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Graduate Course (graduate + course)
Selected AbstractsThe ED of the Future: an Interdisciplinary Graduate Course in Healthcare DesignACADEMIC EMERGENCY MEDICINE, Issue 2009David Cowan Six faculty members from Georgia Institute of Technology, Emory University School of Medicine, Emory Healthcare, and Perkins + Will created and taught a one-semester course titled "The Emergency Department of the Future". The goals of the course were to provide an environment for students to be exposed to the unique challenges of healthcare design, to experience and learn techniques for successful interdisciplinary design, and to create innovations with impact. Twenty graduate students representing five disciplines (architecture, health systems, human-computer interaction, computer science, and systems engineering) participated in this class. The course included a series of didactic lectures covering a wide range of issues including architectural design of hospitals and emergency departments, observation techniques for working environments, electronic medical records, and patient-centered care. Lecturers included emergency physicians, nurses, architects, human-computer interaction researchers, and design specialists. Students developed problem statements along with prototype design solutions through these lectures, direct observation, and interaction with course faculty. The resulting projects include a mobile triage chair that takes vital signs, equipment sliders for easy functional transformation, an integrated lighting design, as well as patient assistants for self registration, communication, environmental control, and discharge support. The developed projects have generated ideas to improve emergency care that may be implementable commercial products as well as fundable projects for future research. The final presentation open house attracted over a hundred visitors from local and national healthcare facilities and industry. This presentation will highlight the structure and organization of the course as well as the resulting projects. [source] Writing as Inquiry: Storying the Teaching Self in Writing WorkshopsCURRICULUM INQUIRY, Issue 4 2002Freema Elbaz, Luwisch Recent research demonstrates that the process of telling and writing personal stories is a powerful means of fostering teachers' professional growth (Connelly & Clandinin, 1995; Conle, 1996; Diamond, 1994; Heikkinen, 1998; Kelchtermans, 1993). This article aims to further understanding of writing in the development of teachers' narratives of practice, and to critically examine the potential of the writing workshop as a space where diverse voices can find expression. I take up a narrative perspective, seeing the practice of teaching as constructed when teachers tell and live out particular stories. I examine the autobiographic writing of teachers who participated in a graduate course on autobiography and professional development, drawing on phenomenological (Van Manen, 1990) and narrative methods (Mishler, 1986) and attending to issues of voice (Raymond, Butt, & Townsend, 1992, Brown & Gilligan, 1992) and "restorying" (Clandinin & Connelly, 1996, 1998). The main questions addressed are how do teachers narratively construct their own development and how does the university context, usually construed as a locus of knowledge transmission, function as a framework for the processes of storytelling, reflection, and restorying of experience and for the elaboration by teachers of an internally persuasive discourse (Bakhtin, 1981)? The article describes the experience of the course and the various uses to which participants put autobiographic writing; the range of voices used in the writing is indicated. Three "moments" in the writing process are discussed: describing, storying, and questioning, moments that, taken together, are seen to make up the restorying process. The conclusions point to limitations and possibilities of writing in the academic setting, in particular the place of theory in helping to draw out teachers' voices. [source] University of life or academia?JOURNAL OF NURSING MANAGEMENT, Issue 6 2008A review of community matrons/case managers continuing professional development; accessing a post-graduate programme without meeting the current academic entry criteria Aims, To inform managers and gatekeepers of the pre-requisites for staff engaging in post-graduate level study. To acknowledge the support students in new roles require in clinical practice and continuing professional development (CPD). Background, A post - graduate course for case managers/community matrons was developed as a rapid response to government policy. As a result, candidates entered this programme with non-traditional requirements. However, this did not appear to hinder their success. Evaluation, Student entry data and their achievements on completion were collected and compared with another post-graduate course that did require standard entry academic requirements. Final results were analysed and a narrative obtained from students and mentors. Key issues, Gatekeepers should recognize the importance of past experience and motivation of candidates in relation to CPD and also the student's insight and self-awareness when accessing courses. Conclusion, Candidates accessing post-graduate courses can achieve learning outcomes at an advanced level when given the right support and are capable of undertaking the role of case manager/community matron . Implications for nursing management, The article is relevant in light of the current financial constraints for Trusts to ration the funding of CPD. Choosing the right person to attend the right course often depends on the manager's discretion and not necessarily the candidates' ability or motivation. It highlights the importance of not only recognizing the candidates' academic level but also their motivation to study, and with careful selection candidates should be allowed the opportunity to access higher levels of CPD. Fitness to practice is also an important aspect to consider on completion of a course and this can be achieved with the mapping of competencies in relation to the post holder's specific job. [source] Facilitating professional identity in occupational therapy studentsOCCUPATIONAL THERAPY INTERNATIONAL, Issue 3 2003Moses N. Ikiugu PhD, OTR/L Assistant Professor of Occupational Therapy Abstract The purpose of this study was to explore how a graduate course in occupational therapy theory can help prepare students to develop a professional identity. Thirty students participated in the study. The course included content on the history of occupational therapy, models of practice and the social, philosophical, political and economic factors that impact on occupational therapy. The students were divided into groups of four or five where they discussed issues assigned by the instructor. An electronic blackboard was used to share the discussion with the class. Surveys of the students' opinions were used to collect data on what the students viewed as the strengths and weaknesses of the course. The students felt that the class discussions were the strongest part of the course. They felt that the course improved their critical thinking and problem solving significantly. It was concluded from the results that the course facilitated their professional identity through the connection made between theory and practice. There is a recognized need to explore the issue of developing a professional identity in occupational therapy students through courses integrating philosophical topics and clinical practice. Specifically, it is recommended that further research be carried out in educational settings with larger samples, using comparison groups and other methodologies to evaluate the issue of facilitating professional identity in occupational therapy students. Copyright © 2003 Whurr Publishers Ltd. [source] Using computer conferencing and case studies to enable collaboration between expert and novice teachersJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2005Eileen C. Winter Abstract This paper reports on a teaching innovation where groups of experienced and novice teachers collaborated in analyzing case studies involving the education of students with special learning needs. The teachers collaborated in an asynchronous computer conferencing system (Web Knowledge Forum). All participants were enrolled in special education graduate courses taught by the authors. The authors discuss the use of case studies in teacher education, collaboration between novice and expert teachers, and highlight some of the demands of computer conferencing particularly in relation to the loss of face-to-face interactions and the interpretive demands of electronic communication. [source] | |||||||||||||