians is important to the United States, as URM physicians are more likely to serve the poor and uninsured, therefore improving the overall healthcare of the underprivileged. A study by the Association of American Medical Colleges indicated that minority medical school graduates were five times more likely to report that they planned to serve minority populations than other graduates. In their position paper, the American College of Physicians expressed the belief that increasing the number of URM physicians will help reduce healthcare disparities that can hurt minority populations and lead to poor health outcomes. The Supreme Court acknowledged the importance of racial diversity by upholding the University of Michigan affirmative action admissions policy in its June 2003 ruling. URM physicians are needed not only to serve minority populations but also to serve as mentors and role models for prospective and current students. The first African-American resident to graduate from the Bellevue Residency Program did indeed treat the underserved, as Dr. Vincent founded the Vincent Sanatorium, dedicated to treating African-American patients, and training African-American nurses and doctors. Over the course of the 20th century, Bellevue Hospital has trained increasing numbers of African-American physicians. It is hoped that, like their predecessor, Dr. Vincent, they will provide care to underserved communities and to the community as a whole, as well as serve as role models for generations to come.

Deftly blending social and business history with economic analysis, Employing Bureaucracy shows how the American workplace shifted from a market-oriented system to a bureaucratic one over the course of the 20th century. Jacoby explains how an unstable, haphazard employment relationship evolved into one that was more enduring, equitable, and career-oriented. This revised edition presents a new analysis of recent efforts to re-establish a market orientation in the workplace. This book is a definitive history of the human resource management profession in the United States, showing its diverse roots in engineering, welfare work, and vocational guidance. It explores the recurring tension between the new professional order and traditional line management. Using a variety of sources, Jacoby analyzes the complex relations between personnel managers, labor unions, and government from the late 19th century to the present. Employing Bureaucracy: * analyzes the origins of the modern employment relationship's distinctive features; * combines a variety of disciplinary perspectives, from business and labor history to economics, sociology, and management; * shows the transformation of the American workplace over the course of the 20th century, from market-oriented to bureaucratic to recent efforts to move back to a market orientation; and * provides the single-best and most sophisticated history of the origins and development of the modern "HR" profession. For historians, social scientists, and practitioners, this book is a readable and rewarding study. With the future of work currently under debate, it is critical that the historical process that produced the modern American workplace is understood. Read the Workforce Management Magazine review about Employing Bureaucracy at www.erlbaum.com. © 2004 by Lawrence Erlbaum Associates, Inc. All rights reserved.

Like other advanced societies, Germany has experienced marked developments in its social structures during the last decades. But Germany has also been a rather special case due to historical events and institutional characteristics. This distinctiveness is now being called into question. This study traces the major changes in social structure during the last four decades. In particular, it looks at developments in population, family, education, labour markets, class structures and lifecourse patterns. The final section addresses the question of how these changes might have affected interest formation, political cleavages and policies. © 2004 Frank Cass & Co. Ltd. All rights reserved.

Drawing on philosophy, the history of psychology and the natural sciences, this book proposes a new theoretical foundation for the psychology of the life course. It features the study of unique individual life courses in their social and cultural environment, combining the perspectives of developmental and sociocultural psychology, psychotherapy, learning sciences and geronto-psychology. In particular, the book highlights semiotic processes, specific to human development, that allow us to draw upon past experiences, to choose among alternatives and to plan our futures. Imagination is an important outcome of semiotic processes and enables us to deal with daily constraints and transitions, and promotes the transformation of social representation and symbolic systems – giving each person a unique style, or 'melody', of living. The book concludes by questioning the methodology and epistemology of current life course studies. © Tania Zittoun, Jaan Valsiner, Dankert Vedeler, João Salgado, Miguel M. Gonçalves and Dieter Ferring 2013.

The training and education of doctors is a complex process. The traditional apprenticeship model of clinical medical education following a pre-clinical sciences curriculum had many strengths and produced a doctor who met the needs of several generations of patients. More recently, medical training has been criticised for not adapting to the more holistic needs of contemporary society, whilst the scientific literature has highlighted deficiencies in both the procedural and humanistic clinical skills of newly qualified doctors. External bodies have called for radical curriculum reforms and failure to deliver risks increasing political interference. Apprenticeship style training has largely been abandoned as insufficiently systematic in its methods and educational responses have focused on the process of learning. Modified curricula emphasise a humanistic and student-centred approach. Although implementation is widespread, there is little evidence that the finished product is better equipped to meet the demands of postgraduate medical practice. The General Medical Council has defined the desired outcomes of the undergraduate programme. Supporting the best of apprenticeship with contemporary process models offers optimum opportunity for practicebased learning within a systematic curriculum framework. If rapid change is to be achieved, however, then assessment offers an accepted and powerful driver for medical behavioural change. Combining practice-based learning and appropriate formative assessment of generic and vocational endpoints offers the means of effecting changes in both learning behaviour and medical practice that meet the needs of today's patient. © 2004 Taylor & Francis Group, LLC.

INTRODUCTION Since the Second World War, many economic historians have come to see human capital as a weakness of the British economy since the late nineteenth century, particularly when compared with the United States and Germany. Although there is an element of truth in this, it is important not to exaggerate the British shortcomings in this area, particularly in the period before 1945. Britain can be seen as falling between an emphasis in the United States on formal education and a German emphasis on vocational training, but the extent of human capital gaps varied with the country of comparison, the time period and the sector of the economy. There is strong evidence of a British shortfall in formal education compared with other rich countries including Germany as well as the United States in the mid-nineteenth century. However, Britain closed the gap in primary schooling during the late nineteenth century, and although the United States moved to a system of mass secondary education and rapidly expanded higher education in the first half of the twentieth century, Britain's increase in secondary schooling during this period was not unimpressive and remained on a par with Germany's. Although the modern German system of vocational training was already well established in industry and to a lesser extent in services by the early twentieth century, Britain still provided a supply of skilled workers for industry, through the system of apprenticeships, and for services, through professional qualifications, that far exceeded the supply of vocational training in the United States. © Cambridge University Press 2004 and 2008.

This article examines ways in which more explicit connections might be forged between students' experiences as humanities students, and their experiences as part-time workers. The purpose is to connect particularisations of meaning with the development of a coherent whole, by using Van Oers' (1998) framework for contextualisation. It is argued that the meaning that humanities students derive from their academic studies is provided through the specifics of the context in which it is learned, and the relationships that the student discerns between this particularised meaning and its coherence with a wider whole. Similarly, the meaning that is derived from experiences of part-time work is provided by the specifics of the workplace context and the relationships that the student discerns between workplace meanings, and the particularised meanings from other contexts. Data gathered in Griffith University's Workplace Learning Project are re-analysed here to indicate how these relationships can be built in order to enrich meaning through its increasing coherence. © 2004 Taylor & Francis Group, LLC.

Introduction: This paper reports an evaluation of the West Midlands Key Skills initiative that provides a framework for learning during vocational training (VT). Method: The 48 vocational dental practitioners (VDPs) who began their VT in August 2001 in the West Midlands were surveyed at the start and end of training (45 completed both surveys). They rated their confidence and experience in the 31 components of the Six Key Skills on visual analogue scales. Views were elicited in a survey of both VDPs (47 returns) and their general practice trainers (44 returns). Semi-structured interviews were also held with a stratified sample of 9 trainers and all four VT advisors. Results: In terms of VDP progress, a statistically significant increase in confidence and experience was found in each of the 31 components. Six themes were identified in the views data. (i) Supporting the development of Key Skills; (ii) workload implications; (iii) the ‘right’ six? (iv) links with the advanced diploma (MFGDP(UK)); (v) assessment of VT; and, (vi) consistency and quality assurance. Conclusion: VT successfully develops the confidence and experience of newly qualified dentists in the Six Key Skills and has been well received by the majority of VDPs, trainers and advisors in the West Midlands. © 2004, Nature Publishing Group. All Rights Reserved.

This paper describes the development, implementation and evaluation of an educational resource, ‘On Track’, designed to support dental SHOs throughout their time in post, thereby helping them gain optimum benefit from this important stage in their early postgraduate training. The need for such a resource was highlighted by a previous study undertaken by the paper’s key authors with SHOs and their trainers in a UK dental school. Among several areas of change identified by both trainers and trainees were the needs to develop the SHO experience into more than an apprenticeship by improving the trainer/trainee relationship, and to encourage trainee-centred learning and self-appraisal. The key aims of ‘On Track’ were therefore to define the outcomes of SHO training, to facilitate the relationship between SHO and educational supervisor (trainer), and to encourage the SHO in reflective learning and self-appraisal. ‘On Track’ was subject to developmental testing with both trainers and trainees to ensure that it could achieve these aims and the resultant resource is described, along with its implementation and evaluation. ‘On Track’ met with mixed success and the reasons behind this and conclusions drawn for the introduction of any future similar resources are outlined. © 2004, Nature Publishing Group. All Rights Reserved.