Search Results for
"education"

Interprofessional education has long been cited in health and social care policy as a remedy to improve many of the problems faced by the National Health Service (NHS) around co-ordination and collaboration of staff. More recently, this form of education has been acknowledged as having a key role in delivering the government's modernisation agenda to produce a more 'flexible' workforce. Given the large number of logistical problems connected to developing interprofessional education before registration, this type of activity more often occurs after registration. It is interesting, therefore, to note that pre-registration interprofessional education has recently been hailed by NHS policy as a primary method for enhancing collaboration. However, these policy documents have both contributed to the conceptual confusion in this area and also overlooked the range of factors (educational, organisational and cultural) connected with implementing and sustaining this type of education in the pre-registration sector. In posing the question, 'pre-registration interprofessional education: mission impossible?' this paper examines the cultural, organisational and educational factors that affect the development of this activity. It also considers attempts to build an evidence-base for interprofessional education. This paper finally outlines how the implementation of interprofessional practice-based placements can be an achievable goat for the pre-registration curricula. © 2003 Elsevier Ltd. 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.

Programmes of education for farmers in the form of Winter Schools, in the early 19th century, were gradually broadened into agricultural education for employment in farming or as preparation for higher education. In the 20th century, vocational education was developed at Apprenticeship and Secondary Schools to meet the needs of large-scale state farms introduced during 1953-60 by the communist political regime. Teacher education for these schools was developed during the 1950s and 60s, based on Agricultural Universities. Sudden and rapid change followed the political changes in 1989 when land was returned to private ownership in a new structure of agriculture based on market economy. This led to changes in production and a decrease in the number of people employed in agriculture. The number of students in the Agriculture Secondary Schools remained more or less the same, but curricula were substantially changed. Some schools diversified into new areas such as agro-tourism and environmental management. Those that continued with agricultural studies developed specialised areas such as farm business management and economics. Information technology became an important area of study. The schools began again to offer education and advice to local farmers. Early in the 21st century, change is again evident as policy for rural development becomes the diversification of rural economies to create a countryside which is less dominated by agriculture. New, sustainable economic activity comes from alternative uses of farm buildings, market niche crops and livestock products, and attraction enterprises for people in urban areas. The paper reviews the major trends and changes of the past 150 years and suggests how these are likely to project into the future of agricultural education in the Czech Republic. © 2003 Elsevier Ltd. All rights reserved.

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Spanning the complete era of the Conservative governments and the first term of New Labour, this book looks at mechanisms of corporate power and influence; corporate opinion and influence in a range of social policy areas including: education, training, health and social security; changing business influence on social policy in recent years in an international context and business involvement in social policy initiatives and welfare delivery. By exploring business views and opinions, power, influence and involvement in social provision, this book helps to address important questions in social policy and, in so doing, goes some way towards closing a gaping hole in the current literature. The book’s breadth and multidisciplinary approach will appeal not only to students of social policy, but also to students of business, public sector management and politics, their teachers and policy makers in the field. © Kevin Farnsworth 2004 All rights reserved:

A significant educational challenge for the future of international management in western nations is satisfying multicultural domestic markets, and overseas visitors, who have profoundly different cultural beliefs and traditions from those of the traditional western populations. With the emerging growth of one global market, limited vigorous research exists concerning the management of these globally diverse perspectives. The present theories and models have arisen, predominantly, from western paradigms and are largely based on rational scientific approaches to analysis, which are not directly relevant to the different perspectives necessary for multicultural management. The breadth and depth of global knowledge and competencies required is beyond any one individual or method of education and hence a new management development framework is required to deal with what are often familiar problems occurring in unfamiliar cultures/contexts. This article reviews the challenges for education to address such new needs, not always previously included in management curricula - including the competencies required for servicing multicultural markets, and provides a proposed 'capability' model appropriate for developing managers in the global context to move beyond basic competence to enhanced flexibility and adaptability. The authors suggest that in order to develop 'globally capable managers', experiential engagement beyond competency-developing sojourner or tourist activity by serious management students is necessary. The suggested student international exchange models with direct overt cultural engagement elements in the curriculum are offered as one answer.

The second edition of The First Five Years - A framework for Dental Undergraduate education was published by the General Dental Council (GDC) in August 2002. As with the first edition the overall intention has been to define the scope and content of the undergraduate curriculum. However the second edition includes, for the first time, a list of specific learning outcomes and an appendix with the learning outcomes in a format described by Harden et al., which has been widely adopted in medical education.

There is a crisis in the training and skills provision of the Channel Island of Jersey's construction industry that has similarities with the situation in Britain. The main problems relate to the unavailability, inappropriateness and narrow focus of skills, the demand-driven and task- or job-specific nature of training, the Jersey-born and male focus of recruitment, and the uncoordinated, traditional and short-term approach of the local construction firms towards promotion and financing of training provision. It is argued that a structured training policy incorporating the needs of both education and industry and holding a long-term vision should enable the construction industry of Jersey to reverse the downward spiral.

The vocational education and training (VET) sector in Victoria went through some significant changes between 1993 and 1998. These changes included amalgamation of Technical and Further education (TAFE) institutes and the creation of a market for the provision of part of the state-funded VET, in which public and private providers competed. At the same time, the demand for training shifted from the declining manufacturing industry to the service and information technology industries. Parallel to these changes, the TAFE workforce also went through some significant restructuring. The participation of women increased, and for the first time in 1995 they were in the majority. Part-time employment grew sharply but full-time employment, mainly male, declined. Non-tenured, as either contract or sessional (casual), positions also increased quite sharply, but this trend varied across institutes.

Purpose: To determine the attitudes to research and research training among ophthalmologists and ophthalmology trainees in New Zealand. Methods: A structured, self-administered questionnaire was devised and after preliminary validation a postal survey was sent to all ophthalmologists and ophthalmology registrars and fellows in New Zealand. Results: A total of 82 replies were received from 115 questionnaires sent out; a response rate of 71.3%. An overwhelming majority found research to have benefited their education, clinical practice and careen 67.1 % of the respondents intended to do research in the future. Although a majority (56.4%) felt research to be beneficial to ophthalmology training, 42.3% felt research would be of limited or no benefit when selecting candidates for vocational training. However, 97.5% of respondents felt that ophthalmology trainees should undertake some form of research during training, with most supporting small studies or case reports (44.4%) or a short structured training course in research (42.0%). Interestingly, 86.6% felt that research methodology and data analysis should be taught in a structured fashion with most supporting courses or seminars of a few weeks duration during the vocational training period. Many ophthalmologists felt inadequately equipped or trained to mentor and supervise trainees undertaking research and 41.5% of consultant ophthalmologists felt further training-to fulfil this role would be beneficial. Conclusions: This survey suggests that New Zealand ophthalmologists generally approve of and support a place for research, possibly of a more structured design, during ophthalmology training.