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Learning Opportunities (learning + opportunity)
Selected AbstractsChild disability case studies: an interprofessional learning opportunity for medical students and paediatric nursing studentsMEDICAL EDUCATION, Issue 8 2007Karen N Street Context, We describe an interprofessional learning (IPL) opportunity for pre-qualification medical and paediatric nursing students using community-based case studies of disabled children and their families. Methods, A total of 160 students were randomly allocated into interprofessional and uniprofessional pairs. Each pair visited a disabled child at home and school and presented their experience to the rest of the group. Quantitative and qualitative evaluation methods were used to explore the learning experience. Data collection tools included a scale measuring attitudes towards IPL, which was completed by all students before and after their visits and focus groups. Results, The value of the community setting and independent working of the case study was appreciated by the students. The intimacy involved in working in IP pairs demonstrated both positive and negative features. Nursing students showed more open and positive attitudes towards IPL than medical students. Nursing students in IP pairs appear to have benefited most from the exercise, notably in terms of confidence and self-esteem. Professional differences in communication skills and approach were identified as particular learning points for all students. Conclusions, The added value of combining quantitative and qualitative research methods is well demonstrated by this study. Learning opportunities from the case study were greater as a result of working interprofessionally. Student attitudes towards IPL and professional stereotyping changed as a result of this IPL exercise. The importance of the social context of learning and the contact hypothesis are supported by our findings. [source] The Audit Commission review of diabetes services in England and Wales, 1998,2001DIABETIC MEDICINE, Issue 2002B. Fitzsimons Abstract Aims of the Audit Commission The Audit Commission has a statutory duty to promote the best use of public money. It does this through value for money studies, such as that reported in Testing Times[1]. This work has been followed with a review of innovative practice in commissioning. These initiatives aim to support the implementation of the diabetes national service framework. The Audit Commission also appoints external auditors to NHS organizations who assess probity and value for money in the NHS; the latter by applying national studies locally and by carrying out local studies. Methods Research for Testing Times consisted of structured visits to nine acute trusts, a telephone survey of 26 health authorities and a postal survey of 1400 people with diabetes and 250 general practitioners. Local audits used a subset of the original research tools. Case studies were identified through a cascade approach to contacts established during Testing Times and through self-nomination. Results Rising numbers of people with diabetes are placing increasing pressure on hospital services. Some health authorities and primary care organizations have reviewed patterns of service provision in the light of the increasing demands. These reviews show wide variations in patterns of routine care. In addition, there is a widespread lack of data on the delivery of structured care to people with diabetes. People with diabetes report delays in gaining access to services, and insufficient time with staff. There are insufficient arrangements in place for providing information and learning opportunities to support self-management. Conclusion As the number of people with diabetes continues to rise, the potential for providing more care in a primary care setting needs to be explored. This will enable specialist services to focus more effectively on those with the most complex needs. [source] Related Variety, Trade Linkages, and Regional Growth in ItalyECONOMIC GEOGRAPHY, Issue 3 2009Ron Boschma abstract This article presents estimates of the impact of regional variety and trade linkages on regional economic growth by means of export and import data by Italian province (NUTS 3) and sector (three-digit) for the period 1995,2003. Our results show strong evidence that related variety contributes to regional economic growth. Thus, Italian regions that are well endowed with sectors that are complementary in terms of competences (i.e., that show related variety) perform better. The article also assesses the effects of the breadth and relatedness of international trade linkages on regional growth, since they may bring new and related variety to a region. Our analysis demonstrates that regional growth is not affected by simply being well connected to the outside world or having a high variety of knowledge flowing into the region. Rather, we found evidence of related extraregional knowledge sparking intersectoral learning across regions. When the cognitive proximity between the extraregional knowledge and the knowledge base of a region is neither too small nor too large, real learning opportunities are present, and the external knowledge contributes to growth in regional employment. [source] Advanced Opportunities for Student Education in Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 10 2004Charissa B. Pacella MD Abstract Many medical students are excited about emergency medicine (EM) following a standard clerkship and seek out additional learning opportunities. An advanced EM elective may accomplish several educational goals, including development of clinical skills in evaluating the undifferentiated patient, broader exploration of the field of EM, and more focused study of one particular aspect of EM. Previously cited examples include pediatric EM, medical toxicology, occupational medicine, sports medicine, and EM research. Numerous other EM specialty courses for senior medical students are emerging, as reflected in the "Undergraduate Rotations" listings on the Society for Academic Emergency Medicine. A few examples drawn from the list include emergency ultrasound, international EM, wilderness medicine, disaster medicine, geriatric EM, and hyperbaric medicine. Educators aspiring to develop, or in the process of developing, an advanced EM elective may benefit from a brief overview of necessary course considerations, including didactic format, the clinical role of the medical student in the emergency department, and involvement with patient procedures. Suggestions are made regarding additional educational opportunities, including follow-up of patients seen in the emergency department and development of an emergency department radiology case file. This article also addresses several related concerns, including suggested prerequisites, administration and cost considerations, appropriate didactic topics, and methods for evaluating students. Several EM subspecialty areas, namely pediatric EM, medical toxicology, and out-of-hospital care, are specifically discussed. Formal advanced cardiac life support training is also often included in an advanced EM elective and is briefly discussed. The overall intent of this article is to provide medical student educators with resources and ideas to assist them in developing a unique advanced EM elective. [source] A retrospective study of shared learning on the BMedSci Dental Technology course at The University of SheffieldEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2000Giuseppe Cannavina The aim of this study was to identify the level of shared learning on a Bachelor of Medical Science in Dental Technology (BMedSci) course at the University of Sheffield, School of Clinical Dentistry. A summative evaluation of the course was carried out, using semi-structured nominal group interviews. BMedSci students, BDS students and recent graduates were questioned and their answers analysed to identify shared learning activities. The results revealed that different levels of shared learning opportunities occurred within the different departments which delivered the course modules. Shared learning was viewed favourably by the students. It has the potential to maximise the use of resources and offers the opportunity for developing an integrated dental team. [source] Students' perceptions of seminar and lecture-based teaching in restorative dentistryEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 3 2000Paul A. Brunton In an era of self-directed learning, it is important to seek the views of dental students regarding their learning experience. Using an anonymous questionnaire, clinical dental students' perceptions of seminar and lecture-based teaching in restorative dentistry were sought. 116 of 136 questionnaires circulated were returned for analysis giving a response rate of 85%. Clinical seminars as opposed to lectures were, in the opinion of the students, a more effective way of learning, more relevant to self-development and more interactive. Seminar-based learning was considered to be more amenable to self-direction than formal didactic lectures. It is concluded that the students included in this study were found to prefer seminar-based learning opportunities as opposed to more traditional styles of learning, specifically, didactic lectures. [source] Interpreting three-dimensional structures from two-dimensional images: a web-based interactive 3D teaching model of surgical liver anatomyHPB, Issue 6 2009Jodi L. Crossingham Abstract Background:, Given the increasing number of indications for liver surgery and the growing complexity of operations, many trainees in surgical, imaging and related subspecialties require a good working knowledge of the complex intrahepatic anatomy. Computed tomography (CT), the most commonly used liver imaging modality, enhances our understanding of liver anatomy, but comprises a two-dimensional (2D) representation of a complex 3D organ. It is challenging for trainees to acquire the necessary skills for converting these 2D images into 3D mental reconstructions because learning opportunities are limited and internal hepatic anatomy is complicated, asymmetrical and variable. We have created a website that uses interactive 3D models of the liver to assist trainees in understanding the complex spatial anatomy of the liver and to help them create a 3D mental interpretation of this anatomy when viewing CT scans. Methods:, Computed tomography scans were imported into DICOM imaging software (OsiriXÔ) to obtain 3D surface renderings of the liver and its internal structures. Using these 3D renderings as a reference, 3D models of the liver surface and the intrahepatic structures, portal veins, hepatic veins, hepatic arteries and the biliary system were created using 3D modelling software (Cinema 4DÔ). Results:, Using current best practices for creating multimedia tools, a unique, freely available, online learning resource has been developed, entitled Visual Interactive Resource for Teaching, Understanding And Learning Liver Anatomy (VIRTUAL Liver) (http://pie.med.utoronto.ca/VLiver). This website uses interactive 3D models to provide trainees with a constructive resource for learning common liver anatomy and liver segmentation, and facilitates the development of the skills required to mentally reconstruct a 3D version of this anatomy from 2D CT scans. Discussion:, Although the intended audience for VIRTUAL Liver consists of residents in various medical and surgical specialties, the website will also be useful for other health care professionals (i.e. radiologists, nurses, hepatologists, radiation oncologists, family doctors) and educators because it provides a comprehensive resource for teaching liver anatomy. [source] Using process-oriented holonic (PrOH) modelling to increase understanding of information systemsINFORMATION SYSTEMS JOURNAL, Issue 5 2008Ben Clegg Abstract., Methodologies for understanding business processes and their information systems (IS) are often criticized, either for being too imprecise and philosophical (a criticism often levied at softer methodologies) or too hierarchical and mechanistic (levied at harder methodologies). The process-oriented holonic modelling methodology combines aspects of softer and harder approaches to aid modellers in designing business processes and associated IS. The methodology uses holistic thinking and a construct known as the holon to build process descriptions into a set of models known as a holarchy. This paper describes the methodology through an action research case study based in a large design and manufacturing organization. The scientific contribution is a methodology for analysing business processes in environments that are characterized by high complexity, low volume and high variety where there are minimal repeated learning opportunities, such as large IS development projects. The practical deliverables from the project gave IS and business process improvements for the case study company. [source] Using current consumer issues to involve students in researchINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 4 2008Elizabeth B. Carroll Abstract The value of involving students in research has been well documented. By including students in research, active and independent learning opportunities are provided, the importance of inquiry and investigation is emphasized, and connections between course material and the discipline become evident. Relevant opportunities for involving students in research projects can sometimes be elusive. Faculty time constraints limit the number of projects that can be undertaken and the number of students involved. Furthermore, many students become intimidated when told that they are required to carry out a research project. The purpose of this study was to use current consumer issues to involve undergraduate students in a relevant research project. The research project was implemented in class settings with teams of students. Faculty selected contemporary consumer issues based upon perceived student interest and experiences as consumers. By using issues of high relevance and familiarity to students and using the team approach within a course that faculty members were already assigned to teach, the issues of time constraint for the faculty members and increased levels of comfort for students were addressed. Prior to undertaking the project, students were instructed in appropriate research methods. Research methods utilized included student development of survey instruments, collection and recording of data, interpretation of data and presentation of results. Students became familiar with various research practices. By working as team members, the students' comfort level for being involved in research increased; however, other common group challenges arose. Relevant, contemporary consumer issues carry high relevance and interest for student groups, helping generate enthusiasm for the research process. The focus on involving students in research continues to be emphasized. By using research topics related to student's experiences as consumers, students are more readily engaged in undertaking research projects. Through these relevant research projects, students' consumer decision making is positively impacted. [source] Employability enhancement through formal and informal learning: an empirical study among Dutch non-academic university staff membersINTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 1 2009Beatrice Van Der Heijden Although learning is generally perceived as a way to improve employees' current job performance, so far, no research has been conducted to explore the possible relationships between formal and informal learning, on the one hand, and employability, on the other. Though contemporary views stress the importance of the job as a powerful learning site, considerable research evidence underpinning these views is lacking. This paper goes into the impact of formal and informal learning upon employability. The influence of employee characteristics and organizational factors is also taken into account. An e-questionnaire was used to collect data among 215 Dutch non-academic university staff members. Our findings emphasize the necessity of Human Resource Development strategies that encompass a mix of formal and informal learning opportunities. In particular, participation in networks appears to be an important predictor for employability. With the outcomes of this study, we aim to contribute to the further development of theoretical insights regarding employability enhancement through learning possibilities embedded in the workplace. It seems that strategies that focus exclusively on enhancing informal on-the-job learning should not be encouraged. Our study is limited to one context and further research is required to investigate the generalizability of the findings to other occupations and/or countries. [source] Violence education in nursing: critical reflection on victims' storiesJOURNAL OF FORENSIC NURSING, Issue 1 2008Angela Frederick Amar PhD Abstract Violence against women is a major public health concern. This paper describes an educational strategy to increase nursing students' understanding of the experience of violence and to foster recognition and intervention with victims of violence. Students in an elective course were asked to critically reflect on the personal stories of victims/survivors of violence. The assignment provided four learning opportunities that include examination of societal myths on sexual victimization, understanding the lived experience of the victim, exploration of personal beliefs and values, and the relationship of the individual's experience to theoretical content of the course. Students gave permission for the use of quotes from papers to illustrate the learning opportunities. [source] Everyday Activity Settings, Natural Learning Environments, and Early Intervention PracticesJOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES, Issue 1 2006Carl J. Dunst Abstract, Findings from two studies examining the parent and child outcomes associated with different ways of conceptualizing natural learning environment early intervention practices are presented. One sample in each study was asked to indicate the extent to which early intervention practitioners implemented their interventions in everyday family or community activities, and one sample in each study was asked to indicate the extent to which everyday family or community activities were used as sources of child learning opportunities. Results from both studies showed that using everyday activities as sources of children's learning opportunities were associated with positive benefits, whereas practitioners' implementing their interventions in everyday activities showed little or no positive benefits, and in several cases, had negative consequences. Results are discussed in terms of the need to carefully consider how and in what manner natural learning environment practices are operationalized by early intervention practitioners. [source] The experiences and perceived changes of Chinese ex-mental patients attending a holistic psychiatric rehabilitation programme: a qualitative studyJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 6 2008A. L. LUK The paper reports a study on the subjective experiences and perceived personal changes of Chinese ex-mental patients attending a psychiatric holistic rehabilitation programme. The programme adopted a self-help group approach in which holistic aspects of physical, psycho-social and spiritual needs are emphasized. There are different rehabilitation programmes for chronic mental patients. However, spiritual element is not consciously included in most of these programmes. Furthermore, few studies document the changes of participants attending psychiatric rehabilitation adopting self-help and holistic care principles. A qualitative approach using an in-depth interview was adopted. A total of 20 members from the programme, which was about one-sixth of all the regular group members were recruited. All interviews were audiotaped and transcribed. Data were coded, categorized and developed to different themes using content analysis. Totally, there were 52 themes developed from the data. However, only 13 themes on experiences in the group and nine themes on the perceived personal changes were reported. By attending the programme, participants had positive feelings and gained many positive learning opportunities when interacting with peers. Interacting with group counsellors was also very beneficial to them. Though there were only some improvements physically, there were clear perceived positive changes in the psychological, social and spiritual dimensions. These findings are consistent with those found in the quantitative measures reported previously. The subjective experiences of the participants were positive and they perceived positive personal changes after joining the group. The findings support the effectiveness of the long-term nature of self-help group. Furthermore, the holistic programme helps members rediscover meaning and purpose of life and the religious practices in the group can be regarded to be a protective factor to stress not only to those believers but also to the non-believers. [source] Toward implementing distributed scaffolding: Helping students learn science from designJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2005Sadhana Puntambekar In this article, we present two studies that helped us understand the kinds of support that students need to learn science successfully from design activities. Both were enacted in the context of an approach to learning science from design called learning by design (LBD). In our first study, we designed and integrated a paper-and-pencil scaffolding tool, the design diary, into an LBD unit to support students' design-related activities. We learned two important lessons from the first study. First, we refined our understanding of the processes involved in designing and the ways we might present those processes to students. Second, and more important, we observed that in the dynamic, complex environment of the classroom, not all of the scaffolding could be provided with any one tool or agent. We found that students need multiple forms of support and multiple learning opportunities to learn science successfully from design activities. In our next study, we provided additional support through an organized system of tools and agents. Our analysis of data from the second study leads us to believe that supporting multiple students in a classroom requires us to rethink the notion of scaffolding as it applied to groups of learners in a classroom. We put forth the notion of distributed scaffolding as an approach to supporting hands-on inquiry learning in a classroom. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 185,217, 2005 [source] Senior house officers' experience of a six month post in a hospiceMEDICAL EDUCATION, Issue 1 2002M Lloyd Williams Background Hospices provide care for patients with a terminal prognosis , a very small number of hospices employ Senior House Officers. Method A survey was carried out to determine the experiences of SHOs working in hospices and their perceptions of the learning opportunities available. Perceived stress was measured by a Visual Analogue scale and psychological distress by the GHQ 12. Results Of the 38 posts identified 23 SHOs (60%) responded and the majority had qualified during the last five years. Formal teaching was limited, but experiential teaching was very positively described. Many SHOs described their posts as stressful and cited staff conflict and caring for young patients as particularly stressful. Median stress scores as measured on the VAS was 55 mm (range 0,98 mm). Five respondents 22% scored for identifiable psychological distress on the GHQ 12. Conclusion Conclusions include the need to acknowledge the important learning opportunities provided within hospices but also the need for consultant staff to be aware of the sources of stress for SHOs and their need for support. [source] Word Searches in NNS,NS Interaction: Opportunities for Language Learning?MODERN LANGUAGE JOURNAL, Issue 4 2003Catherine E. Brouwer A substantial portion of second language acquisition research focuses on interactional practices in which nonnative speakers (NNSs) engage. From various theoretical viewpoints, it is assumed that certain types of interactional practices, specifically those in which participants focus on linguistic form, may promote language learning. The question of whether, and under which conditions, such sequences can be seen as providing the NNS with language learning opportunities, is considered in a purely data-driven way, applying conversation analysis (CA) as a method. The article considers one specific type of interactional practice, "word search" sequences, and opportunities for language learning that they may provide for NNSs on the basis of naturally occurring interactions between native speakers of Danish and Dutch speakers of Danish. It is argued that in order to distinguish between "language learning opportunities" and other types of interactional practices, the researcher needs to analyze the data in detail. [source] Nursing migration: global treasure hunt or disaster-in-the-making?NURSING INQUIRY, Issue 4 2001Mireille Kingma Nursing migration: global treasure hunt or disaster-in-the-making? International nurse migration , moving from one country to another in the search of employment , is the focus of this article. The majority of member states of the World Health Organization report a shortage, maldistribution and misutilisation of nurses. International recruitment has been seen as a solution. The negative effects of international migration on the ,supplier' countries may be recognised today but are not effectively addressed. Nurse migration is motivated by the search for professional development, better quality of life and personal safety. Pay and learning opportunities continue to be the most frequently reported incentives for nurse migration, especially by nurses from less-developed countries. Career opportunities were considered key incentives for nurses emigrating from high-income countries. Language was reported to be a significant barrier. The positive global economic/social/professional development resulting from international migration needs to be weighed against a substantial ,brain and skills drain' experienced by supplier countries. The vulnerable status of migrant nurses is also of concern in certain cases. The focus on short-term solutions as opposed to resolving the problem of a worldwide shortage of nurses causes great concern. Recent initiatives attempt to curb or channel international recruitment. The delicate balance between recognising the right of individual nurses to migrate and a collective concern for the health of a nation's population must be achieved. [source] Creating the Potential for Organizational Learning Through Interactive Simulation Debriefing SessionsPERFORMANCE IMPROVEMENT QUARTERLY, Issue 3 2001Michael D. Proctor ABSTRACT High-end and high-cost technologies such as interactive simulation are increasingly being applied to government operations such as police, emergency management, SWAT, and fire fighter training to maintain readiness and improve performance. The simulation experience, when combined with after-training debriefing sessions, creates the potential for organizational learning. This research reports findings from field observations of debriefing sessions following organizational operations in interactive simulation systems. The findings focus on the relationship of different debriefing session techniques to identification of potential organizational learning opportunities. [source] Wicked Problems, Knowledge Challenges, and Collaborative Capacity Builders in Network SettingsPUBLIC ADMINISTRATION REVIEW, Issue 2 2008Edward P. Weber Networks have assumed a place of prominence in the literature on public and private governing structures. The many positive attributes of networks are often featured,the capacity to solve problems, govern shared resources, create learning opportunities, and address shared goals,and a literature focused on the challenges networks pose for managers seeking to realize these network attributes is developing. The authors share an interest in understanding the potential of networks to govern complex public, or "wicked," problems. A fundamental challenge to effectively managing any public problem in a networked setting is the transfer, receipt and integration of knowledge across participants. When knowledge is viewed pragmatically, the challenge is particularly acute. This perspective, the authors argue, presents a challenge to the network literature to consider the mind-set of the managers,or collaborative capacity-builders,who are working to achieve solutions to wicked problems. This mind-set guides network managers as they apply their skills, strategies, and tools in order to foster the transfer, receipt, and integration of knowledge across the network and, ultimately, to build long-term collaborative problem-solving capacity. [source] Maternal Characteristics and Maternal Limit-Setting StylesPUBLIC HEALTH NURSING, Issue 5 2002Elizabeth A. LeCuyer-Maus In a longitudinal study of 126 mothers and toddlers during toddlerhood, maternal limit-setting styles were assessed at 12, 24, and 36 months in relation to selected maternal characteristics. Mothers using teaching-based limit-setting styles at 12 months reported more optimal relationship histories of care and overprotection/control in their own families of origin. The main contributor to a maternal teaching-based limit-setting style in this sample was years of formal education, followed by a more multicausal conceptualization of how children develop. Thus, while years of formal education appear to facilitate the use of a teaching-based limit-setting style, formal education is not the only way to develop these skills. Maternal conceptualization of development may be amenable to intervention through a number of alternative learning activities. Further research is needed to explore the effects of different types of educational and learning opportunities on current maternal behavior, with the goal of optimizing socialization skills related to the development of toddler self-regulation. [source] Modernising Morning Report: innovation in teaching and learningTHE CLINICAL TEACHER, Issue 2 2010Kerry Layne Summary Background:, Over recent years there has been a shift in undergraduate medical education, from predominantly passive, didactic teaching methods to facilitating learning by focusing on the management of common scenarios, through the means of problem- and case-based learning. Context:, Case-based learning and peer-led teaching are often overlooked at postgraduate level, despite the continuing demonstrated success of these methods in fostering independent reasoning and problem-solving skills that are vital for newly qualified doctors to develop. When trying to strike a balance between educational needs and service provision, it is essential to identify and implement efficient, effective approaches to optimise learning opportunities. Innovation:, We have adapted the pre-existing framework of the American ,Morning Report' to suit the needs of today's junior doctors, creating a system of providing case-based learning paired with peer-led teaching. Implications:, We evaluated the educational model through a focus group session, and found that our Morning Report was a unique environment where junior doctors feel comfortable engaging with group case-based teaching, with the support and encouragement of senior consultants, reinforced with online case summaries and blog resources. [source] The Business of Emergency Medicine: A Nonclinical Curriculum Proposal for Emergency Medicine Residency ProgramsACADEMIC EMERGENCY MEDICINE, Issue 9 2009Thomas Falvo DO Abstract Over the course of their postgraduate medical education, physicians are expected not only to acquire an extensive knowledge of clinical medicine and sound procedural skills, but also to develop competence in their other professional roles as communicator, collaborator, mediator, manager, teacher, and patient advocate. Although the need for physicians to develop stronger service delivery skills is well recognized, residency programs may underemphasize formal training in nonclinical proficiencies. As a result, graduates can begin their professional careers with an incomplete understanding of the operation of health care systems and how to utilize system resources in the manner best suited to their patients' needs. This article proposes the content, educational strategy, and needs assessment for an academic program entitled The Business of Emergency Medicine (BOEM). Developed as an adjunct to the (predominantly) clinical content of traditional emergency medicine (EM) training programs, BOEM is designed to enhance the existing academic curricula with additional learning opportunities by which EM residents can acquire a fundamental understanding of the nonclinical skills of their specialty. [source] Training doctors in general practices: A review of the literatureAUSTRALIAN JOURNAL OF RURAL HEALTH, Issue 5 2006Karen Larsen Abstract Objective:,This study was undertaken to assess the evidence of whether new forms of medical training, where substantial training takes place in general practice, will be acceptable to GPs. In particular, we asked the questions: Are GPs willing to act as trainers and supervisors in their practices? Do GPs have the appropriate skills to be trainers? Do practices have the infrastructure and resources to support placements? And, are patients happy to be seen by medical students and General Practice Registrars? Design:,Key Australian and international databases, key Australian journals and key Australian websites were searched for literature on general practice-based training of medical students and General Practice Registrars. Results:,In the international and Australian literature, we found that many GPs consider training medical students and General Practice Registrars to be intrinsically satisfying. They vary in their skills, and most medical schools have made significant investments in training and support activities. Many practices do not have the necessary infrastructure, and investments need to be made if extended placements are to be successful. Many patients are happy to be seen by students and Registrars, but careful thought needs to be given to implementing appropriate models so that students have good learning opportunities, patients are not disadvantaged and general practices can operate efficiently. Conclusion:,The success of this new model of clinical placements is dependent on medical schools having a detailed understanding of the needs and expectations of GPs. [source] The learning credit card: A tool for managing personal development,BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 2 2008Nick Rushby This is the report of a five month study, undertaken by Sundridge Park Training Technologies in association with Guildford Educational Services to assess the potential of smart card technology to support learning and the management of learning. The study had two strands,the state of the art of the technology and its potential for supporting, delivering and managing learning. In addition to a study of the literature and extensive discussions with people using smart cards, potential users of smart card and visionaries, the project team developed two illustrative systems using cards to store personal data relating to education and training. The term ,smart card' is often used loosely to describe three different types of card, each of which is similar in general shape and size to a traditional credit card. These are: memory cards, laser cards,and true smart cards incorporating a processor and memory. This study has been concerned with memory cards and smart cards. The focus for smart card applications has been predominantly financial: there are relatively few applications in education or training. A notable exception is the large scale project at the University of Bologna which uses smart cards to manage the progress and achievements of a large number of students in the Department of Electronics. The two illustrative systems provided valuable experience of using memory cards and smart cards in quasi-real education and training applications. They highlighted the problems of limited memory capacities and confirmed the high level of user acceptance reported by other trials. We can expect considerable advances in the technology of both memory cards and smart cards over the next months and years. The memory capacities of both types of cards will increase many-fold and the unit costs will fall as large quantities of cards are produced for financial applications. Education and training applications will benefit from this expanding market. The major surprise from the study was the level of interest in the work and the enthusiasm expressed by almost all of those who came to hear of it. The general level of awareness of smart card technology was found to be low. However, the requirement for a system which will enable individuals to manage and own their learning on an extended timescale was generally recognised. Some of the possible applications for smart cards and memory cards in education and training had emerged before the official start of the study and it is clear that the technology is potentially pervasive. The project team and those consulted identified a wide range of possible applications both in education and in training. These focussed on assessment, personal course planning and management, identification of relevant learning opportunities, and the ownership of learning. It was felt that, over the next few years, smart cards are very likely to be in common use as credit cards for financial applications. Therefore, their use for education and training should be planned now. The recommendations from the study are that: More detailed studies are needed to find out how smart cards and memory cards could be used by different organisations in a fully operational system; Standards should be established for smart card applications in education and training, similar to those governing financial applications; Applications should be developed after the standards have been established. To be convincing, these should take a case study approach with small pilot studies in a variety of contexts and must follow real needs rather than attempt to drive them; The case studies would then form the basis for a campaign to increase awareness of smart cards and their potential for education and training, together with a programme for building an infrastructure to support the proposed systems. The public sector should fund the task of developing standards and providing interfaces with existing educational systems and projects to demonstrate the feasibility of various applications. Since educational standards have a European dimension, the European Community may be a source of support for work in the area of standards. At the same time, private sector funding should be sought for skill development and career development systems in industry and in education. The Training Agency itself should consider the application of smart card technology to the control and management of the Youth Training Scheme (YTS). [source] A researcher's journey for clarity: clarifying liability and indemnity issues when carers take on a role in medicines managementJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 9 2008J. CROWLEY bsc msc rn A client attending a depot clinic in a mental health setting requested that her husband be enabled to give her injection. This request was followed up in a practice development project. Following the success of the project, the local National Health Service (NHS) Mental Health Trust supported a research project to explore the issues raised further. The Local Research Ethics Committee raised a question around carer liability. This question led to a 2-year liaison with the NHS Litigation Authority, the local NHS Trust's legal team, Royal College of Nursing and others. The journey clarified that liability for a carer was covered under the Third Party Liability Scheme, where the carer came under the umbrella of being an ,authorised voluntary worker'. While the experience delayed the research project, it was a significant learning opportunity in the NHS ethical approval system. [source] Child disability case studies: an interprofessional learning opportunity for medical students and paediatric nursing studentsMEDICAL EDUCATION, Issue 8 2007Karen N Street Context, We describe an interprofessional learning (IPL) opportunity for pre-qualification medical and paediatric nursing students using community-based case studies of disabled children and their families. Methods, A total of 160 students were randomly allocated into interprofessional and uniprofessional pairs. Each pair visited a disabled child at home and school and presented their experience to the rest of the group. Quantitative and qualitative evaluation methods were used to explore the learning experience. Data collection tools included a scale measuring attitudes towards IPL, which was completed by all students before and after their visits and focus groups. Results, The value of the community setting and independent working of the case study was appreciated by the students. The intimacy involved in working in IP pairs demonstrated both positive and negative features. Nursing students showed more open and positive attitudes towards IPL than medical students. Nursing students in IP pairs appear to have benefited most from the exercise, notably in terms of confidence and self-esteem. Professional differences in communication skills and approach were identified as particular learning points for all students. Conclusions, The added value of combining quantitative and qualitative research methods is well demonstrated by this study. Learning opportunities from the case study were greater as a result of working interprofessionally. Student attitudes towards IPL and professional stereotyping changed as a result of this IPL exercise. The importance of the social context of learning and the contact hypothesis are supported by our findings. [source] Welfare Measures when Agents can Learn: A Unifying Theory,THE ECONOMIC JOURNAL, Issue 540 2009Jinhua Zhao We extend Graham's (1981) welfare analysis under uncertainty to a dynamic environment where the agent can delay and obtain information. The dynamic willingness to pay locus unifies the concepts of option price, dynamic WTP, commitment costs and quasi-option value. Option price (dynamic WTP) corresponds to the ex ante WTP when the agent ignores (recognises) the learning opportunity. The commitment cost, or the difference between option price and dynamic WTP, equals the annualised and monetised quasi-option value. State contingent contracts have added value by allowing trading among agents with heterogeneous access to future information and delay opportunities. [source] | |||||||||||||||||||||||||||||||