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Teaching Activities (teaching + activity)
Selected AbstractsDevelopment and Implementation of a Relative Value Scale for Teaching in Emergency Medicine: The Teaching Value UnitACADEMIC EMERGENCY MEDICINE, Issue 8 2003Naghma S. Khan MD Abstract Relative value units exist for measuring clinical productivity. Limited objective measures exist, however, for nonclinical activities, specifically teaching. Objective: To develop an objective measure of teaching productivity linked to a performance-based incentive plan. Methods: Teaching goals and objectives were identified before the 1998,1999 academic year. Teaching value units (TVUs), objective measures for quantifying teaching activities, were developed and assigned based on an estimation of time needed to complete each activity and weighted for importance to the teaching mission. Each physician was allocated teaching time based on past performance and future goals. Targeted TVUs necessary to meet expectations were proportionate to allocated teaching time. Teaching productivity was defined as a percentage of targeted TVUs achieved. Incentive dollars for teaching were distributed based on percentage of targeted TVUs achieved, weighted individually for teaching load. Results: Teaching productivity was evaluated over a three-year period. In year 1, mean TVUs allocated/physician were 181 units (range 25 to 449). Four of 18 physicians (22%) met expectations. The mean individual TVUs achieved were 54% of expected (range 0% to 114%). By year 3, mean TVUs allocated/physician were 179 (range 45 to 629). Twelve of 22 physicians (55%) met expectations. The mean individual TVUs achieved were 82% of expected (range 11% to 146%). Between year 1 and year 3, group productivity increased from 73% to 88%, and mean individual productivity increased from 54% to 82% (p = 0.01). Conclusions: The development of a TVU-based system enabled objective quantification and monitoring of a broad range of teaching activities. The TVU-based system linked to an incentive plan helped to increase individual and group teaching productivity. [source] Women in Academic Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 9 2000Rita K. Cydulka MD Abstract. Objective: To evaluate the achievement gof women in academic emergency medicine (EM) relative to men. Methods: This study was a cross-sectional mail survey of all emergency physicians who were employed at three-fourths full-time equivalent or greater at the 105 EM residency programs in the United States from August 1997 to December 1997. The following information was obtained: demographics, training and practice issues, roles and responsibilities in academic EM, percentage of time spent per week in clinical practice, teaching, administrative and research activities, academic productivity, and funding. Results: Of the 1,575 self-administered questionnaires distributed by the office of the chairs, 1,197 (76%) were returned. Two hundred seventy-four (23%) of the respondents were women, and 923 (77%) were men. There was a significant difference noted between men and women in all demographic categories. The numbers of respondents who were nonwhite were extremely small in the sample and, therefore, the authors are hesitant to draw any conclusions based on race/ethnicity. There was no difference in training in EM between men and women (82% vs 82%, p = 0.288), but a significantly higher proportion of male respondents were board-certified in EM (84% vs 76%, p < 0.002). Women in academic EM were less likely to hold major leadership positions, spent a greater percentage of time in clinical and teaching activities, published less in peer-reviewed journals, and were less likely to achieve senior academic rank in their medical schools. Conclusions: These findings mirror those of most medical specialties: academic achievement of women in academic EM lags behind that of men. The paucity of minority physicians in academic EM didn't permit analysis of their academic achievements. [source] Foreign Language Teaching Style and PersonalityFOREIGN LANGUAGE ANNALS, Issue 4 2001Thomas C. Cooper The principal findings of the study were: (1)the type distribution among pre-service foreign language students in the sample confirmed the pattern found by other studies of foreign language teachers, a group of individuals with a high proportion of feeling types; (2) the TAP Questionnaire distinguished the personality types from one another; and (3)the TAP Questionnaire indicated that preferred teaching activities usually matched the personality dimensions of the participant. Some of the pedagogical implications for foreign language teachers are discussed. [source] Effects of ownership, subsidization and teaching activities on hospital costs in SwitzerlandHEALTH ECONOMICS, Issue 3 2008Mehdi Farsi Abstract This paper explores the cost structure of Swiss hospitals, focusing on differences due to teaching activities and those related to ownership and subsidization types. A stochastic total cost frontier with a Cobb,Douglas functional form has been estimated for a panel of 148 general hospitals over the six-year period from 1998 to 2003. Inpatient cases adjusted by DRG cost weights and ambulatory revenues are considered as two separate outputs. The adopted econometric specification allows for unobserved heterogeneity across hospitals. The results suggest that teaching activities are an important cost-driving factor and hospitals that have a broader range of specialization are relatively more costly. The excess costs of university hospitals can be explained by more extensive teaching activities as well as the relative complexity of the offered medical treatments from a teaching point of view. However, even after controlling for such differences university hospitals have shown a relatively low cost-efficiency especially in the first two or three years of the sample period. The analysis does not provide any evidence of significant efficiency differences across ownership/subsidy categories. Copyright © 2007 John Wiley & Sons, Ltd. [source] A fuzzy logic approach to experience-based reasoningINTERNATIONAL JOURNAL OF INTELLIGENT SYSTEMS, Issue 8 2007Zhaohao Sun Experience-based reasoning (EBR) is a reasoning paradigm that has been used in almost every human activity such as business, military missions, and teaching activities since early human history. However, EBR has not been seriously studied from either a logical or mathematical viewpoint, although case-based reasoning (CBR) researchers have paid attention to EBR to some extent. This article will attempt to fill this gap by providing a unified fuzzy logic-based treatment of EBR. More specifically, this article first reviews the logical approach to EBR, in which eight different rules of inference for EBR are discussed. Then the article proposes fuzzy logic-based models to these eight different rules of inference that constitute the fundamentals for all EBR paradigms from a fuzzy logic viewpoint, and therefore will form a theoretical foundation for EBR. The proposed approach will facilitate research and development of EBR, fuzzy systems, intelligent systems, knowledge management, and experience management. © 2007 Wiley Periodicals, Inc. Int J Int Syst 22: 867,889, 2007. [source] Survey of the learning activities of Australasian radiation oncology specialist traineesJOURNAL OF MEDICAL IMAGING AND RADIATION ONCOLOGY, Issue 6 2008T Holt Summary Trainee radiation oncologists must master a substantial body of skills and knowledge to become competent specialists. The resources available to support this are limited. We surveyed the 90 registrars enrolled in the Royal Australian and New Zealand College of Surgeons (RANZCR) radiation oncology training programme to obtain a range of information about their learning activities (with a significant focus on part 1 teaching). Responses were received from 59 registrars (66% of those eligible). Trainees reported spending a median 2.5 h per week (range 0,10 h) in formal teaching activities. With regard to part 1 exam preparation, 83% reported having had physics teaching , the median quality was 5/7; 88% had radiobiology teaching , the median quality was 4/7; 52% had anatomy teaching , the median quality was 3/7. Registrars training within the RANZCR radiation oncologists training programme perceive their own clinical learning environment as generally good; however' 50% of respondents felt that more teaching was needed for part 1 subjects. This compared with only 19% of respondents who felt that more teaching was required for part 2 exam preparation. Innovative solutions, such as centralized web-based teaching, may help to address weaknesses in part 1 teaching. With increasing demands on radiation oncologists and trainees it will be important to monitor learning environments. [source] Management and delivery of the gross anatomy curriculum with decreased course time: the importance of structured teaching activitiesMEDICAL EDUCATION, Issue 5 2003N S Vasan No abstract is available for this article. [source] Clinical teaching: maintaining an educational role for doctors in the new health care environmentMEDICAL EDUCATION, Issue 10 2000D Prideaux Context and objectives Good clinical teaching is central to medical education but there is concern about maintaining this in contemporary, pressured health care environments. This paper aims to demonstrate that good clinical practice is at the heart of good clinical teaching. Methods Seven roles are used as a framework for analysing good clinical teaching. The roles are medical expert, communicator, collaborator, manager, advocate, scholar and professional. Results The analysis of clinical teaching and clinical practice demonstrates that they are closely linked. As experts, clinical teachers are involved in research, information retrieval and sharing of knowledge or teaching. Good communication with trainees, patients and colleagues defines teaching excellence. Clinicians can ,teach' collaboration by acting as role models and by encouraging learners to understand the responsibilities of other health professionals. As managers, clinicians can apply their skills to the effective management of learning resources. Similarly skills as advocates at the individual, community and population level can be passed on in educational encounters. The clinicians' responsibilities as scholars are most readily applied to teaching activities. Clinicians have clear roles in taking scholarly approaches to their practice and demonstrating them to others. Conclusion Good clinical teaching is concerned with providing role models for good practice, making good practice visible and explaining it to trainees. This is the very basis of clinicians as professionals, the seventh role, and should be the foundation for the further development of clinicians as excellent clinical teachers. [source] | ||||||||||