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Interdisciplinary Teaching (interdisciplinary + teaching)

Distribution by Scientific Domains

Medical Sciences	50%
Humanities and Social Sciences	50%

Selected Abstracts

Medical and midwifery students: how do they view their respective roles on the labour ward?

AUSTRALIAN AND NEW ZEALAND JOURNAL OF OBSTETRICS AND GYNAECOLOGY, Issue 4 2002
Julie A Quinlivan
ABSTRACT Background It has been suggested that much of the medical and midwifery student curricula on normal pregnancy and birth could be taught as a co-operative effort between obstetric and midwifery staff. One important element of a successful combined teaching strategy would involve a determination of the extent to which the students themselves identify common learning objectives. Aim The aim of the present study was to survey medical and midwifery students about how they perceived their respective learning roles on the delivery suite. Methods A descriptive cross-sectional survey study was undertaken. The study venue was an Australian teaching and tertiary referral hospital in obstetrics and gynaecology. Survey participants were medical students who had just completed a 10 week clinical attachment in obstetrics and gynaecology during the 5th year of a six year undergraduate medical curriculum and midwifery students undertaking a one year full-time (or two year part-time) postgraduate diploma in midwifery. Results Of 130 and 52 questionnaires distributed to medical and midwifery students, response rates of 72% and 52% were achieved respectively. The key finding was that students reported a lesser role for their professional colleagues than they identified for themselves. Some medical students lacked an understanding of the role of midwives as 8%, 10%, and 23% did not feel that student midwives should observe or perform a normal birth or neonatal assessment respectively. Of equal concern, 7%, 22%, 26% and 85% of student midwives did not identify a role for medical students to observe or perform a normal birth, neonatal assessment or provide advice on breastfeeding respectively. Summary Medical and midwifery students are placed in a competitive framework and some students may not understand the complementary role of their future colleagues. Interdisciplinary teaching may facilitate co-operation between the professions and improve working relationships. [source]

A Collective Case Study of the Implementation Process of the Nebraska Foreign Language Frameworks by Six Teachers

MODERN LANGUAGE JOURNAL, Issue 4 2001
Georgia Janavara Sarroub
This case study explores the process of implementing the Nebraska Foreign Language Frameworks in an urban, Midwestern school district. The participants were two elementary, two middle school, and two high school teachers; the languages taught were French and Spanish. Data were collected through interviews, classroom observations, and lesson plans. The findings show that the 6 teachers implemented the Frameworks and that the implementation process differed, depending mainly on teaching experience and involvement in the writing of the Frameworks document. Among the 5 Cs, communication was the easiest to implement, whereas communities was the most challenging. Connections was implemented in depth by the elementary teachers due to their interdisciplinary teaching. By implementing the standards, the teachers learned to set clear objectives focusing on the learner, to plan with the outcomes in mind, to create thematic units addressing the 5 Cs, and to use various assessments, including portfolio and rubrics. [source]

Adolph Lowe's Plea for Cooperation and Constructive Synthesis in the Social Sciences

AMERICAN JOURNAL OF ECONOMICS AND SOCIOLOGY, Issue 4 2002
Mathew Forstater
Adolph Lowe and his mentor Franz Oppenheimer were founding members of the Editorial Board of the The American Journal of Economics and Sociology in 1941. Both this journal's name and its mission were inspired by Lowe's greatly underappreciated 1935 book, Economics and Sociology. There, Lowe issued his "plea for cooperation" and "constructive synthesis" in the social sciences. Lowe was committed to interdisciplinary teaching and research for the entirety of his long and interesting career. When celebrating the 50th anniversary of the Journal, it is worthwhile to recall Lowe's enduring contributions. His expression "constructive synthesis" still remains part of the mission of the AJES as inscribed on the back cover of the journal itself. [source]

Overcoming remoteness in CME videoteleconferencing: "I want my MD TV"

THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS, Issue 1 2000
Dr. Jeanne E. Bitterman EdD Lecturer, Education Consultant, Research Associate
Abstract Videoteleconferencing in continuing medical education (CME) is here to stay. In the growing health care climate, with increased mergers of institutions and facilities, education's reliance on this medium promises to grow. This project summary describes one large metropolitan institution's effort to improve the commitment to, use in, and effectiveness of Videoteleconferencing in its multisite delivery of CME programs. The institution is a nationally renowned interdisciplinary teaching and research hospital health center, with more than 1000 beds. The medical staff numbers more than 1100. The CME program, accredited by the Medical Society of the State of New York, sponsors more than 44 activities a year, awarding over 13,000 certified category 1 CME credits and serving a combined total of over 806 participating MDs and DOs. A study team comprised of the Medical Board Education Committee's Chair-director of CME, an adult education consultant-professor of adult education, and a visual literacy consultant undertook a year-long qualitative research project to explore issues, unearth dilemmas in practice, and generate recommendations for future policy and practice related to videoteleconferencing. The primary objective was to derive strategies for enhancing the educational effectiveness and community building potential of videoteleconferencing at the hospital-health center. [source]