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Education Process (education + process)
Selected AbstractsThe Present and Future of MFT Doctoral Education in Research-Focused UniversitiesJOURNAL OF MARITAL AND FAMILY THERAPY, Issue 3 2010Douglas H. Sprenkle Doctoral education is greatly impacted by context, and the large majority of marital and family therapy (MFT) doctoral programs are PhD programs in research-focused universities. I believe their primary mission is to equip students to become scientist,practitioners and do original research that will advance the science of the discipline, whereas the mission of the typical master's program is to produce strong practitioners who are research informed. It is the emphasis on the scientific method, not the content specialty area, that should be the hallmark of PhD programs in research-focused contexts. I describe metrics for success that include not only research productivity but also the development of a supportive, open, flexible, and generous program culture. The research mission of these programs has been only modestly helped by the Commission on Accreditation for Marriage and Family Therapy Education process and the programs are largely not doing the programmatic intervention research that the field needs. As the universities that house these programs are also "raising the bar," the long-term viability of the programs themselves will likely hinge on success in this arena. [source] ,Educator talk' and patient change: some insights from the DESMOND (Diabetes Education and Self Management for Ongoing and Newly Diagnosed) randomized controlled trialDIABETIC MEDICINE, Issue 9 2008T. C. Skinner Abstract Aims To determine whether differences in the amount of time educators talk during a self-management education programme relate to the degree of change in participants' reported beliefs about diabetes. Method Educators trained to be facilitative and non-didactic in their approach were observed delivering the DESMOND self-management programme for individuals newly diagnosed with Type 2 diabetes. Observers used 10-s event coding to estimate the amount of time educators spoke during different sessions in the programme. Facilitative as opposed to didactic delivery was indicated by targets for levels of educator talk set for each session. Targets were based on earlier pilot work. Using the revised Illness Perceptions Questionnaire (IPQ-R) and the Diabetes Illness Representations Questionnaire (DIRQ), participants completed measures of: perceived duration of diabetes (timeline IPQ-R), understanding of diabetes (coherence IPQ-R), personal responsibility for influencing diabetes (personal responsibility IPQ-R), seriousness of diabetes (seriousness DIRQ) and impact on daily life (impact DIRQ), before and after the education programme. Results Where data from the event coding indicated educators were talking less and meeting targets for being less didactic, a greater change in reported illness beliefs of participants was seen. However, educators struggled to meet targets for most sessions of the programme. Conclusion The amount of time educators talk in a self-management programme may provide a practical marker for the effectiveness of the education process, with less educator talk denoting a more facilitative/less didactic approach. This finding has informed subsequent improvements to a comprehensive quality development framework, acknowledging that educators need ongoing support to facilitate change to their normal educational style. [source] The influence of health threat communication and personality traits on personal models of diabetes in newly diagnosed diabetic patientsDIABETIC MEDICINE, Issue 8 2007V. L. Lawson Abstract Background, Personal models of diabetes, i.e. patients' beliefs about symptoms, treatment effectiveness, consequences (impact on life, seriousness) and emotional response to possible short- and long-term complications, have been associated with diabetes self-care behaviours. Little work has examined potential determinants of personal models. Aims, To examine the influence of health threat communication and personality traits on personal models in newly diagnosed patients. Methods, Newly diagnosed patients (n = 158; 32 Type 1 and 126 Type 2) completed the Big Five Personality Inventory, Diabetes Health Threat Communication Questionnaire (DHTCQ), Personal Models of Diabetes Interview-Adapted (PMDI) and Illness Perception Questionnaire-Revised (IPQ-R). Results, Emotional responses to diabetes (PMDI) were associated with perceptions of a more threatening health message (22% explained variance), less emotional stability (5%) and the presence of dependent children (3%). Emotional representations (IPQ-R) were associated with a threatening health message (6%) and less emotional stability (15%). An adverse view of consequences (PMDI) was predicted by a more threatening/less reassuring health message (15%), less emotional stability (6%) and Type 1 diabetes (4%). Consequences (IPQ-R) were predicted by perceptions of a more threatening health message (20%), being less agreeable/cooperative (7%) and having dependent children (4%). Treatment effectiveness beliefs (PMDI) were associated with perceptions of a more reassuring health message (31%), younger age (3%) and more openness/intellect (2%). Conclusions, Personal models of diabetes are influenced by health threat communication, demographic and personality factors. These findings support the concept of tailoring health messages to the needs of individual patients and provide information on factors to be taken into account in the education process. [source] The implications of meta-qualities for HR rolesHUMAN RESOURCE MANAGEMENT JOURNAL, Issue 4 2004Finian Buckley A great deal has been written about the types of competencies that HR managers need. However, there is little known about how these might be acquired and which ones prove most valuable in carrying out HR tasks. This article provides insights into this issue from a study carried out in Ireland. The study examined HR managers' perceptions of the ways in which their competencies changed over the timespan of a management education process and the ways that they utilised these competencies within their work situations. The study suggests that the acquisition and development of ,meta-qualities'(Pedler et al, 1994) can be important to HR professionals in managing the complexity and ambiguity in their roles. [source] Fear and learning: Trauma-related factors in the adult education processNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 110 2006Bruce D. Perry Adverse learning experiences in childhood may affect the adult's capacity to learn throughout the lifespan. Suggestions for adult educators are provided. [source] Breaking barriers or locked out?NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 119 2008Class-based perceptions, experiences of postsecondary education This article provides an overview of objective and subjective class differences in experiences of postsecondary education. Using the metaphor of a funnel, it argues that cumulative disadvantage results when first-generation and low-income college students are disproportionately filtered out at each stage of the postsecondary education process. Subjective class differences largely serve to reproduce existing inequalities, although the potential for transformation exists. This article considers inequalities during childhood and the transition to adulthood, stratification within institutions, and class differences in postsecondary educational enrollment, attendance, college life, work, financial aid, and attainment. Directions for future research and program and policy interventions are outlined. [source] Dental students' knowledge and perceptions of non-invasive dental caries managementAUSTRALIAN DENTAL JOURNAL, Issue 1 2010A Pakdaman Abstract Background:, An evidence-based, risk-specific, and non-invasive modality for caries management was implemented in the University of Sydney dentistry curriculum. This study reviews its impact on student learning outcomes and their perceptions of the efficacy of a risk-based caries management. Methods:, One hundred and nine Year 3 and Year 4 students were invited to complete a questionnaire to assess their understanding of the protocols and their perceptions of both the education process and value of the non-invasive treatment modality. Results:, A response rate of 93% Year 3 and 46% Year 4 students was obtained. They correctly identified high and low risk cases but Year 3 students were inclined to misclassify medium risk cases. Most understood correctly that enamel lesions should be arrested and remineralized but were often more radical in dealing with dentine lesions. Students who believed the protocols were useful and who spent more time on preventive care were less likely to restore enamel and dentine lesions. Conclusions:, A modest level of knowledge concerning application of the non-invasive caries management system to paper-based clinical case studies was demonstrated. Protocol misinterpretation may reflect inconsistent instruction by some clinical tutors. It is hoped that the promulgation of evidence-based dentistry will overcome these barriers in future. [source] A novel approach to treating eating disorders in a day-hospital treatment programNUTRITION & DIETETICS, Issue 3 2010Mellisa ASHLEY Abstract Aim:, The aim of the present study was to evaluate the short-term effectiveness of an adult day-hospital program that uses a novel approach to delivering nutritional interventions. Methods:, Fifty-six adult eating disorder patients of the Sydney West Area Eating Disorders Day Treatment Program participated in the study. Participants completed standardised self-reported questionnaires designed to measure eating disorder symptoms, at the commencement of treatment and after 12 weeks. Results:, Participation in day-hospital treatment was associated with increases in weight, reductions in number of binge-eating and purging episodes, and frequency of exercise sessions. Participants also experienced improvements in their eating attitudes, drive for thinness, bulimia, depression and anxiety symptoms. Conclusion:, These findings add to the growing body of literature supporting the use of day-hospital programs in the treatment of eating disorders. A number of strategies are suggested for the effective delivery of nutritional interventions in day-hospital programs, such as methods that assist with integrating new information, having an experiential focus and the use of collaborative education processes. [source] | |||||||||||||