Home About us Contact
|
Home About us Contact | ||
|
|
||
Science Disciplines (science + discipline)
Selected AbstractsTwo Influential Theories of Ignorance and Philosophy's Interests in Ignoring ThemHYPATIA, Issue 3 2006SANDRA HARDING Karl Marx and Sigmund Freud provided powerful accounts of systematic interested ignorance. Fifty years ago, Anglo-American philosophies of science stigmatized Marx's and Freud's analyses as models of irrationality. They remain disvalued today, at a time when virtually all other humanities and social science disciplines have returned to extract valuable insights from them. Here the argument is that there are reasons distinctive to philosophy why such theories were especially disvalued then and why they remain so today. However, there are even better reasons today for philosophy to break from this history and find more fruitful ways to engage with systematic interested ignorance. [source] A systematic review of peer teaching and learning in clinical educationJOURNAL OF CLINICAL NURSING, Issue 6 2008Jacinta Secomb Aims and objectives., The purpose of this review is to provide a framework for peer teaching and learning in the clinical education of undergraduate health science students in clinical practice settings and make clear the positive and negative aspects of this teaching and learning strategy. Background., The practice of using peers incidentally or purposefully in the clinical education of apprentice or undergraduate health science students is a well-established tradition and commonly practiced, but lacks definition in its implementation. Method., The author conducted a search of health science and educational electronic databases using the terms peer, clinical education and undergraduate. The set limitations were publications after 1980 (2005 inclusive), English language and research papers. Selection of studies occurred: based on participant, intervention, research method and learning outcomes, following a rigorous critical and quality appraisal with a purposefully developed tool. The results have been both tabled and collated in a narrative summary. Results., Twelve articles met the inclusion criteria, representing five countries and four health science disciplines. This review reported mostly positive outcomes on the effectiveness of peer teaching and learning; it can increase student's confidence in clinical practice and improve learning in the psychomotor and cognitive domains. Negative aspects were also identified; these include poor student learning if personalities or learning styles are not compatible and students spending less individualized time with the clinical instructor. Conclusions., Peer teaching and learning is an effective educational intervention for health science students on clinical placements. Preclinical education of students congruent with the academic timetable increases student educational outcomes from peer teaching and learning. Strategies are required prior to clinical placement to accommodate incompatible students or poor student learning. Relevance to clinical practice., The findings from this systematic review, although not statistically significant, do have pragmatic implications for clinical practice. It can increase clinical placement opportunities for undergraduate health students, assist clinical staff with workload pressures and increase clinician time with clients, while further developing students' knowledge, skills and attitudes. [source] Impact of item-writing flaws in multiple-choice questions on student achievement in high-stakes nursing assessmentsMEDICAL EDUCATION, Issue 2 2008Marie Tarrant Context, Multiple-choice questions (MCQs) are frequently used to assess students in health science disciplines. However, few educators have formal instruction in writing MCQs and MCQ items often have item-writing flaws. The purpose of this study was to examine the impact of item-writing flaws on student achievement in high-stakes assessments in a nursing programme in an English-language university in Hong Kong. Methods, From a larger sample, we selected 10 summative test papers that were administered to undergraduate nursing students in 1 nursing department. All test items were reviewed for item-writing flaws by a 4-person consensus panel. Items were classified as ,flawed' if they contained , 1 flaw. Items not containing item-writing violations were classified as ,standard'. For each paper, 2 separate scales were computed: a total scale which reflected the characteristics of the assessment as administered and a standard scale which reflected the characteristics of a hypothetical assessment including only unflawed items. Results, The proportion of flawed items on the 10 test papers ranged from 28,75%; 47.3% of all items were flawed. Fewer examinees passed the standard scale than the total scale (748 [90.6%] versus 779 [94.3%]). Conversely, the proportion of examinees obtaining a score , 80% was higher on the standard scale than the total scale (173 [20.9%] versus 120 [14.5%]). Conclusions, Flawed MCQ items were common in high-stakes nursing assessments but did not disadvantage borderline students, as has been previously demonstrated. Conversely, high-achieving students were more likely than borderline students to be penalised by flawed items. [source] Towards a more place-sensitive nursing research: an invitation to medical and health geographyNURSING INQUIRY, Issue 4 2002Gavin J. Andrews During recent years, nursing research has adopted and integrated perspectives and theoretical frameworks from a range of social science disciplines. I argue however, that a lack of attention has been paid in past research to the subdiscipline of medical geography. Although this may, in part, be attributed to a divergence between research priorities and foci, traditional ,scientific' geographical approaches may still be relevant to a wide range of nursing research. Furthermore, a recasting, redirecting and broadening of medical geography in the 1990s, towards what is termed health geography, has enhanced the discipline and provided a more cultural and expansive recognition of health, and a more comprehensive understanding of the dynamic relationship between people, health and place. Given the increasing range of places where health-care is provided and received, and some recent linkages made between nursing and place by nurse-theorists, these newer perspectives and concepts may be particularly useful for interpreting nurses' and patients' relationships both within and with a variety of healthcare settings and living spaces. Indeed, although a more place-sensitive nursing research is potentially a trans-disciplinary academic endeavor, a range of geographical approaches would be central to such a project. [source] Towards a geographical research agenda for social enterpriseAREA, Issue 3 2010Sarah-Anne Muņoz It has been recognised that there is potential for the study of social enterprise to engage to a greater degree with the social science disciplines. This paper demonstrates that some of the research gaps relating to social enterprise and socially enterprising behaviour within the UK could be tackled within a geographical research agenda for social enterprise that recognises the place-based aspects of such activity. There is scope for a greater focus on the relationship between socially enterprising behaviour and the spaces of social enterprise within current discourses on the ,sustainable' city and ,cohesive' communities in particular. There is a need to investigate in more detail the role of social enterprise in tackling social exclusion and the creation of spaces of empowerment for marginalised and excluded groups. This paper puts forward the case for a research agenda for social enterprise that draws on the discipline of geography but also suggests ways in which geographers can bring their spatial lens to the development of interdisciplinary work on social enterprise. Through literature review the paper highlights knowledge gaps that geographers would be well-placed to fill and draws out some key avenues for future research that could be tackled within a redefined research agenda for social enterprise. [source] eDrug: a dynamic interactive electronic drug formulary for medical studentsBRITISH JOURNAL OF CLINICAL PHARMACOLOGY, Issue 6 2006Simon R. J. Maxwell What is already known about this subject ,,Delivering education about an ever-increasing number of prescribable drugs to medical students represents a major challenge. ,,Drug names are generally not logical or intuitive, and many students find learning them akin to learning a foreign language. ,,Pharmacology and therapeutics teaching is struggling for visibility in some integrated medical curricula. What this study adds ,,Development of electronic tools allowing web delivery of a restricted student formulary facilitates dynamic access to core learning materials, improves the profile of this aspect of the curriculum and is highly appreciated by students. Aims Prescribing drugs is a key responsibility of a doctor and requires a solid grounding in the relevant scientific disciplines of pharmacology and therapeutics (PT). The move away from basic science disciplines towards a more system-based and integrated undergraduate curriculum has created difficulties in the delivery of PT teaching in some medical schools. We aimed to develop a web-based strategy to overcome these problems and improve the PT learning experience. Methods We designed and introduced ,eDrug', a dynamic interactive web-based student formulary, as an aid to teaching and learning of PT throughout a 5-year integrated medical curriculum in a UK medical school of 1300 students. This was followed by a prospective observational study of student-reported views about its impact on their PT learning experience. Results eDrug was rated highly by students and staff, with the main benefits being increased visibility of PT in the curriculum, clear identification of core drugs, regular sourcing of drug information via direct links to accredited sources including the British National Formulary, prioritization of learning, immediate access and responsiveness. It has also served as a focus of discussion concerning core PT learning objectives amongst staff and students. Conclusions Web-based delivery of PT learning objectives actively supports learning within an integrated curriculum. [source] | |||||||||||||