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"Teaching"

It is currently proposed that National Vocational Qualifications (NVQs) should be developed to replace existing teacher education qualifications. NVQs are based on profiles of ‘competent’ practice drawn from behavioural analyses of job roles. This paper argues that, while they may help to generate outcomes‐based criteria for assessment and accreditation, profiles of this sort provide static and partial models of teaching. On their own they therefore offer an inadequate basis for the development and accreditation of professional practice in teaching. An alternative qualification model is offered which combines core professional criteria and reflective practice in an attempt to move beyond the limitations of competence‐based qualifications. © Taylor & Francis Group, LLC.

The incorporation of a module of public health teaching into a general practice vocational training programme is described. This programme is itself innovative in that in addition to the 2 years of hospital-based training, it provides 2 years of community-based training. While the curriculum of the public health module is evolving with time, the objectives have remained the same, and are being met. The module has been appraised by external observers, and has been evaluated by participating trainees. The public health module is now an established feature of the Sligo general practice training programme. © 1994 Oxford University Press.

Oral examinations have a traditional place in training and evaluation of professionals. Despite a lack of evidence identifying their value in assessment of candidates seeking anaesthetic specialty certification, oral examinations continue to be widely used. Although there is a considerable body of literature concerning oral examinations, there is no description of how this technique is employed in anaesthesia in Canada. The objective of this review is to provide faculty and residents with information concerning the strengths and weaknesses of this format, and the structure of the oral examination as practised in anaesthesia. Reliability of oral examinations can be affected by a number of factors dependent on the examiner, candidate, and the format. Properly constructed and prepared questions have well- defined characteristics. Components tested during the oral examination include: evaluation of a clinical situation, choice of therapy, medical knowledge, ability to deal with emergency situations, decision- making ability, and communication skills. When appropriately planned, the oral examination can be a useful component of the certification process. © 1993 Canadian Anesthesiologists.

The rapid expansion of competence-based education (CBE) through the work of the National Council for Vocational Qualifications (NCVQ) has now, thanks to generous public funding and official endorsement by the Department for Education, penetrated the theory and practice of professional studies in teacher education at both school and post-school levels. The NCVQ model of CBE is criticised and alternatives described. The current NCVQ approach is neither the only nor necessarily the most appropriate model of occupational development on offer. Models of professionalism based on the concept of ‘expertise’ are recommended as the ones most likely to produce the reflective practitioners required to enhance the status and quality of teaching in schools and colleges. © 1993, Taylor & Francis Group, LLC. All rights reserved.

[No abstract available]

This article begins by describing the national context in which a regional modern languages project was conceived. The aims of the project are set out as are the means by which monitoring and evaluation took place. The main focus of the article, however, is the perceptions and emotions of the teachers involved, both as clients of an in-service programme of professional development and as writers of language teaching materials for the 16-19 age range. The evidence gathered through open-ended questionnaire responses and diary entries reveals an interesting spectrum of feelings. It also underlines the benefits of networking and the importance of external support for writing activities. The positive outcomes in terms of curriculum developments at institutional level are listed in a brief conclusion. © 1993.

1991 marks thirty years of formal education in occupational therapy in Western Australia. From its humble origins in an old hotel, the undergraduate occupational therapy programme in Western Australia has evolved from one which had a very strong vocational focus, was largely steeped in medical traditions and which had an emphasis on teaching technical skills, to one which is more academic and outward looking in its orientation. However, as we enter the 1990s undergraduate education in occupational therapy must face the challenges associated with the National Training Board's move to competency‐based standards and assessment in the workplace. This study of historical material compares the three major stages of development in the thirty years of undergraduate education in occupational therapy in Western Australia. Reflection on these developments may guide future directions in undergraduate education and result in outcomes which will equip occupational therapists for leadership in the provision of health services. 1991 Occupational Therapy Australia Limited

This is a continuing series of objectives to direct resident training in emergency medicine. Electrocardiography may not receive individual attention in many training programs. However, the importance, omnipresence, and medicolegal potential of electrocardiography in the practice of emergency medicine suggests its individual attention. Contents and specific learning objectives are presented to provide guidelines for resident mastery, following the format presented by preceding subjects. © 1991.

To test the hypothesis that a program of regular reading and discussion would result in significant improvement in the surgical database as measured by the American Board of Surgery In-Training Examination (ABSITE), we conducted a 2-year prospective study. The study group, which was comprised of 40 residents, was compared with a control group of 44 residents enrolled in the residency during the 2 years that preceded the study period. Neither reading effort nor discussion group attendance correlated strongly with ABSITE performance among first-year residents. At this level, ABSITE scores correlated best with National Board of Medical Examiners Part I scores (r = 0.699, p = 0.002). In contrast, second-year through fifth-year residents showed a cumulative improvement across the residency (80 versus 180 standard score points, p = 0.048). Individual resident improvement correlated highly with reading effort (r = 0.79, p < 0.001). There was little measurable effect from attending discussion sessions. We conclude that the surgical database can be improved by a program of regular reading and that the magnitude of the improvement is directly proportional to the reading effort. © 1991.

[No abstract available]