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"learning"

Background: Having as main goal the development of a culture of professional excellence, the Family Medicine residency currently intends to correspond to the principles of adult learning approach, in which motivation for practicing is essential. Objectives: (1) To analyze the variability of Family Medicine residentes professional motivation, throughout the residency training; (2) To characterize Family Medicine residents perception about the support provided on training, during the residency; (3) To analyze the variability of Family Medicine residents perception about the support provided by the supervisor, throughout the residency. Method: Observational, quantitative and longitudinal study (2005-2008) of Family Medicine residents who participated in a survey on professional motivation. At the beginning of the residency in 2005 (N = 109) in Portugal, they were submitted to three assessment moments (n = 69) by a postal survey using a questionnaire with 57 Likert scale items, representing motivational variables - professional project, professional commitment, initial motivation, intrinsic motivation, self-efficacy expectations, self-control expectati ons,assertiveness and perception of the support provided on training program. Descriptive statistics and analytic tests (ANOVA - GLM repeated measures) were used to study the variability of the cognitive dimensions (a = 0,05). Results: Although motivated to Family Medicine practice (response rate = 47.8%, at the study entry), the physicians professional motivation variability along the residency has presented slightly positive, at the end of the study, but not statistically significant. The physicians of our cohort responded by assigning a relatively high average levels in almost all items of the scale support provided on training during the residency, and its variation showed a positive trend, at the end of the study. Conclusions: This study produced results of an important phenomenon on which there is no published information in Portugal. It provides substantial evidence on the progression of professional motivation of this physicians' cohort and on their perception about strategies used by the supervisor. The structuring of residency program may include individual strategies aimed to increase the Family Medicine residents' motivation, with benefits for their performance.

Though technology has become a supportive learning tool for students, it is still not sufficiently good in education. A number of experiences from our life, such as the sense of touch and that of smell, are difficult to construct on computer-aided projects. When teachers use technology-embedded project-based instructional material in classes, they must design new manners of teaching with computers. This study shows the evidence of more student-centered instructions and learning on computer-aided design projects. This capstone project is a framework for understanding the mode in which technology-embedded project-based learning enables the role of students to become active learners. This capstone project system is integrated computer-aided design to a project-based learning. Technically, this study primarily focuses on the development of technology-embedded project-based learning, and also shows the approach of e-learning because students are required to learn concepts by participating in the e-portfolio system. These findings could act as a reference for technical and vocational higher education instructors who consider computer-aided design to support their future teaching curricula. For students, this is a good approach for developing professional achievements and social skill learning. For educational institutions, they can use technology-embedded project-based instructions to review the technological qualifications of teachers. Applying computer-aided designs in a technology-embedded project will make technology efficient and appropriate in education.

The present work aims at identifying how an effective project-based learning approach, focused on meeting real product development needs of local companies, can be implemented. The main issue is determining how project-based learning can be successfully employed to ensure students acquire the skills and knowledge required by companies. Towards this end, we propose a model for co-education, materialized and validated in a final-year industrial design degree course, with student groups working in cooperation with local SMEs. The proposed approach differs from others in the literature in 3 key features: it is prescriptive, it considers the final result (not just the process), and it involves local companies throughout the development stages. The developed work represents a contribution to an improved understanding of project-based learning and co-education.

The UK government has emphasised the role of lifelong learning in eradicating social exclusion and improving productivity and the skills base. With a neoliberal rationale that normalises economic participation, the unemployed are being offered (re)training to enable a swift transition to paid employment and encourage 'personal responsibility'. Taking a critical feminist approach framed by the social control model of lifelong learning and Foucault's governmentality, this article explores efforts made to 'encourage' mothers to take up training to precipitate a move into the labour market. Drawing on interviews with training providers and mothers, it highlights pressures mothers feel when they have to comply with current training and employment norms, and points to the gendering of official constructions of progression. But using de Certeau's 'tactics', it also offers a reading of evasion in mothers' training participation and progression: how mothers exert agency to ensure training better fits with needs, desires and caring responsibilities. © 2011 Taylor & Francis.

In this article, it will be argued that in a postmodern society, there is a growing interest in apprenticeship. In a postmodern society, one of the issues dominating work life today is the need to learn local and pragmatic kinds of knowledge due to specialized, rapidly changing, and flexible forms of production. The resurrected interest in apprenticeships that we are witnessing is not due to mere chance or personal contributions to the field; additionally, they are not only a reflection of educational fads. Rather, apprenticeship learning is in line with current postmodern conceptions of knowledge. The change in production involves a relocation of knowledge, the importance and recognition of exemplary forms of acquiring knowledge, the primacy of pragmatic knowledge, knowledge as socially distributed, and knowledge as flexible, changing. © 2011 Copyright The Vocational Aspect of Education Ltd.

The transfer of nursing education into the higher education sector occurred over a ten-year period in Australia (1985 to 1994). Australian nurse leaders settled on a single outcome measure to be applied for all nursing graduates in the form of national competency standards. While this move enabled diversity, the lack of consistency in curriculum design has subsequently led to increasing confusion for clinicians who support students' learning in clinical placements. Using a shared critical reflection method, the authors reviewed (1) the evaluation comments from nurses in one nursing unit of a hospital in one Australian jurisdiction and (2) an historical review of nursing literature at the time of the transfer of nursing education into the higher education sector. The reflection suggests that the aim of the transfer, to create critical thinking graduates, has been undermined by the implicit clinical education practices that have since emerged. In order to address the contemporary challenges for clinical staff working with students from multiple universities, as well as increased student numbers to address the nursing shortage, we recommend a new approach to curriculum design: a national clinical curriculum drawn from social, as well as cognitive, learning theory that at once informs clinicians of students' potential abilities and provides the scope to accommodate the increasingly difficult and critical learning requirements of tertiary-based nursing students. © 1992-2011 eContent Management.

The idea that learning involves a kind of therapy goes back to ancient times: Socrates was, at least in part, concerned with a kind of care of the self, and Plato in his early dialogues presents learning as a cure for bad intellectual and moral habits. Our metaphoric use of therapy supposes that worthwhile learning might be considered as a treatment for moral or physical non-well-being in that learning, like illness, might most easily be identified with a desire for good. © 2011 Copyright The Vocational Aspect of Education Ltd.

Higher Education is not excluded in realizing the effort of promoting Education for Sustainable Development (ESD). Hence a framework of learning should be introduced to the students which at least include elements such as lifelong learning, interdisciplinary approaches, systems thinking, partnerships, multicultural perspectives and empowerment. To have all of these elements in a course is quite challenging. This paper will discuss the framework of teaching and learning a course using Problem Oriented Project Based learning (POPBL) in an effort to promote ESD. POPBL is developed as an intervention in an action research cycle. © 2011 Published by Elsevier Ltd.

This article explores various models and ideas for future sustainable general practice vocational training supervision in Australia. The general practitioner supervisor in the clinical practice setting is currently central to training the future general practice workforce. Finding ways to recruit, retain and motivate both new and experienced GP teachers is discussed, as is the creation of career paths for such teachers. Some of the newer methods of practice-based teaching are considered for further development, including vertically integrated teaching, e-learning, wave consulting and teaching on the run, teaching teams and remote teaching. Approaches to supporting and resourcing teaching and the required infrastructure are also considered. Further research into sustaining the practice-based general practice supervision model will be required.

Previous research identifies as crucial to successful online learning and teaching (eLT) transformative pedagogical strategies. Transformative L & T is the process by which we call into question our taken-for-granted habits of mind or mindsets to make them more inclusive, discriminating, open and reflective in order to guide our actions. This process can be codified into three phases that effectively 'close the L & T loop': critical reflection (feedback), reflective discourse (evaluation), and action (learning and teaching quality). This paper will examine the validity of these elements of transformative learning in relation to a blended (on-campus/online) tertiary-level capstone unit and current pedagogical models of eLT. Identifying and analyzing transformative L & T principles embedded (explicitly and implicitly) in the current blended experience provides a range of learning ideas, beliefs, habits and assumptions - pointing to self-direction, metacognition, and collaborative learning as key eLT facilitators - from which a broader pedagogical template responsive to eLT needs can be developed.