Anatomy as a Model Environment for Acquiring Professional Competencies in Medicine: Experiences at Harvard Medical School     

Katherine G. McDaniel  Taylor Brown  Caitlin C. Radford  Cynthia H. McDermott  Trudy van Houten  Martha E. Katz  Dana A. Stearns  Sabine Hildebrandt 《Anatomical sciences education》2021,14(2):241-251

Anatomy education provides students with opportunities to learn structure and function of the human body, to acquire professional competencies such as teamwork, interpersonal skills, self-awareness, and to reflect on and practice medical ethics. The fulfillment of this wide potential can present challenges in courses that are part of an integrated curriculum and shorter than traditional courses. This new reality, together with students' increasing concern about the stresses within medical education, led to efforts at Harvard Medical School to implement practical steps toward an optimal learning environment in anatomy. These were based on core elements of ethical anatomy education and principles of trauma-informed care. Anatomy is conceptualized here as the “first clinical discipline,” with relational interactions between anatomical educators, medical students, and body donors/patients. Essential prerequisites for the implementation of this work were support by the medical school leadership, open partnership between engaged students and faculty, faculty coordination, and peer-teaching. Specific interventions included pre-course faculty development on course philosophy and invitations to students to share their thoughts on anatomy. Student responses were integrated in course introductions, combined with a pre-dissection laboratory visit, an introductory guide, and a module on the history and ethics of anatomy. During the course, team-building activities were scheduled, and self-reflection encouraged, for example, through written exercises, and elective life-body drawing. Students' responses to the interventions were overall positive, but need further evaluation. This first attempt of a systematic implementation of an optimal learning environment in anatomy led to the identification of areas in need of adjustment.  相似文献   

The learning credit card: A tool for managing personal development*     

Nick Rushby  John Twining  Nick Twining  Thomas Devitt 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):336-364

This is the report of a five month study, undertaken by Sundridge Park Training Technologies in association with Guildford Educational Services to assess the potential of smart card technology to support learning and the management of learning. The study had two strands—the state of the art of the technology and its potential for supporting, delivering and managing learning. In addition to a study of the literature and extensive discussions with people using smart cards, potential users of smart card and visionaries, the project team developed two illustrative systems using cards to store personal data relating to education and training. The term ‘smart card’ is often used loosely to describe three different types of card, each of which is similar in general shape and size to a traditional credit card. These are: memory cards, laser cards—and true smart cards incorporating a processor and memory. This study has been concerned with memory cards and smart cards. The focus for smart card applications has been predominantly financial: there are relatively few applications in education or training. A notable exception is the large scale project at the University of Bologna which uses smart cards to manage the progress and achievements of a large number of students in the Department of Electronics. The two illustrative systems provided valuable experience of using memory cards and smart cards in quasi‐real education and training applications. They highlighted the problems of limited memory capacities and confirmed the high level of user acceptance reported by other trials. We can expect considerable advances in the technology of both memory cards and smart cards over the next months and years. The memory capacities of both types of cards will increase many‐fold and the unit costs will fall as large quantities of cards are produced for financial applications. Education and training applications will benefit from this expanding market. The major surprise from the study was the level of interest in the work and the enthusiasm expressed by almost all of those who came to hear of it. The general level of awareness of smart card technology was found to be low. However, the requirement for a system which will enable individuals to manage and own their learning on an extended timescale was generally recognised. Some of the possible applications for smart cards and memory cards in education and training had emerged before the official start of the study and it is clear that the technology is potentially pervasive. The project team and those consulted identified a wide range of possible applications both in education and in training. These focussed on assessment, personal course planning and management, identification of relevant learning opportunities, and the ownership of learning. It was felt that, over the next few years, smart cards are very likely to be in common use as credit cards for financial applications. Therefore, their use for education and training should be planned now. The recommendations from the study are that: More detailed studies are needed to find out how smart cards and memory cards could be used by different organisations in a fully operational system; Standards should be established for smart card applications in education and training, similar to those governing financial applications; Applications should be developed after the standards have been established. To be convincing, these should take a case study approach with small pilot studies in a variety of contexts and must follow real needs rather than attempt to drive them; The case studies would then form the basis for a campaign to increase awareness of smart cards and their potential for education and training, together with a programme for building an infrastructure to support the proposed systems. The public sector should fund the task of developing standards and providing interfaces with existing educational systems and projects to demonstrate the feasibility of various applications. Since educational standards have a European dimension, the European Community may be a source of support for work in the area of standards. At the same time, private sector funding should be sought for skill development and career development systems in industry and in education. The Training Agency itself should consider the application of smart card technology to the control and management of the Youth Training Scheme (YTS).  相似文献   

The influence of the school in the decision to participate in learning post‐16     

Nick Foskett  Martin Dyke  Felix Maringe 《British Educational Research Journal》2008,34(1):37-61

The primary aim of this study, funded by the Department for Education and Skills, was to identify the nature and influence of school‐based factors in the choices of young people about their post‐16 education, training and career pathways. The study also contributes to the wider understanding of ‘choice’, and identifies implications for the development of careers education and guidance and decision‐making awareness amongst pupils and students in schools. It also further enhances the modelling of pupil decision making in education and training markets, and in labour markets. The research is based on a series of qualitative interviews in 24 schools across nine local education authorities. Focus groups were undertaken with young people in years 10, 11 and 12. Interviews were also conducted with head teachers, heads of year and heads of careers. A postal survey of parents was also undertaken. Four key school‐based factors were found to have a very strong influence in the choices and decisions of young people about their post‐16 education, training and career pathways. These were: whether the school had a sixth form or not; the characteristics of school leadership, ethos and values; the socio‐economic status (SES) of the schools' catchment; and the organisation and delivery of careers education and guidance at the school level. In the main, high SES schools see themselves as developing pupils for academic university careers, while low SES schools maintain a rather stronger commitment to vocational pathways. The academic ethos of schools offers a very powerful influence on post‐16 choices and decisions of pupils. The usual interventions put in place to influence choices and decisions appear to have greater impact in schools with a less robust academic vision.  相似文献   

Ethical dilemmas in individual and collective rights‐based approaches to tertiary education scholarships: the cases of Canada and Cuba     

Sabine Lehr 《比较教育学》2008,44(4):425-444

One of the ongoing debates in Canadian higher education is the dilemma of the brain drain and the seemingly conflicting goals between the strategies and intentions of various government departments. While Citizenship and Immigration Canada aims to recruit the brightest students from across the globe to study in Canada and to enable their long‐term stay as permanent residents and ultimately as citizens, the Canadian International Development Agency is mandated to strengthen human capacity in developing countries. This paper provides a critical analysis of the brain drain problem by juxtaposing Canadian policies with Cuban policies as manifested in the two countries’ divergent approaches to international students and tertiary education scholarships for students from poorer countries. Following an overview of the existing scholarship programmes in both countries, ethical and philosophical considerations are examined that appear to underlie the two countries’ individual‐rights‐based and collective‐rights‐based justifications for making decisions about the terms on which students from other countries are permitted to study in Canada and Cuba.  相似文献   

Work Process Knowledge, Curriculum Control and the Work-based Route to Vocational Qualifications   总被引：3，自引：0，他引：3  

Nick Boreham 《British Journal of Educational Studies》2002,50(2):225-237

Recent policy statements reveal that the future work-based route to vocational qualifications in the UK will include 'taught knowledge and understanding' as well as competence acquired in the workplace. The intention is to bring National/Scottish Vocational Qualifications into line with the German dual system of apprenticeship, which involves much more academic study. This article seeks to clarify the UK policy by exploring recent developments in the German dual system, and considering two key questions: how to define knowledge and understanding in this context, and how to distribute control of the curriculum between the stakeholders.  相似文献   

Derek Jarman: An Art Educator for Our Times?     

Nick Stanley 《The International Journal of Art & Design Education》2007,26(1):108-118

Derek Jarman found his life's purpose in art. His significance for art educators today is his combination of low technology film‐making and his painterly vision. He provides a model for us today, in his incorporation of images from daily life into a series of vivid tableaux. Jarman created a huge database of images from which he constantly drew for both paintings and films. He was always writing down ideas and making drawings into a series of sketchbooks which provided him with the raw materials for his artistic products. Jarman's significance for this publication was that he united all aspects of his life into an aesthetic adventure. This included finding a signature as a gay artist who was also a passionate gardener. He also repudiated a literal or narrative structure and any idea of plot. This makes his work both difficult but rewarding.  相似文献   

Christian Rittelmeyer/Michael Parmentier: Einführung in die p?dagogische Hermeneutik
Darmstadt: Wissenschaftliche Buchgesellschaft 2001, 180 S., Preis: 19,90 €     

Sabine Reh 《Zeitschrift für Erziehungswissenschaft》2003,6(4):641

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Stichwort: Soziale Benachteiligung und Bewältigung     

Lothar?B?hnischEmail author  Wolfgang?Schr?er 《Zeitschrift für Erziehungswissenschaft》2004,7(4):467-478

Ohne Zusammenfassung  相似文献   

Spatial/temporal indexing and information visualization genre for environmental digital libraries     

CHEN Su-shing GRUNWALD Sabine 《浙江大学学报(A卷英文版)》2005,6(11):1235-1248

INTRODUCTION A large number of environmental digital librar- ies have been designed and implemented recently to effectively manage environmental data such as satel- lite photos and images, map images, cartographic materials, and so on. Support for storing, distributing, searching for, retrieving, and utilizing this informa- tion is imperative in order for it to be used to its maximum potential benefit and effectiveness (Hicks and Tochtermann, 1998). The variability of envi- ronmental data…  相似文献   

Twenty years (and more) of international review: a retrospective view     

Kay Kyeongju Seo  Nick Eastmond  Hal Cain 《Educational technology research and development : ETR & D》2002,50(4):82-93

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