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Law Students (law + student)

Distribution by Scientific Domains
Medical Sciences50%
Law and Criminology30%

Selected Abstracts

After Dark and Out in the Cold: Part-time Law Students and the Myth of ,Equivalency'

JOURNAL OF LAW AND SOCIETY, Issue 2 2009
Andrew Francis
This paper presents the findings of the first major research study of part-time law students. It argues that many face multiple disadvantages, largely unrecognized by universities, whose emphasis on the formal equivalency of part-time and full-time law degrees ignores the distinctive backgrounds and needs of part-time students. As a result, many are marginalized, impacting on their retention, overall performance, and work prospects. It is also argued that the context within which part-time law students experience legal education contributes to a collective habitus which may structure what is ,thinkable' for their futures. Such concerns are of particular importance given the strong vocational drive amongst part-time law students. An effective response requires action by both universities and the legal profession. Without this, part-time legal education will remain a fundamentally paradoxical experience, offering broader access to legal practice for non-traditional entrants, while continuing to inhibit their chances of success by entrenching their difference in the eyes of the profession. [source]

Assessment of a Cross-Disciplinary Domestic Violence Training for Emergency Medicine Residents and Law Students

ACADEMIC EMERGENCY MEDICINE, Issue 2008
Cameron Crandall
Objectives:, Domestic violence (DV) patients often have complex medical, social and legal issues that challenge assessment, treatment and referral. We designed a brief cross-disciplinary training for emergency medicine residents and upper level law students to determine the baseline level of resident and law student competence in assessment and management of patients with a history of domestic violence. Methods:, The study included 23 emergency medicine residents and 28 upper level law students at an urban university. The design included pretest, intervention, and retest with 4 standardized patient assessments. The intervention included for each 2 hours of cross-disciplinary lectures on DV and one joint case-based 2 hour learning session with the medical and legal learners. Communication skills (CSs) were assessed using a validated criterion standard. History taking competence (HX) was assessed with a prespecified checklist of critical elements designed to elicit key medico-legal factors relevant to each case. Data were compared with t tests. Results:, 18 (78%) residents and 26 (93%) law students completed the study. Pre-intervention, residents scored 63% (8% standard deviation (SD)) on CS and gathered 71% (13%) of critical HX elements. Law students scored 62% (8%) on CS and gathered 66% (8%) of critical HX elements. Residents (64% (6%)) and law students (63% (6%) showed similar post-intervention CS scores. Both residents (77% (10%), improvement 6%, p = 0.13) and law students (71% (14%), improvement 8%, p = .15) showed modest but non-significant improvement in critical HX gathering. Conclusions:, A brief cross-disciplinary training between medical and legal learners demonstrated low baseline scores in DV assessment for both learning groups with modest, but non-significant improvements in gathering of critical HX elements following intervention. Longer didactic training or more focused skill building might improve skills. [source]

THE POTENTIAL OF THE FAMILY LAW EDUCATION REFORM PROJECT FOR FAMILY LAWYERS1

FAMILY COURT REVIEW, Issue 1 2007
Forrest S. MostenArticle first published online: 7 DEC 200
Family lawyers are major beneficiaries of the reforms set out in the Family Law Education Reform Project (FLER) Report. This commentary from a veteran family law practitioner explores the needs of the family law bar for the training of law students in practical, interdisciplinary, client-centered lawyering that goes beyond the traditional case method. I trace many of the current innovations evolving in family law practice and how FLER reforms will not only benefit law schools but also have a major impact in the courts and private practice sector. [source]

After Dark and Out in the Cold: Part-time Law Students and the Myth of ,Equivalency'

JOURNAL OF LAW AND SOCIETY, Issue 2 2009
Andrew Francis
This paper presents the findings of the first major research study of part-time law students. It argues that many face multiple disadvantages, largely unrecognized by universities, whose emphasis on the formal equivalency of part-time and full-time law degrees ignores the distinctive backgrounds and needs of part-time students. As a result, many are marginalized, impacting on their retention, overall performance, and work prospects. It is also argued that the context within which part-time law students experience legal education contributes to a collective habitus which may structure what is ,thinkable' for their futures. Such concerns are of particular importance given the strong vocational drive amongst part-time law students. An effective response requires action by both universities and the legal profession. Without this, part-time legal education will remain a fundamentally paradoxical experience, offering broader access to legal practice for non-traditional entrants, while continuing to inhibit their chances of success by entrenching their difference in the eyes of the profession. [source]

What do medical students read and why?

MEDICAL EDUCATION, Issue 8 2000
A survey of medical students in Newcastle-upon-Tyne, England
Objectives There is increasing interest in the role of medical humanities within the undergraduate curriculum, but we know little about medical students' views on this or about their reading habits. Our study explored the reading habits of medical students, and their attitudes towards literature and the introduction of humanities into the curriculum. Design Self-completion questionnaire survey. Setting Newcastle University and Medical School. Subjects All first-, second- and third-year undergraduate medical students (384), biology students (151) and a random sample of law students (137) were sent a self-completion questionnaire to assess reading levels, attitudes towards literature and the medical humanities (medical students) and the perceived benefits of reading. Results Medical students read widely beyond their course and articulate a range of benefits from this, including: increasing awareness of life outside their experience; introspection or inspiration; emotional responses; and stimulation of an interest in reading or literature. Of the medical students, 40% (103/258) read one or more fiction books per month, but 75% (193) read fewer non-curricular books since starting university, largely because of time pressures, work, study or academic pressures and restricted access to books. A total of 77% (194) thought that medical humanities should definitely or possibly be offered in the curriculum, but of these 73% (141) thought it should be optional and 89% (172) that it should not be examined. Conclusions Medical students read literature for a variety of very positive and valued reasons, but have found leisure reading harder to maintain since starting university. They support inclusion of the humanities in medical education, but have mixed views on how this should be done. [source]

Mechanism of Motivated Reasoning?

AMERICAN JOURNAL OF POLITICAL SCIENCE, Issue 4 2007
Analogical Perception in Discrimination Disputes
This article examines the boundaries of motivated reasoning in legal decision making. We propose a model of attitudinal influence involving analogical perception. Attitudes influence judgments by affecting the perceived similarity between a target case and cases cited as precedent. Bias should be most apparent in judging similarity when cases are moderately similar on objective dimensions. We conducted two experiments: the first with undergraduates, the second with undergraduates and law students. Participants in each experiment read a mock newspaper article that described a "target case" involving unlawful discrimination. Embedded in the article was a description of a "source case" cited as legal precedent. Participants in both studies were more likely to find source cases with outcomes that supported their policy views in the target dispute as analogous to that litigation. Commensurate with our theory, there was evidence in both experiments that motivated perceptions were most apparent where cases were moderately similar on objective dimensions. Although there were differences in the way lay and law student participants viewed cases, legal training did not appear to attenuate motivated perceptions. [source]

Can a collaborative network environment enhance essay-writing processes?

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2003
Sari Lindblom-Ylänne
The aim of this study is to examine whether a computer-supported learning environment enhances essay writing by providing an opportunity to share drafts with fellow students and receive feedback from a draft version. Data for this study were provided by 25 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. Both the students and the teacher were interviewed. The interviews showed that the students' experiences of the essay-writing process were very positive. The teacher's experiences were in line with the students'. The results showed that the students seemed to divide into two groups concerning their experiences towards sharing written drafts with peers: those who were very enthusiastic and enjoyed the possibility to share drafts and those who, on the other hand, felt that the idea of sharing unfinished essays was too threatening for them and required too much openness. The results further showed that the active use of a computer-supported learning environment was related to good essay grades. [source]

Assessment of a Cross-Disciplinary Domestic Violence Training for Emergency Medicine Residents and Law Students

ACADEMIC EMERGENCY MEDICINE, Issue 2008
Cameron Crandall
Objectives:, Domestic violence (DV) patients often have complex medical, social and legal issues that challenge assessment, treatment and referral. We designed a brief cross-disciplinary training for emergency medicine residents and upper level law students to determine the baseline level of resident and law student competence in assessment and management of patients with a history of domestic violence. Methods:, The study included 23 emergency medicine residents and 28 upper level law students at an urban university. The design included pretest, intervention, and retest with 4 standardized patient assessments. The intervention included for each 2 hours of cross-disciplinary lectures on DV and one joint case-based 2 hour learning session with the medical and legal learners. Communication skills (CSs) were assessed using a validated criterion standard. History taking competence (HX) was assessed with a prespecified checklist of critical elements designed to elicit key medico-legal factors relevant to each case. Data were compared with t tests. Results:, 18 (78%) residents and 26 (93%) law students completed the study. Pre-intervention, residents scored 63% (8% standard deviation (SD)) on CS and gathered 71% (13%) of critical HX elements. Law students scored 62% (8%) on CS and gathered 66% (8%) of critical HX elements. Residents (64% (6%)) and law students (63% (6%) showed similar post-intervention CS scores. Both residents (77% (10%), improvement 6%, p = 0.13) and law students (71% (14%), improvement 8%, p = .15) showed modest but non-significant improvement in critical HX gathering. Conclusions:, A brief cross-disciplinary training between medical and legal learners demonstrated low baseline scores in DV assessment for both learning groups with modest, but non-significant improvements in gathering of critical HX elements following intervention. Longer didactic training or more focused skill building might improve skills. [source]