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Relevant bibliographies by topics / Medical teaching personnel Medical personnel Medical students

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Academic literature on the topic 'Medical teaching personnel Medical personnel Medical students'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Medical teaching personnel Medical personnel Medical students"

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Sokolov, N. "On the issue of training medical professionals." Kazan medical journal 26, no. 5-6 (December 24, 2020): 603–4. http://dx.doi.org/10.17816/kazmj52504.

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Recently, a lot of attention has been paid in the press to the issue of medical personnel in connection with the growing need for this group of workers. Partly developed, partly being developed plans to increase the number of these personnel; new teaching programs in medical universities are being developed and partly implemented; new teaching methods are introduced with the aim of the most productive study of programs by students during their stay in universities; industrial practice is introduced, etc.

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Morozova, Olga L., Petr F. Litvitskiy, Natalya S. Andriutsa, Larisa D. Maltseva, Elizaveta O. Gribaleva, Elena S. Emelyanova, and Arsen S. Arakelyan. "The system of unified training of scientific medical personnel of Sechenov university." Annals of the Russian academy of medical sciences 74, no. 4 (October 5, 2019): 253–60. http://dx.doi.org/10.15690/vramn1100.

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Background: The article describes the issue of theoretical proof and experimental testing of the developed approach to optimization of fostering young generations of scientists and optimizing their individual career path. Aims: The aim of the article was to analyze the efficacy of the program of integration of high school students of medical school classes into the global system of training of young scientists. Materials and methods: The general scientific methods were used, such as analysis and synthesis, field experiment and social research, which included survey conduction, education and control testing of high school students of medical preprofessional classes. Results: Authors revealed the efficacy of implemented model of organization of educational process, which was based on the integration of high school students of medical classes into the global system of researchers training and which created a specialized environment for rapid individual professional development. Conclusions: The conducted research proved the efficacy of the personalized approach to gradual teaching of basic research competencies.

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Butko, V. V., Ya I. Goncharuk, and O. V. Kudash. "Experience of Using Simulation Teaching in Acquiring Practical Skills by Junior Students." Virtual Technologies in Medicine, no. 2 (July 28, 2021): 87–88. http://dx.doi.org/10.46594/2687-0037_2021_2_1302.

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This work is devoted to the application of simulation training in the training of medical personnel in teaching junior students. This experience is assessed as positive and makes it possible to practice many professional skills, which in the future has a beneficial effect on professional activities.

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Koikov, Vitaliy. "Study of the Institutional Environment of Higher Medical and Medical Colleges Based on a Survey of Students, Teachers and Administrative and Management Personnel." Journal of Health Development 2, no. 37 (2020): 4–19. http://dx.doi.org/10.32921/2225-9929-2020-2-37-4-19.

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Abstract The purpose of this study was to study the institutional environment of higher medical and medical colleges (HMC and MC), including such components as «The quality of the educational process»; «Administration of the educational process and safety culture»; «The quality of the scientific process»; «The quality of the clinical process»; «Anti-corruption culture and anti-corruption». Methods.The research was carried out on the basis of a survey of students, teachers and administrative and management personnel (AMP). In total, respondents from 73 HMC and MC took part in the survey, including 13 110 students, 825 teachers and 199 representatives of AMP. Results. An analysis of the qualitative characteristics of the persons who were accepted in the survey indicates a lack of nursing education and an insufficient level of academic achievement (confirmed by a scientific / academic degree) in the majority of AMP and teachers of the HMC and MC. At the same time, teachers with little pedagogical experience and AMP with no / short duration of pedagogical experience tend to overestimate all the studied questions. Analysis of the administration of the educational process and safety culture indicates that teachers and AMP give a much higher assessment of ensuring the rights of students and the level of friendliness of relations with students than the students themselves, which, in fact, indicates insufficient contact between teachers and AMP with students in terms of assessing their needs and requirements; The analysis of the quality of the scientific process indicates that the least accessible for the research work of students are the presence of electives in scientific areas, work in the laboratory, the opportunity to travel to scientific conferences in the Republic of Kazakhstan, to near and far abroad. All categories of respondents require building competence in working with scientific knowledge bases Scopus, Web of Science Nursing Reference Center Plus, CINAHL (EBSCO). An analysis of the quality of the clinical process indicates that, on average, only 2/3 of the respondents, students and teachers note satisfaction with the equipment of clinical sites, the provision of the necessary premises and resources from the clinical sites, access to medical equipment at clinical sites, and access to patients. AMP tends to give a higher assessment of the quality of the clinical process. An analysis of the level of anti-corruption culture indicates that the greatest risk of situations in which elements of corruption in college are most common occurs when entering college, when passing midterm exams (ratings), when passing final exams and tests. As the main reasons for corruption in college, the majority of respondents indicate the low level of teacher salaries, low interest in studying among students. The teaching staff and the AMP give a much higher assessment of satisfaction with the level of response of the college administration to complaints regarding the facts of corruption and unethical attitude than the students themselves. Сonclusions. The results of the study indicate the need to strengthen the selection of personnel for the AMP positions in colleges with the introduction of a mandatory requirement for the presence of at least 5 years of teaching experience, the presence of an academic degree. According to the experience of leading foreign universities and colleges, it is necessary to encourage the practice of combining teaching positions and positions of administrative and managerial personnel. It is necessary to introduce mandatory certification of college teachers, as well as mandatory certification of AMP, every 3-5 years according to clear KPI criteria that assess their work. The discrepancy in the assessments of certain categories of respondents indicates the need for regular feedback from students, conducting questionnaires by teaching staff, AMP and other categories of employees in order to study the institutional environment of MC and HMC and prompt response to problems voiced by students and employees. Keywords: medical college, medical education, Kazakhstan.

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Khadimullina, E. D., M. L. Ahmadullin, and R. R. Khadimullin. "TRAINING OF MEDICAL PERSONNEL IN THE COUNTRY IN THE CONDITIONS OF WARTIME (1941-1945)." Bulletin USPTU Science education economy Series economy 4, no. 34 (2020): 124–30. http://dx.doi.org/10.17122/2541-8904-2020-4-34-124-130.

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The article examines changes in the system of Soviet public health that occurred during the Great Patriotic War. At that time, special attention was paid to improving the system of medical education. Before the educational institutions, an important task was set for the training of qualified personnel and the restructuring of scientific research in the field of health. The teaching methodology was changed: the number of hours for studying military medical disciplines increased, the training was temporarily carried out according to reduced curricula and terms, the early graduation of fourth-year students was carried out. Conducted transformations allowed the universities in a short time to provide the front with the necessary medical personnel. In addition, much attention was paid to improving medical services and expanding the network of medical and preventive institutions. Research work carried out in medical universities and scientific institutions allowed the introduction of new tools and methods for treating patients and the wounded. Scientists who made important discoveries in medicine were awarded high awards. Their development contributed to the successful solution of the problems of medical care and treatment of the wounded and sick.

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Balkanci, Z. Dicle, and Bilge Pehlivanoglu. "An overview of undergraduate physiology education in Turkish medical faculties." Advances in Physiology Education 32, no. 4 (December 2008): 322–28. http://dx.doi.org/10.1152/advan.90136.2008.

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Physiology education, which occupies an important place in undergraduate medical education, exhibits diversities across the world. Since there was no specific source of information about physiology education in Turkish medical faculties, the authors aimed to evaluate the general status of undergraduate physiology teaching of medical students in Turkey. A questionnaire designed for the program used for medical students was sent to the physiology departments of 38 faculties that had academic personnel and had carried out medical education for at least 3 years. It questioned the educational load, content, and duration of the lectures, written materials, techniques, assessment methods, basic equipments, and subjects used in practical sessions. All 38 departments answered the questionnaire. This study investigating 38 faculties showed that the content and time devoted to lectures and practical sessions (169 and 35 h) differed, as it does throughout the world, and teaching laboratories constituting 17% of total physiology education were performed and assessed by all of the departments. The practical hours correlated with the number of teaching staff. Our results indicated an insufficient number of teaching staff with a heavy educational load. This survey showed that the number of teaching staff is critical for practical sessions. Considering that the actual number of medical schools is 61 schools, with some established but not yet admitting students and educating with their own staff, if the requirements for teaching staff are not met, physiology education in Turkey will face important problems in the coming years.

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Barondess, Jeremiah A. "Technology and the Undergraduate Medical Curriculum." International Journal of Technology Assessment in Health Care 3, no. 1 (January 1987): 19–26. http://dx.doi.org/10.1017/s0266462300011703.

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Instruction of medical students in the use of technologic procedures in clinical medicine has emerged in recent years on a more or less piecemeal basis. Individual technologies are introduced as the teaching hospital acquires the requisite equipment and personnel; as experience is gained by faculty and attending staff some sense emerges of the indications, contraindications, risks, accuracy, and usefulness of a procedure, which then is transmitted to housestaff and students. Instruction is likely to occur on a case-by-case basis, supplemented occasionally by conferences or formal presentations, generally oriented around major innovations, such as computerized transaxial tomography or magnetic resonance imaging. As relevant clinical literature appears, it is used to reiterate and expand the available information base of trainees, but to a considerably greater extent for housestaff than for students. Ultimately what emerges is a pattern of use, a gestalt, for each technology, reflecting the synthesis of the available information and clinical experience with the procedure in the particular institution. In view of the enormous number and variety of technologies available, the task of the student or house officer in acquiring even basic familiarity with those in common use is formidable. A coherent approach to instruction in the use of technologic procedures is required. Students need, and medical faculties must find, a way to provide intellectual systems for incorporating technologies into the clinical armamentarium in a manner that permits them to be maximally useful.

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Belowska, Jarosława, Mariusz Panczyk, Zofia Sienkiewicz, Anna Kaczyńska, Aleksander Zarzeka, and Joanna Gotlib. "The Analysis of Opinions and Attitudes of Students of Nursing with Respect to the Observance of Patient's Rights in Poland." Polish Journal of Public Health 124, no. 4 (March 1, 2015): 209–14. http://dx.doi.org/10.1515/pjph-2015-0011.

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Abstract Introduction. As these define the status of the patient during the provision of health services, patients' rights are a very important component of Poland's medical law. The observance of these rights is a prerequisite for the proper performance of the nursing profession. Theoretical and practical preparation in this area is thus already a necessity in the students' education process. Aim. The aim of the study was to analyze the opinions and attitudes of nursing students with respect to problems in the field of the observance of the rights of patients in Poland. Material and methods. The study was built upon the opinions expressed by 375 students (362 women and 13 men) of the first and second year. These were full-time and part-time students in master's studies in nursing, of the Faculty of Health Science, Medical University of Warsaw. The study employed a qualitative and quantitative analysis of the content of essays. Results. The results of the study indicate that 59 percent of the respondents report being frequent witnesses of violation of patient's rights. In particular, that which noted were the rights to privacy and dignity (98%), to receive sought-after information (91%) and to suitable health-care (85%). Another right seen to have been violated in the respondents' workplace was the patient's right to the maintenance of the confidentiality of patient-related information by medical personnel (77%). The respondents, while seeing violation of the patient's rights by other employees, declared their own adherence to these rights in their own professional practice. Conclusions. 1. The majority of the study group repeatedly witnessed violation of patients' rights. It would, therefore, be advisable to monitor the observance of the rights of patients by medical personnel, and to see to the professional liability of those who flagrantly breaking the law. 2. Research findings indicate that ethics should be given more emphasis in teaching future health professionals in the course of their medical studies. 3. The analysis of the available literature and our own study show that the share of medical personnel in providing information about the patients' rights is minimal. It would be advisable for medical personnel to be given an opportunity to acquire new skills and competences in this field. 4. Awareness of the existence and knowledge of the patient's rights, not only among medical students and health professionals, but also among patients, is crucial to their observance by the former and their exercise by the latter. It should, therefore, be spread and raised. 5. Training and thematic courses in patient's rights should be provided in order to enable medical personnel to acquire new skills and competences in this field, with the end result of improving their observance of patient's rights. 6. A qualitative analysis constitutes an innovative and effective way of carrying out research and interpreting research findings, being a valuable and reasonable method of conducting a survey, and in exploring the attitudes of students and health-care workers towards patient's rights.

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Aksenova, Elena I. "Distance education of specialists for healthcare and medicine: sociological analysis of teachers’ opinions in medical universities." Sociology of Medicine 19, no. 2 (June 15, 2020): 123–26. http://dx.doi.org/10.17816/2020-19-2-123-126.

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The paper presents a sociological analysis of the possibilities of using distance technologies in teaching students with medical specialization. A content analysis of federal state educational standards, programs, and curricula for the training of specialists in medical universities of the Russian Federation was carried out to determine whether it is possible to transfer some aspects of the educational process to a distance form of learning. Through semi-structured interviews, a survey was carried out among teachers who indicated their opinion on distance education for future medical workers. In conclusion, distance technologies for training of health and medical personnel can be used in limited cases that do not require the development of practical skills.

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Elbeshbeishy, Rana. "Finding the Right Balance: Integrating Old and New Approaches for Anatomy Teaching." Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings 2, no. 1 (March 7, 2019): 27–44. http://dx.doi.org/10.18192/jpds-sjpd.v2i1.2427.

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Although anatomy is one of the core knowledge pillars within medical teaching, the level of knowledge covered in the modernized medical curriculan recent years around the world has declined considerably, due to the use of old-fashioned pedagogical methods. This study examines available approaches to anatomy teaching and how to improve student learning in this area, while also targeting higher skills and knowledge for future medical personnel. Using a mix of qualitative and quantitative methodologies to collect data, mini-interviews and online surveys were conducted with a sample of four participants (a student, a resident, and two medical educators) to explore the different aspects of anatomy learning and its key challenges. From this small sample of medical students and educators, data was collected around four key themes: fundamental introductory learning, technology-based education, teaching techniques, and updated curriculum. A thematic analysis of the participants’ insights revealed that, while technology-based alternatives were considered effective tools, dissecting cadavers was the preferred means of learning anatomy.

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Dissertations / Theses on the topic "Medical teaching personnel Medical personnel Medical students"

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Richards, Gates. "Teacher training for medical students and residents." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:126.

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Nestel, Debra. "Communication skills for medical students, doctors and dentists : a programme evaluation /." Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19657468.

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Ramirez-Fernandez, Luis. "The evaluation of Chilean medical educators' perceptions about establishing a national medical examination in Chile /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336727.

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Stojakovic, Jelena. "Teaching intercultural communication competence in the healthcare context." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06052009-204749.

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Gellman, Gregg W. "Using web-based interactive multimedia to supplement traditional teaching methods : a pilot program for medical training of non-medical personnel /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Mar%5FGellman.pdf.

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Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 2005.
Thesis Advisor(s): Rudolph P. Darken, Samuel E. Buttrey. Includes bibliographical references (p. 142-143) Also available online.

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Colley, Kay Lynne Newsom Ron. "Latino success stories in higher education a qualitative study of recent graduates from a health science center /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3687.

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Millar, Bernadette Theresa. "Becoming and being: a critical realist study into the emergence of identity in emergency medical science students, and the construct of graduate attributes." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013175.

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This critical realist thesis seeks to understand how student, graduate and professional identities emerge in Emergency Medical Science (EMS) students at a South African University of Technology (UoT) as well as in professional paramedics in the Emergency Medical Care Services (EMCS). It further considers the construct of graduate attributes (GAs) and its relationship to emergence of identity and influence on curriculum design. The research design is that of a case study. The theoretical framework is critical realism whose depth ontology posits three domains of reality. Causal powers and generative mechanisms exist in the Real domain which cause events or phenomena to emerge in the Actual domain that are experienced in the Empirical domain. Using retroduction one may come to explore some of the causes for the event. Using Bhaskar’s concepts of identity, the self, absence and emergence, ontology and four-planar social being, a Bhaskarian explanatory framework of identity to explore the emergence of identity has been created. In exploring graduate attributes, a critical realist question is posed: “What must the world be like for GAs to exist” to explore the possibilities of the existence of GAs. It was found that student identity emerges diachronically in three moments, while professional paramedic identity starts to emerge during the third year of study mainly through the structure, culture and agency of workplace-based learning. In answer to the critical realist question it was found that GAs emerge from the neoliberalist commodification of universities. In seeking an alternative to GAs, traits and attitudes were explored. It was found that these emerge from curriculum, interplay of departmental structure, culture and agency of and from students’ being which makes them ontologically radically different from GAs. This study concludes that student, graduate and professional identities emerge from a person’s core constellational identity diachronically within four-planar social being and the interplay of structure, culture and agency. GAs cannot be related to the emergence of identity and curriculum design because of their ontology; however, if traits and attitudes are substituted for GAs, a close relationship does exist between emergence of identity, traits and attitudes and curriculum design.

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Du, Plessis Lisanne. "Computer-based learning for the enhancement of breastfeeding training for South African undergraduate dietetic students." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/619.

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Enfield, Kyle B. "Factors influencing medical students and residents to pursue careers in clinical research a systematic review /." Oklahoma City : [s.n.], 2003. http://library.ouhsc.edu/epub/theses/Enfield-Kyle-B.pdf.

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Choo-Kang, Pik Choi. "The concern about death and the coping strategies of teaching staff in a special school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B43895384.

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Books on the topic "Medical teaching personnel Medical personnel Medical students"

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William, Osler. Teacher and student: An address delivered on the occasion of the opening of the new building of the College of Medecine and Surgery of the University of Minnesota, Minneapolis, October 4th, 1892. Baltimore: J. Murphy, 1986.

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William, Osler. Teacher and student: An address delivered on the occasion of the opening of the new building of the College of Medicine and Surgery of the University of Minnesota, Minneapolis, October 4th, 1892. Baltimore: J. Murphy, 1986.

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The carrier. New York: St. Martin's Press, 2000.

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Harkin, Kristin E. Emergency medicine: The medical student survival guide : a comprehensive guide to the speciality. Irving, Texas: Emergency Medicine Residents' Association, 2007.

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Chávez, Fermín. Rosas educador. [Buenos Aires?: s.n.], 2003.

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Library, Osler, ed. McGill medical luminaries. Montreal: Osler Library, 1990.

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A student-to-student guide to medical school: Study strategies, mnemonics, personal growth. Boston: Little, Brown, 1985.

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Memoirs of a medical man. New Delhi: Originals, 2000.

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NSC Emergency Medical Response textbook. U.S.A: National Safety Council, 2011.

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Tadrīs, tas̲bīt, taslīkh: Chunīn kard Tūfān, bīsh az yak dahah. Afghanistan: s.n., 2006.

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Book chapters on the topic "Medical teaching personnel Medical personnel Medical students"

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Benbassat, Jochanan. "Recording a Patient’s Personal/Psychosocial History and Examination of Asymptomatic Persons." In Teaching Professional Attitudes and Basic Clinical Skills to Medical Students, 97–103. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20089-7_12.

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"Studying at medical school." In Oxford Handbook for Medical School, edited by Kapil Sugand, Miriam Berry, Imran Yusuf, Aisha Janjua, Chris Bird, David Metcalfe, Harveer Dev, et al., 23–40. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199681907.003.0002.

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Chapter 2 outlines key considerations when choosing a medical school, including location, a city versus campus-based medical school, course teaching style and length, entry requirements, and need for aptitude testing. Tips on work experience, personal statement writing, and interview are given. An overview of learning styles and teaching is presented which may be a helpful tool to support medical school selection, and to set expectations of the learning environment at medical school. The basic sciences which formulate the medical curriculum (anatomy, physiology, etc.) are outlined and their scope is described. The various teaching formats at medical school are presented (lectures, seminars, workshops, problem-based learning) as well as the practical sessions (microscopy, prosection, dissection). Tips for essay writing are presented as are the key considerations when tackling coursework. Placements are part of the medical school learning experience which place clinical learning into context, as well as clinical examinations. Tips on approaching GP and hospital placements are given. Mobile devices are important resources in medical education: a section on the ‘top ten apps’ for medical students helps to identify the most helpful applications at medical school.

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Gibbs, M. Cullen, Elizabeth Vincent, and Ana Arenivas. "School Reintegration for Children with Chronic Medical Conditions." In Pediatric Health Conditions in Schools, edited by Lisa Hayutin, Caitlin E. Walsh, and Elizabeth Bennett, 209–24. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190687281.003.0012.

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School reintegration for the student with a chronic medical condition requires ample preparation and coordination among the student, family, medical providers, and school-based professionals. Changes experienced by the student frequently require that accommodations and interventions are made available to support the return to school. School personnel must clearly understand the challenges experienced by the student in order to appropriately plan for necessary accommodations and interventions. This chapter discusses important factors to consider in support of school reintegration for the student with a chronic medical condition into school. These include medical needs, safety issues, and cognitive, academic, and social-emotional factors. The chapter presents accommodation and intervention strategies that are commonly considered to support school reintegration, such as alternative education settings, modified schedules, and preparation strategies for students, families, peers, and school personnel.

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Bonner, Thomas Neville. "Science and Medical Study: Early Nineteenth Century." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0009.

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The strong utilitarian impulse to make medical training more practical— the subject of the last chapter—coincided in time with a growing understanding of the human body. Indeed, the remarkable advances in anatomical knowledge of the eighteenth century were crucial to the adoption of the surgical model of teaching students in the nineteenth century. Medical educators now accepted without question the anatomical basis of disease and put increasing emphasis on anatomical studies and personal experience in dissecting the human body in their teaching. Whether in a university course, a hospital clinic, a school for practical physicians, a program for midwives, or private classes, by the early nineteenth century the study of anatomy, both theoretical and practical, was seen as the cornerstone of all medical teaching. It was by means of the study of anatomy and the routine performance of autopsy, the famed French clinicians taught, that a real understanding of disease could be ultimately gained. In their zeal to discover new means of diagnosing illness in the living body, they searched for ways to determine the presence of telltale lesions or faulty functioning in the body that were not visible to the human eye. To “see” inside the body, to “feel” the presence of disease, to hear the sounds of irregular function would enable the physician to understand the course of the disease before it was found at autopsy. If disease were local and lodged in the organs and tissues, as Morgagni and Bichat had demonstrated, then the new French technology of measurement, percussion, and auscultation would enable the physician to locate it and, conceivably, to arrest or extirpate it. The practical impulse in teaching and the new anatomical science of pathology thus worked together to create a new, more hopeful approach to the ancient riddle of how illness began, spread, and worked its mischief. The French achievement in creating a science of pathological anatomy out of the study of diseased tissue, declared the German clinician Karl Pfeufer, brought to medicine a “hitherto unknown sharpness of diagnosis.”

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Uden, Lorna, and Chris Beaumont. "Why Problem-Based Learning." In Technology and Problem-Based Learning, 44–64. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-744-7.ch003.

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Since its adoption at McMaster University, Canada, in the 1960s for medical school teaching, PBL has gained popularity and has spread to many disciplines worldwide. Why has PBL become so popular? We will discuss the benefits of PBL for learning by students compared to traditional methods of teaching. Although PBL offers many benefits to students in their learning, it also has disadvantages. Some of these disadvantages are discussed in this chapter. The chapter concludes with personal testimonies from students describing their experiences using PBL in their studies as well as in their current jobs.

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Wright, Kristina. "“Show Me What You Are Saying”." In Visual Imagery, Metadata, and Multimodal Literacies Across the Curriculum, 24–49. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2808-1.ch002.

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Visual literacy is a requirement in many college composition programs; yet explicit methods for teaching it are often undefined. This chapter provides a pedagogical resource for composition instructors who seek foundational approaches for teaching visual literacy in the first-year and sophomore writing classroom. The pedagogy includes classroom exercises and assignments which emphasize teaching visual literacy using a combination of mass media (advertisements, magazines, Photojournalism) and popular media (social media, YouTube, music videos, video games, Websites, and screen-based technologies). Such media signify the visual rhetorical environments with which college students engage regularly, but less often consider critically. The author demonstrates a variety of approaches for teaching students to become engaged participants in their own visual meaning making. Sample assignments include a personal narrative photo essay, a visual argument essay, a multimodal research project, and a student-designed Website.

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Jones, Kevin Anthony. "Blended Learning." In Understanding the Interactive Digital Media Marketplace, 288–99. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-147-4.ch023.

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This chapter is a personal account of the educational application of eLearning-IDM (eIDM), teaching an upper level software engineering course at Nanyang Technological University. It is combined with face-to-face (F2F) sessions to become a teaching and learning (T&L) approach called blended learning. Blended learning is used in the classroom to address two problems encountered in modern higher education: (1) the digital divide and (2) knowledge glut. It turns out that lectures, the way preferred by teachers (being digital immigrants) of disseminating knowledge, is not aligned with the way students (being digital natives) acquire knowledge. I have developed a ? eIDM and ? F2F blended learning that appeals to the learning needs of digital natives, and satisfies the teaching aspirations of digital immigrants. Current research is on scaling and extending this model, learning resources that align with a student’s learning style, and more interactive and conducive interfaces for the eIDM platform.

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Kumi-Yeboah, Alex, and Herbert Blankson. "Social Media and Use of Technology in Higher Education." In Handbook of Research on Education and Technology in a Changing Society, 217–34. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch017.

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Social media has, in the past decade, transformed the way students and faculty communicate in the teaching and learning process. The teaching and learning process in higher education is currently experiencing a technological revolution. This is mainly because social media is presently used as a tool by faculty and administrators to communicate with students inside and outside of the classroom. In this chapter, descriptive statistics are used to analyze secondary data on the trend of faculty use of social media by discipline, demographics, and number of years. It also analyzes the use of social media sites, barriers to the use of social media sites, as well as faculty use of social media in higher education. Results show that less than 50% of faculty use social media for instruction. Overall, younger faculty (under 35 years) report the use of SMT 55.7% more than older faculty (55 and above years). Faculty in Arts and Humanities indicate a higher use of social media than all disciplines. There is a strong correlation between faculty use of social media for professional and pedagogical purposes. The majority of faculty use SMT more often for personal reasons than instructional purposes. Results indicate that there is a high faculty awareness of social media use in higher education in recent years, and issues of privacy and integrity of online student submissions emerge as barriers to faculty use of social media.

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Idoate, Regina Emily. "Stats and Stories." In Degrees of Difference, 75–93. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043185.003.0005.

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In honor of generations of Native American teachers and learners that have gone before us and in support of future generations, this chapter speaks to the present generation—those responsible for teaching and learning and caring for our communities today. Critically analyzing forces that both stifle and support Native scholars and health care professionals, this chapter opens dialogue around indigenous pedagogy, indigenous research methods, and pipeline programs from personal accounts of being a graduate student in a medical school and a new faculty member endeavoring to find purpose, meaning, and balance in the world. Stories shared offer survival accounts and lessons learned to help others navigate both personal and professional journeys in Western academia.

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Vijayakumar, Singanamalla, Vaishali Ravindra Thakare, Amudha J, S. Bharath Bhushan, and V. Santhi. "Role of Social Networking Sites in Enhancing Teaching Environment." In Web Semantics for Textual and Visual Information Retrieval, 227–43. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2483-0.ch011.

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In recent days, most of the academic institutions across the world understand the usefulness of social networks for teaching and learning. In general, information is being transferred across the world for multiple purposes in different aspects through social media networks. In academic environment to enhance the teaching and learning processes social media networks are used to greater extent. Researchers and academicians are making use of social media tools, specifically Facebook, Blogs, Google groups, SkyDrive and Twitter for teaching and research. Further, the academic performance of students has been tested statistically by teachers using Social Networking Sites (SNS). The study has been carried out to understand the role of SNS in teaching environment which reveals that students are accessing various social media tools for information sharing and personal interaction. Finally, it has been observed from the analysis that there is increasing demand for the role of SNS in future education perspective. In this chapter the role of SNS in teaching environment is carried out elaborated and presented.

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Conference papers on the topic "Medical teaching personnel Medical personnel Medical students"

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Sharma, Manoj, and Alpana Sharma. "Truth of evidence collection, follow up and patient retrieval systems for gynaecological cancer patients: An Indian survey." In 16th Annual International Conference RGCON. Thieme Medical and Scientific Publishers Private Ltd., 2016. http://dx.doi.org/10.1055/s-0039-1685351.

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Introduction: The Evidence Based Medicine in oncological sciences is founded on many factors. Pathetic state of patient retrieval system and follow up are some of the inherent problems faced in developing countries. The absence of follow up seems to affect the patient survival, intervention in case of predictive recurrence, and it also fails to fortifies authenticity of research and survival data. Paper outlines histrionics, evolved/recommended methodologies, nationwide survey with regards to authenticity of Evidence Based Practices in Oncological research. It opens the facts sheet of awareness, practice of follow-up and obstacles faced in India institutions. Relevant for obstetricians adopting Gynec Oncology. Aims and Objective: (1) To Evaluate the Evidence based practice of Gynec Oncology, (2) To evaluate the effectiveness of follow up methodologies, (3) Compliance of institutions and oncologist with regards to follow-up of Gynec cancer patients. Materials and Methods: The follow up methodology propagated; 1–6 address system (IARC 3 Address System), 2-Postcarding, 3-SMS/Telephony, 4-Door to door patient retrieval, 5-Family Physician referrals/feedback, 6-Software Alert on follow up defaulters in the Hospital Based Cancer Registry. etc. A stock taking was started 10 years back with repeated circulars on dates of “The National Cancer Calendar” (one date every months) that were sent to some 10,000 E-mail address of personnel/institutions connected with oncological sciences. Over five years 150 postgraduate examinees and 50 faculty in various institutions were interviewed on their 1 - Practicing Evidence Based Gynec Oncology and 2 - Understanding of Follow up/patient retrieval system practices in Gynec cancers. As an inspector of a major medical accreditation institution 50 institutions were inspected and existence of their follow up methodologies were evaluated. 100 post graduate dissertations reviewed, were studied with regards to status of follow up in the study carried out or the existence of follow-up system in the institution. Undergraduate students and their text books were searched if they are educated about follow up and necessity of patient retrieval system and its significance in Medical sciences. Faculty/Specialist of Obs and Gyn departments were interviewed for the same. Observations and Results: Response to circulars on follow up in cancer patients was cold shouldered, 95 percent of examinee PG students did not know how to follow up the cancer patients, out which as many as 90 percent of their institutions did not have any follow up system in order. 99 percent of dissertation did not show any effort from the side of candidate for patient retrieval system in order to fortify the research data. Only 20 percent institutions had infrastructure and significant effort (including door to door retrieval) on following up the patients that are treated there. Non of the undergraduate text books had guidelines or teaching in follow up so were total blankness of concept of follow up with undergraduate students. The awareness of Evidence based practice of Gynec oncology in most of the faculty of Obs and Gyne Departments was abysmal and “Not Necessary or Not possible” issue. Conclusion: Death and prolongation of survival both in curable and not so curable gynec cancers is directly related to Patient retrieval through follow up that generates evidence on Indian patients. In order to improve the survival and timely therapeutic intervention, follow up has to be strengthen at under graduate and post graduate medical teaching. This also applies for the authenticity of oncological research data that is produced in large numbers in developing countries. This is especially significant in the large poor socio economic gynec cancer patient population with poor literacy levels and far off homes from cancer treatment centres.

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Lang, Johannes, and Holger Repp. "(Natural) Science and Technique in Medicine: Teaching Competences along with Research Activities." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11256.

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While factual knowledge is more and more present in digital format anywhereand anytime, (higher) education needs to extend its scope to supporting thedevelopment of personal skills and competences.The teaching and learning project “(Natural) Science and Technique inMedicine – SciTecMed” is closely related to recent research in theintersectional field of natural science, technique and medicine. Local expertsfrom the natural science and medical faculties engage in various teachingformats that are open for students of various majors. Together, studentsexperience the idea of interdisciplinary collaboration, discuss from theirindividual perspectives and learn to learn from each other and to instruct eachother. By the given context of the research activities, students earn insightsinto the scientific process and the usage of appropriate (digital) tools, enhancetheir corresponding skills and have the chance to take part into the scientificactivities. We describe the concept of the project, potential obstacles, student’sinterests as well as the syndetic benefits for both sides – education ANDresearch.

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Eklics, Kata, Eszter Kárpáti, Robin Valerie Cathey, Andrew J. Lee, and Ágnes Koppán. "Interdisciplinary Medical Communication Training at the University of Pécs." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9443.

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Medical communication training is being challenged to meet the demands of a more internationalized world. As a result, interdisciplinary simulation-based education is designed to advance clinical skill development, specifically in doctor-patient interactions. The Standardized Patient Program has been applied in American Medical Schools since the 1960s, implementing patient profiles based on authentic cases. At the University of Pécs, Medical School in Hungary, this model is being adapted to facilitate improving patient-interviewing, problem-solving, and medical reporting skills. The interdisciplinary program operates in Hungarian, German and English languages, utilizing actors to perform as simulated patients under the close observation of medical specialists and linguists. This innovative course is designed to train students to successfully collect patient histories while navigating medical, linguistic, emotional, and socio-cultural complexities of patients. Experts in medicine and language assess student performance, offering feedback and providing individualized training that students might improve their professional and communicative competencies. This paper examines how this interdisciplinary course provides valuable opportunities for more efficient patient-oriented communication practices. Through responding to medical emergencies, miscommunications, and conflicts in a safe environment, medical students prepare to deal with a diverse patient context, that more qualified and empathetic health personnel may be employed throughout clinics worldwide. Keywords: interdisciplinary simulation-based education, doctor-patient interaction, MediSkillsLab, medical history taking, language for specific purposes competencies

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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.

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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.

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Harris, Kirsilyn C., and Jesse M. Redlo. "Emergence of Digitized Gamification as an Educational Tool and the Implications on Digital Literacy and Equity." In International Conference on Women Researchers in Electronics and Computing. AIJR Publisher, 2021. http://dx.doi.org/10.21467/proceedings.114.48.

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The phenomenon of gamification has developed into a widely used educational tool over the last sixty years. In that time gamification has evolved from serious games, used to educate military personnel and medical workers, to a tool used to teach a variety of disciplines. The proliferation of gamification is particularly prevalent due to the ease of access and production of games in a digital format. Whether being used in the classroom or being used in daily life as a non-traditional learner, the common man is inundated with information and games that teach. Some games intentionally teach skills, however, even those that aren’t geared towards teaching can teach peripheral skills and values that aren’t easily taught in the classroom. Unfortunately, it is difficult to determine which games and content are going to be positive and helpful to growth and development, and which will not be. One such skill that would be invaluable to teach would be digital literacy, especially in such a digitized world. Thus the question posed here is whether gamification will be a reliable tool to teach digital literacy due to its success being implemented in other disciplines.

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