Search Results for
"Teaching"

In order to provide high quality services in reproductive health, training of health professionals is essential. In Turkey, a project for in-service training of medical residents was conducted in 2003 under the aegis of the Human Resources Development Foundation, the Turkish Ministry of Health and UNFPA. The project included a needs assessment, training programme development and evaluation activities. A seven-day course was developed to train institutional trainers in both training skills and reproductive health information. Fourteen experienced master trainers conducted four courses for 67 institutional trainers from 37 hospital departments in four cities, who in turn conducted a three-day programme on reproductive health topics in their respective institutions, using interactive teaching methods. 163 residents from departments of obstetrics and gynaecology, family medicine, urology, public health and paediatrics participated. Over three-quarters of trainers and residents who participated in the programme approved of the content of the courses. A limited number of topics, e.g. sexual health and adolescent reproductive health, were thought to need more attention. Trainers cited improvements in doctor-patient communication and quality of outpatient and in-patient care, and initiation of counselling in their institutions. We conclude that this training programme, attended by trainers and participants from different disciplines and using interactive teaching methods, has been successful as an effective training model for medical residents. The establishment of an ongoing collaboration between the Ministry of Health and other institutions involved in resident training in Turkey is needed to ensure the expansion of this programme to all residents in training. © 2004 Reproductive Health Matters. All rights reserved.

Business skills, particularly in the areas of science, engineering and technology (SET) and small firm development are becoming increasingly important. The vocational skills student learns can be augmented by an understanding of how business operates as well as an appreciation that enterprise skills can be applied within an organisation i.e. acting as an “intrapreneur”. Universities prepare students for many of the “professions” such as medicine, engineering, law and accountancy. Many other disciplines such as healthcare, social sciences and the sciences also require a professional attitude to be adopted. However, new graduates generally begin their post-university career in a form of apprenticeship where their professional skills are developed, often via a pre-registration period before achieving, for example, for engineers, chartered status. After that stage is reached, and with a few years work experience, they may move on to form practices or partnerships of their own. Based on the principle that business skills development, particularly in the SET disciplines, is likely to have a positive impact on the competitiveness of existing SET organisations, as well as encourage the creation of new, innovative knowledge firms, this paper aims to document the experience of introducing and embedding entrepreneurship education into vocational disciplines at Heriot-Watt University, with a key objective being to provide a model which other institutions may find useful. © 2004, Emerald Group Publishing Limited

What are the concepts and theories behind current debates about education? This comprehensive introduction to philosophy of education discusses issues that are of current public interest and debate. It locates education at the heart of questions concerned with culture, ethics, politics, economics and shows how key educational issues have to be approached in a contextual way. Written in a clear and accessible manner with current issues in mind the book covers: the curriculum teaching and learning educational research assessment moral, personal and civic education autonomy and multicultural issues in a liberal society education and work privatisation and markets This book will be particularly useful to students on Education Studies courses, to those preparing for a career in teaching, to students of politics and to serving teachers undertaking further study in education. © 2004 Christopher Winch and John Gingell. All rights reserved.

The question of student teachers connecting what is learned at university and within school sites has always been considered problematic. At the University of New England (UNE), in New South Wales, Australia, this issue is addressed through an action research project undertaken by fourth year Bachelor of Education (BEd) primary students during their final professional experience component, i.e. an internship. This article sets out the theoretical framework for the project, which is grounded on previous work on the problems of knowledge production. Additionally, the articulation between the action research project and professional experience within the internship is discussed. Although this article reports on a project designed within the context of the Australian teacher education system, the concept may well be of interest to a much wider audience. © 2004 Taylor & Francis Group, LLC.

The part played by tacit skills and knowledge in work performance is well recognised but not well understood. These implicit or hidden dimensions of knowledge and skill are key elements of “mastery”, which experienced workers draw upon in everyday activities and continuously expand in tackling new or unexpected situations. This paper, based on the ESRC teaching and Learning Research Network on Workplace Learning, argues that it is important to understand better how tacit forms of key competences can contribute to sustaining learning outcomes in different types of learning environments. © 2004, Emerald Group Publishing Limited

These topics are treated in five steps: a discussion of curricular goals and content units for a commercial apprenticeship; the presentation of criteria for instructional design for solving curriculum problems; the introduction of a virtual enterprise as a practical example; the discussion of how to use this instructional design for teaching-learning purposes; and conclusions and possible perspectives on further research and development to close the discussion. © 2004 by Lawrence Erlbaum Associates, Inc.

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.

OBJECTIVE: To compare evaluations of teaching effectiveness among hospitalist, general medicine, and subspecialist attendings on general medicine wards. DESIGN: Cross-sectional. SETTING: A large, inner-city, public teaching hospital. PARTICIPANTS: A total of 423 medical students and house staff evaluating 63 attending physicians. MEASUREMENTS AND MAIN RESULTS: We measured teaching effectiveness with the McGill Clinical Tutor Evaluation (CTE), a validated 25-item survey, and reviewed additional written comments. The response rate was 81%. On a 150-point composite measure, hospitalists' mean score (134.5 [95% confidence interval (CI), 130.2 to 138.8]) exceeded that of subspecialists (126.3 [95% CI, 120.4 to 132.1]), P = .03. General medicine attendings (135.0 [95% CI, 131.2 to 138.8]) were also rated higher than subspecialists, P = .01. Physicians who graduated from medical school in the 1990s received higher scores (136.0 [95% CI, 133.0 to 139.1]) than did more distant graduates (129.1 [95% CI, 125.1 to 133.1]), P = .006. These trends persisted after adjusting for covariates, but only year of graduation remained statistically significant, P = .05. Qualitative analysis of written remarks revealed that trainees valued faculty who were enthusiastic teachers, practiced evidence-based medicine, were involved in patient care, and developed a good rapport with patients and other team members. These characteristics were most often noted for hospitalist and general medicine attendings. CONCLUSIONS: On general medicine wards, medical students and residents considered hospitalists and general medicine attendings to be more effective teachers than subspecialists. This effect may be related to the preferred faculty members exhibiting specific characteristics and behaviors highly valued by trainees, such as enthusiasm for teaching and use of evidence-based medicine.

[No abstract available]

In the face of research that shows that workplace knowledge and learning are highly contextual, calls for the teaching of generalizable skills for the workplace have been widespread. While the authors reject the usefulness of teaching generalizable skills, they believe that there are commonalities in workplace knowledge that can be taught. These commonalities are related to metacognition rather than simple cognition, and the approach in this paper is to explore the potential of metacognitive instruction for workplace learning. Specifically, the concept of routines is used to develop an instructional theory derived from the inherent metacognitive functions of routines themselves. The paper draws upon contemporary cognitive theory and on recent research on workplace learning, and it builds on studies the authors have conducted on learning in the workplace and on the observation of routines at work. © 2003, MCB UP Limited