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"education"

Over the last 35 years, fewer students have been enrolling in vocational education programs in secondary schools and in nursing and nursing assistant programs in hospitals, but more students have been enrolling in vocational and career programs in community and private colleges. In addition, increases have occurred in pre-employment, pre-apprenticeship, and apprenticeship programs, particularly in Engineering and Applied Sciences and in Business and Commerce. © McGill-Queen's University Press 2005.

The current emphasis that organisations are placing upon knowledge and the corresponding attention that workplace epistemological values are receiving within the educational community has resulted in an interesting convergence of discourses - school-based and work-based. Even as work-places are tending toward abstraction over practice - based knowing, schools are being nudged into doing the reverse. The result of this ferment is that traditional barriers between these kinds of knowledge are being removed. As can be seen from workplace examples, it is possible for liberal learning to be in the service of instrumental ends. So too schools may come to see more clearly the value of situatedness and team-work in the transaction of liberal learning. More generally, we see also new possibilities for retreat from received views about the worth of practical knowledge. © The Journal of the Philosophy of education Society of Great Britain 2005.

The ACGME requires adequate lengths of appointment for both the program director and faculty as being essential to maintaining an appropriate continuity of leadership (1). Although this requirement does not apply to the program coordinator, the ACGME does require that a program have a dedicated coordinator. Any list of coordinator duties is long, but underestimates the true volume of the coordinator's responsibilities. Although the program director is accountable for all aspects of the program, much of the director's work is delegated to the coordinator. The training period for a new coordinator is from months to years, and coordinator turnover can be very disruptive to the program. The coordinator must possess skills in communication, problem solving, decision making, administration, organization, and supervision. He or she must have a broad knowledge of academic medicine and radiology training. The coordinator is generally the first and last person to interact with resident candidates, visiting speakers, and ACGME site reviewers. His or her professional and administrative skills are a reflection of the quality of the program and effectiveness of the program director. The work of a coordinator involves managing many complex tasks at once, while maintaining the flexibility to accommodate changes in work priorities in the face of unexpected events. He or she should be seen as an advocate of both faculty and residents. The coordinator needs to work independently within prescribed guidelines, engage in continuous professional development and suggest initiatives to improve the quality of the program. When done well, the coordinator's work is accomplished effortlessly in the eyes of the program director, faculty, and residents. A highly skilled and experienced coordinator is a valuable asset to the program. Providing the coordinator with adequate support (i.e., clerical assistance, materials, training, and workspace) is a smart investment, the return on which can be substantial. © AUR, 2005.

BACKGROUND: Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. METHOD: In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. DISCUSSION: Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice. © Blackwell Publishing Ltd 2005.