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Academic Structure (academic + structure)
Selected AbstractsEducation and Social Change: The Case of Israel's State CurriculumCURRICULUM INQUIRY, Issue 4 2007AMOS HOFMAN ABSTRACT The aim of this article is to explore, through the case of the official Israeli state curriculum, how the educational system is affected by social changes and how it responds to them, and to suggest curricular directions that go along with the new social reality that has emerged in Israel during the past decade. We offer a conceptual-theoretical analysis based on the examination of 10 subject areas taught at Israeli schools by leading experts who investigated the curriculum documents of the Ministry of Education in their disciplines. We identify three stages of curriculum development in Israel since its establishment: promotion of hegemonic national goals, emphasis on academic structure of knowledge, and in recent decades, multiple conflicting goals. Changes in the Israeli state curricula indeed reflect a response to broader social changes, yet these changes are partial, irresolute, and scattered. There is a need for a transcultural approach, promoting a core curriculum common to all groups in Israel, beyond which each group may express its uniqueness. [source] A study of a training scheme for Macmillan nurses in Northern IrelandJOURNAL OF CLINICAL NURSING, Issue 2 2008BSocSc, Cert Ed., DipDN, Johnston Gail PhD Aim., To evaluate a one year training scheme for Macmillan Nurses. Background., The role of the clinical nurse specialist has evolved and expanded greatly over the past few years so that it now encompasses components far beyond the traditional nursing remit of direct clinical practice. While several studies have looked at the barriers and facilitators to this process for clinical nurse specialists in particular, none has looked at the benefits of a structured training scheme which involves both a theoretical and clinical component. Methods., Tape recorded, semi-structured interviews were undertaken with a purposive sample of trainees who undertook the scheme, their practice-based facilitators and another person(s) involved in the trainee's support Analysis., Tapes were transcribed verbatim and each transcript anonymized to prevent identification of participants. Data were analysed thematically using the main headings of expectations, experience and impact and the structured prompts from the aide-memoir within these headings. Results., Results showed that the majority of respondents felt the scheme had been successful with one of the main achievements being that trainees were perceived to be adequately prepared to take on the role of a CNS on completion of the scheme. While the Role Development Programme was thought to provide a good academic structure for the scheme some participants thought that more theory on symptom control and communication skills and a placement in a specialist palliative care centre should also be included. Conclusion., The Macmillan Trainee Scheme has succeeded in its objectives to facilitate the transition from generalist to specialist nursing. It should be extended to include an induction and consolidation period and more theoretical input on communication skills and symptom control. Relevance to clinical practice., With these improvements, the scheme could be used as a standard model for training specialist practitioners and a means to address the current issues of workforce planning. [source] Medicine as a performing art: a worthy metaphorMEDICAL EDUCATION, Issue 10 2003James O Woolliscroft Purpose ,Despite numerous calls for reform over several decades, medical educators have been unable to address many significant challenges. Potentially, employing new metaphors and looking at the teaching and learning of medicine in a new way will facilitate the development of creative solutions. Main findings ,In this paper we propose the metaphor of medicine as a performing art. Building on this metaphor, string music education is compared to medical education. Principal conclusions ,Looking to string education as a model, suggestions for reorganisation of learning experiences, academic structure and assessment are discussed. Medical educators are encouraged to think about the challenges they face in creative ways. By looking outside traditional medical education, solutions may be found to new and old educational dilemmas. [source] Childhood developmental disorders: an academic and clinical convergence point for psychiatry, neurology, psychology and pediatricsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 1-2 2009Allan L. Reiss Background:, Significant advances in understanding brain development and behavior have not been accompanied by revisions of traditional academic structure. Disciplinary isolation and a lack of meaningful interdisciplinary opportunities are persistent barriers in academic medicine. To enhance clinical practice, research, and training for the next generation, academic centers will need to take bold steps that challenge traditional departmental boundaries. Such change is not only desirable but, in fact, necessary to bring about a truly innovative and more effective approach to treating disorders of the developing brain. Methods:, I focus on developmental disorders as a convergence point for transcending traditional academic boundaries. First, the current taxonomy of developmental disorders is described with emphasis on how current diagnostic systems inadvertently hinder research progress. Second, I describe the clinical features of autism, a phenomenologically defined condition, and Rett and fragile X syndromes, neurogenetic diseases that are risk factors for autism. Finally, I describe how the fields of psychiatry, psychology, neurology, and pediatrics now have an unprecedented opportunity to promote an interdisciplinary approach to training, research, and clinical practice and, thus, advance a deeper understanding of developmental disorders. Results:, Research focused on autism is increasingly demonstrating the heterogeneity of individuals diagnosed by DSM criteria. This heterogeneity hinders the ability of investigators to replicate research results as well as progress towards more effective, etiology-specific interventions. In contrast, fragile X and Rett syndromes are ,real' diseases for which advances in research are rapidly accelerating towards more disease-specific human treatment trials. Conclusions:, A major paradigm shift is required to improve our ability to diagnose and treat individuals with developmental disorders. This paradigm shift must take place at all levels , training, research and clinical activity. As clinicians and scientists who are currently constrained by disciplinary-specific history and training, we must move towards redefining ourselves as clinical neuroscientists with shared interests and expertise that permit a more cohesive and effective approach to improving the lives of patients. 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