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"learning"

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.

Problem-based learning (PBL) is a tutorial, student-centered, problem-driven educational strategy adopted by medical and allied health educators to positively influence self-directed learning, critical thinking, and learning behavior. PBL was examined in dietetics education through random assignment of 32 undergraduate dietetics students for two weeks to either a problem-based or a lecture-based case format for the infant and elderly units of a 16-week lifespan nutrition course. Random assignment followed stratification for gender and earlier course examination performance. Expert validation of PBL curricular components and noted differences in discussion structure and information resources verified curriculum distinctiveness. Main outcome measures were pre- and post-Cognitive Behavior Survey scores for memorization, reflection, and positive learning experience scales, unit and course evaluations and unit examination scores. Students in problem-based modules demonstrated greater gains in reflective thinking with stable memorization, suggesting improved critical thinking skills. Tenets that problem-based learning promotes knowledge retention and provides a more positive learning experience were not upheld. Knowledge acquisition was not hindered by a problem-based approach. We conclude that gains in reflective thinking and evidence of increased self-directed learning argue for inclusion of PBL in dietetics curricula and that a problem-based education will help dietitians successfully respond to professional development needs. J Am Diet Assoc. 2003;103:1020-1025. © 2003 American Dietetic Association.