Search Results for
"Vocational education"

This article describes a process model for design and development of curricula. The model is based on learning theories of competency-based education. It is suggested that curricula so designed will, in conjunction with accreditation and credentialing, provide an additional mechanism for ensuring quality in professional practice.

When creativity is considered as an approach to problem-solving, rather than as an innate talent, then education can play an important role in its development. This paper postulates that competency-based education, because of its emphasis on stated objectives, feedback, self-evaluation, and alternative learning experiences, is an approach to curriculum design that should lead students to become more creative thinkers. A description of competency-based-education is given, and research on educational methods and creativity is surveyed. The implications of this type of program for occupational therapy education are considered.

234 Austrian women who gave birth to a child in the years 1972-74 were under age 18 yr. 95 of them were interviewed about changes in their life-situation due to the birth. The general attitude was, if they could choose again the date of the first pregnancy they would prefer it after 20 years. No correlation was found between early menarche and early sexual intercourse. For 60 of the women pregnancy was the reason for their marriage. Most of the young women had experience with contraceptives, but did not use them for different reasons. After the birth of the child most subjects took the pill, but 11 women left without any contraception, exposing themselves to the risk of a repeat pregnancy. Young age at birth has an impact upon prevocational training, either through interruption of the training or through total discontinuation of their education. A possible solution of the present unsatisfactory situation for young pregnant women and their social problems are interdisciplinary projects for the guidance of adolescents now being carried out in some centers in the USA.; A survey was taken of 95 women, 14-17 years of age, who had had children between 1972 and 1975. The majority said that 20 years of age or older would have been their preferred age for their first pregnancy. No correlation could be established between age at menarche and age of sexual debut. 60 of the women got married between the time of pregnancy and the time of childbirth. 21.05% had discontinued oral contraceptive use before conception. Half had not even considered the risk of pregnancy. 17 of the 22 women in an apprenticeship discontinued their education. 9 of 11 did not continue their high school educations. 68 of the women were using oral contraceptives at the time of the survey.

Qualitative studies of seven field internship programs have focused on understanding the key meanings of field study for students and on key variables associated with significant meanings. Based on self-report data and on analysis of student performance, two processes have been identified as central to the achievement of liberal arts goals in a field setting. These processes are reciprocity and decentering, both implying, in Piagetian terms, the coordination of multiple perspectives on the experience. The simultaneous occurrence involves an integrative process that bridges the liberal versus vocational education gap. Operational definitions and practical applications are presented, along with a theoretical model for understanding the utility of field study in higher education. © 1977 Human Sciences Press.

Findings exploring further educational commitment and job potential in the cardiopulmonary rehabilitation area are presented based on a nationwide survey of 100 physical therapy departments. Results show 1) 99 percent of the sample population believed postgraduate work was necessary; 2) 72 percent indicated that cardiac and pulmonary rehabilitation techniques should be offered together; 3) 51 percent indicated willingness to complete a clinical internship; and 4) 79 percent indicated that this specialty training could be utilized effectively in their respective hospital settings, with 20 percent indicating that hospital administrators would willingly pay salary differentials for this clinical specialty. A clinical Master of Arts degree curriculum design is presented with brief course descriptions currently in progress in the Department of Physical Therapy, New York University School of education, Health, Nursing, and the Arts Professions.

Competency based curricula have been implemented at the Medical College of Georgia to prepare students to meet entry level competencies as physical therapists and physical therapist assistants. Criteria referenced evaluations are used to determine if students have achieved the desired competencies. Performance is measured against the criteria and not other students. The process of developing the system currently in use at the Medical College of Georgia is delineated in some detail and some of the advantages of the system for physical therapy education are discussed.

One hundred thirteen medical schools which offered full degree programs, were identified and surveyed by questionnaires to obtain information which identified the existence, characteristics and involvement of physical medicine or rehabilitation medicine programs. The survey also attempted to identify specific changes which have occurred in undergraduate medical education in rehabilitation medicine since the Commission on education and Rehabilitation Medicine survey of 1963-64. The results suggest that growth of the programs has not followed the expansion in the number of medical schools nor in the number of students enrolled. The programs have, however, improved their administrative standing and involvement in medical schools. The impact on the undergraduate medical student is not satisfactory as judged by elective enrollment and recruiting of residents. Lack of funding was found to be one of the major obstacles to curriculum development, along with a marked shortage of academic physiatrists. The impact of the changes in undergraduate medical school curricula on rehabilitation medicine has produced considerable conjoint teaching in conjunction with a large number of basic science and clinical departments.

In December 1974 questionnaires concerning postgraduate education were sent to all New Zealand medical practitioners. This paper refers to the replies from house surgeons/registrars and from specialists. 57% of the house surgeons/registrars replied to their questionnaire. On the average the house officers will expect full time continuing medical education (CME) for about three weeks every one to three years and local CME for about three hours each week. Seventy percent of GP candidates and 30 percent of specialist candidates expected the full time CME to be in New Zealand. Fifty six percent of the specialists gave information. New Zealand CME was not rated highly, but visiting overseas specialists were regarded as essential by most respondents, as was travel overseas for vocational training and CME. Learning methods most preferred were reading, lectures followed by small group discussions and plenary sessions, and small groups using member expertise. Television, tapes and films were poorly regarded.

The adequacy of postgraduate trainees is assessed rather more frequently than that of the teaching process. A survey was therefore undertaken of the views of sixty‐two junior psychiatrists regarding the clinical units they had worked on during their 3‐year rotational training programme at the Maudsley Hospital. The quality of the training experience was felt to be related to work load (not too light), to the number of trainees attached to each consultant, and to the attention given by the consultant to instruction on practical management. The factors felt to need most attention were feedback from consultants on the trainee's performance, and the standards of academic instruction and of interdisciplinary team‐work. 1976 Blackwell Publishing

A method used by interns and supervisors in developing and evaluating a clinical performance program during a 6 week internship in the Division of Physical Therapy at the University of Michigan Medical Center is presented. This method required a statement of educational resources available, establishment of criteria for judging acceptable performance, statement by the intern of his educational objectives, negotiation of a written contract, and maintenance of a log. The 32 participants thought that this was a rational and acceptable program and stated that they would, if given a choice, elect to follow the same procedure again.