Educational Collaboration (educational + collaboration)

Distribution by Scientific Domains

Selected Abstracts

The Eight Cs: A Guide to Success in an International Emergency Medicine Educational Collaboration

Scott G. Weiner MD
Abstract The Tuscan Emergency Medicine Initiative (TEMI) is a comprehensive emergency medicine (EM) training program designed to build an EM training infrastructure in Tuscany, Italy. The program has successfully trained a team of instructors using a train-the-trainers model, certified 350 physicians who are already practicing in emergency departments (EDs), and established a master's program as a bridge to specialty training at the region's three universities. Using lessons learned from this program, the authors identify eight factors (The Eight Cs) that can serve as a guide to implementing a collaborative EM program in other environments: collaboration, context, culture, credibility, consulting, consistency, critique, and conclusion. Each of these topics is described in detail and may be useful to other international interventions. [source]

The European Union and e-learning: an examination of rhetoric, theory and practice

V.E. Hodgson
Abstract The paper examines the impact that new technology has had upon the rhetoric, theory and practice of trans-national educational collaboration within Europe. The paper first looks very generally at the way e-learning has become a strong part of the educational rhetoric of the EU. Some of the different models found in the literature for describing online courses and teaching and learning approaches used within distance education are then described. These models, however, for the most part apply to courses that are offered by single generally specialist distance education providers. In contrast, the ODL/Minerva projects supported by the European Commission's Socrates programme are relatively unusual in that they have as a starting point a consortium of trans-national partners engaged in a common educational venture. Consequently, the second part of the looks at some of the models generated within the ODL action. This is followed by descriptions of the work of three ODL projects, each of which differ in orientation and approach. It is argued that the dimensions on which the three projects most significantly differ are not so much according to the models already described in the first part of the paper but is more related to their assumptions about how comparative knowledge is viewed and the kind of discourse from which knowledge and learning is generated and the dialogical practices used to support this. [source]

Learning to look: developing clinical observational skills at an art museum

Charles L Bardes
Context Clinical diagnosis involves the observation, description, and interpretation of visual information. These skills are also the special province of the visual arts. We describe an educational collaboration between a medical school and an art museum, designed for the purpose of developing student skills in observation, description, and interpretation. Objectives In the programme, medical students first examine painted portraits, under the tutelage of art educators and medical school faculty. Then, the students examine photographs of patients' faces and apply the same skills. Conclusion This programme, well-received by students and faculty, appeared to help the students not only in improving their empirical skills in observation, but also in developing increased awareness of emotional and character expression in the human face. [source]

Capacity building through research and educational collaboration: a report of a UK,Sri Lanka collaboration

A Dissanayake MD Lecturer, International Training Fellow
Abstract Developing countries are faced with an escalating epidemic of non-communicable diseases. There is an urgent need to build capacity in terms of health care resources to combat this epidemic. In this article we describe a project co-funded by the World Diabetes Foundation, the Postgraduate Institute of Medicine Colombo Sri Lanka, the Endocrine and Metabolic Diseases Trust of Sri Lanka, and the charitable Sri Lanka Education Fund held in Trust at Sherwood Forest Hospitals NHS Trust, UK. This project has sought to improve capacity in a developing country through fostering research and educational partnerships. Copyright 2006 John Wiley & Sons. [source]