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Sample records for online postgraduate educational

  1. Reducing the distance: providing challenging and engaging online postgraduate education in pain management

    PubMed Central

    Henderson, Sarah E

    2012-01-01

    Summary points 1. Health professionals need access to flexible, high-quality, advanced education in pain management. 2. There are multiple pedagogical distances to be negotiated in the delivery of effective postgraduate education. 3. A critical consideration in the design and delivery of effective online learning for postgraduate education in pain management is how to: actively engage students in the learning process; and encourage students to become lifelong learners. 4. Conceptual frameworks for encouraging student interaction online provide a useful tool in the design of postgraduate online learning activities. PMID:26516472

  2. Expanding rural access to mental health care through online postgraduate nurse practitioner education.

    PubMed

    Kverno, Karan; Kozeniewski, Kate

    2016-12-01

    Workforce shortages in mental health care are especially relevant to rural communities. People often turn to their primary care providers for mental healthcare services, yet primary care providers indicate that more education is needed to fill this role. Rural primary care nurse practitioners (NPs) are ideal candidates for educational enhancement. Online programs allow NPs to continue living and working in their communities while developing the competencies to provide comprehensive and integrated mental healthcare services. This article presents a review of current online postgraduate psychiatric mental health NP (PMHNP) options. Website descriptions of online PMHNP programs were located using keywords: PMHNP or psychiatric nurse practitioner, postgraduate or post-master's, and distance or online. Across the United States, 15 online postgraduate certificate programs were located that are designed for primary care NPs seeking additional PMHNP specialization. For rural primary care NPs who are ready, willing, and able, a postgraduate PMHNP specialty certificate can be obtained online in as few as three to four semesters. The expected outcome is a cadre of dually credentialed NPs capable of functioning in an integrated role and of increasing rural access to comprehensive mental healthcare services. ©2016 American Association of Nurse Practitioners.

  3. Joining forces: Collaborating internationally to deliver high-quality, online postgraduate education in pain management

    PubMed Central

    Devonshire, Elizabeth; Siddall, Philip J

    2011-01-01

    The effective management of pain is a complex and costly global issue, requiring a range of innovative educational strategies to enable culturally appropriate and high-quality health care provision. In response to this issue, the Pain Management Research Institute at the University of Sydney (Sydney, Australia) has established several strategic alliances with other overseas universities to deliver online postgraduate education in pain management. The present article discusses the rationale for joining forces, and the approach adopted in creating and maintaining these alliances. It also provides insights into the benefits, challenges and opportunities associated with collaborative educational initiatives of this nature, from institutional, academic and student perspectives. PMID:22184549

  4. Web 2.0 technologies for undergraduate and postgraduate medical education: an online survey.

    PubMed

    Sandars, J; Schroter, S

    2007-12-01

    To identify the current familiarity and use of Web 2.0 technologies by medical students and qualified medical practitioners, and to identify the barriers to its use for medical education. A semi-structured online questionnaire survey of 3000 medical students and 3000 qualified medical practitioners (consultants, general practitioners and doctors in training) on the British Medical Association's membership database. All groups had high familiarity, but low use, of podcasts. Ownership of digital media players was higher among medical students. There was high familiarity, but low use, of other Web 2.0 technologies except for high use of instant messaging and social networking by medical students. All groups stated that they were interested in using Web 2.0 technologies for education but there was lack of knowledge and skills in how to use these new technologies. There is an overall high awareness of a range of new Web 2.0 technologies by both medical students and qualified medical practitioners and high interest in its use for medical education. However, the potential of Web 2.0 technologies for undergraduate and postgraduate medical education will only be achieved if there is increased training in how to use this new approach.

  5. Web 2.0 technologies for undergraduate and postgraduate medical education: an online survey

    PubMed Central

    Sandars, J; Schroter, S

    2007-01-01

    Objectives To identify the current familiarity and use of Web 2.0 technologies by medical students and qualified medical practitioners, and to identify the barriers to its use for medical education. Methods A semi‐structured online questionnaire survey of 3000 medical students and 3000 qualified medical practitioners (consultants, general practitioners and doctors in training) on the British Medical Association's membership database. Results All groups had high familiarity, but low use, of podcasts. Ownership of digital media players was higher among medical students. There was high familiarity, but low use, of other Web 2.0 technologies except for high use of instant messaging and social networking by medical students. All groups stated that they were interested in using Web 2.0 technologies for education but there was lack of knowledge and skills in how to use these new technologies. Conclusions There is an overall high awareness of a range of new Web 2.0 technologies by both medical students and qualified medical practitioners and high interest in its use for medical education. However, the potential of Web 2.0 technologies for undergraduate and postgraduate medical education will only be achieved if there is increased training in how to use this new approach. PMID:18057175

  6. Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education.

    PubMed

    Shaw, Tim; Barnet, Stewart; Mcgregor, Deborah; Avery, Jennifer

    2015-01-01

    Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs.

  7. Making the Connection: Moore's Theory of Transactional Distance and Its Relevance to the Use of a Virtual Classroom in Postgraduate Online Teacher Education

    ERIC Educational Resources Information Center

    Falloon, Garry

    2011-01-01

    This study explored the use of the Web-based virtual environment, Adobe Connect Pro, in a postgraduate online teacher education programme at the University of Waikato. It applied the tenets of Moore's Theory of Transactional Distance (Moore, 1997) in examining the efficacy of using the virtual classroom to promote quality dialogue and explored how…

  8. Online Problem-Based Learning in Postgraduate Medical Education--Content Analysis of Reflection Comments

    ERIC Educational Resources Information Center

    Gonzalez, Maria L.; Salmoni, Alan J.

    2008-01-01

    We developed the Med-e-Conference, an online tool to teach clinical skills to medical students, which integrated problem-based learning with collaborative group tasks. The final task asked students to consider what they had done (reflection). These comments were analysed using content analysis, and 10 themes were elicited. The number of agreements…

  9. Evaluating PLATO: postgraduate teaching and learning online.

    PubMed

    Brown, Menna; Bullock, Alison

    2014-02-01

      The use of the Internet as a teaching medium has increased rapidly over the last decade. PLATO (postgraduate learning and teaching online) was launched in 2008 by the e-learning unit (ELU) of Wales Deanery. Located within Learning@NHSWales, a Moodle virtual learning environment (VLE), it hosts a wide range of freely available courses and resources tailored to support the education, training and continuing professional development (CPD) needs of health care professionals working across the National Health Service (NHS) Wales. The evaluation aimed to identify the costs and benefits of PLATO, report its value as attributed by users, identify potential cost savings and make recommendations.   Five courses (case studies) were selected, representing the range of available e-learning resources: e-induction; fetal heart monitoring; cervical screening; GP prospective trainers; and tools for trainers. Mixed methods were used: one-to-one qualitative interviews, focus group discussions and surveys explored user views, and identified individual and organisational value.   Qualitative findings identified six key areas of value for users: ELU support and guidance; avoidance of duplication and standardisation; central reference; local control; flexibility for learners; and specific features. Survey results (n=72) indicated 72 per cent of consultants reported that PLATO was easy to access and user friendly. E-learning was rated as 'very/important' for CPD by 79 per cent of respondents. Key challenges were: access, navigation, user concerns, awareness and support.   PLATO supports education and helps deliver UK General Medical Council standards. Future plans should address the suggested recommendations to realise cost savings for NHS Wales and the Wales Deanery. The findings have wider applicability to others developing or using VLEs. © 2014 John Wiley & Sons Ltd.

  10. Service Quality in Postgraduate Education

    ERIC Educational Resources Information Center

    Angell, Robert J.; Heffernan, Troy W.; Megicks, Phil

    2008-01-01

    Purpose: Measuring service quality in higher education is increasingly important for attracting and retaining tuition-based revenues. Nonetheless, whilst undergraduates have received substantial academic exposure, postgraduate-based research has been scant. Consequently, the objectives of this paper are threefold: first, to identify the service…

  11. Service Quality in Postgraduate Education

    ERIC Educational Resources Information Center

    Angell, Robert J.; Heffernan, Troy W.; Megicks, Phil

    2008-01-01

    Purpose: Measuring service quality in higher education is increasingly important for attracting and retaining tuition-based revenues. Nonetheless, whilst undergraduates have received substantial academic exposure, postgraduate-based research has been scant. Consequently, the objectives of this paper are threefold: first, to identify the service…

  12. Massive open online courses are relevant for postgraduate medical training.

    PubMed

    Subhi, Yousif; Andresen, Kristoffer; Rolskov Bojsen, Signe; Mørkeberg Nilsson, Philip; Konge, Lars

    2014-10-01

    The CanMEDS framework describes seven roles in postgraduate training, but training and courses relevant to these roles can be limited. Massive open online courses (MOOCs) - free online courses in which anyone can participate, anywhere - may improve course participation. This study investigates the relevance of MOOCs for postgraduate medical training within the CanMEDS framework. We extracted a list of all courses posted by the two largest MOOC providers, Coursera and EdX, and reviewed all course descriptions and categorised each course into one of three categories--"relevant," "possibly relevant" or "not relevant"--reflecting the degree of relevance to each of the seven CanMEDS roles. We also noted course workload, duration and the name of the educational institution. We agreed the most on the role of health advocate (Cronbach's α = 0.85) and the least on the role of collaborator (Cronbach's α = 0.46). After a consensus-building process, 165 courses were found to be relevant or possibly relevant, mostly to the roles as scholar (n = 75) and medical expert (n = 57). The courses had a median duration of seven weeks and a median weekly workload of 4.5 hours, and were predominantly from North American universities. A large number of MOOCs are relevant for postgraduate medical training. A weekly workload of 4.5 hours may enable course participation even for busy clinicians. Physicians should consider these free and universally available courses as relevant and potentially effective means of education. not relevant. not relevant.

  13. Internationalisation in Online Distance Learning Postgraduate Education: A Case Study on Student Views on Learning Alongside Students from Other Countries

    ERIC Educational Resources Information Center

    Gemmell, Isla; Harrison, Roger; Clegg, Judith; Reed, Katie

    2015-01-01

    Internationalisation in higher education has been shown to provide both intellectual and cultural benefits to students which can help in their future employment. This case study describes student views on learning alongside students from different countries in an online distance learning environment. Seventy-three students undertaking the online…

  14. Internationalisation in Online Distance Learning Postgraduate Education: A Case Study on Student Views on Learning Alongside Students from Other Countries

    ERIC Educational Resources Information Center

    Gemmell, Isla; Harrison, Roger; Clegg, Judith; Reed, Katie

    2015-01-01

    Internationalisation in higher education has been shown to provide both intellectual and cultural benefits to students which can help in their future employment. This case study describes student views on learning alongside students from different countries in an online distance learning environment. Seventy-three students undertaking the online…

  15. Postgraduate Professional Pedagogical Education in Mexico

    ERIC Educational Resources Information Center

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  16. Postgraduate Professional Pedagogical Education in Mexico

    ERIC Educational Resources Information Center

    Zhyzhko, Olena

    2015-01-01

    This article is the result of scientific comparative-pedagogical research, which purpose was to highlight the main features of postgraduate professional pedagogical education in Mexico. The author found that the postgraduate professional pedagogical education in Mexico is performed by public and private higher education institutions: higher…

  17. Quality of postgraduate medical education.

    PubMed

    Nizamov, I G; Sadykova, T I

    2015-01-01

    In recent years, huge efforts to improve quality control process and efficiency of healthcare were put in advancing health systems in Russia. There are measurable and noteworthy achievements, there are unresolved issues.It's impossible to manage the process of improving the quality and efficiency of care without high-quality training of respective troops. However, in the last decade a phrase about the poor quality of postgraduate medical education has been heard periodically in the speeches of the leaders at various levels. The source is unknown, but this information continues to be spread by word of mouth as a regular component of speeches about health issues. Considering that the "poor quality" of postgraduate education has not been substantiated by solid evidence, this informational spam, of course, needs to be overcome. It is not only harmful to health system overall, it is harmful in particular for the process of formation of personnel reserve, but it also discredits the whole system of postgraduate education and a titanic work of thousands of teachers, who work as enthusiasts, most of them performing valuable research, teaching and organizational work. To provide situation analysis in the field of postgraduate medical education. First of all, it begs the question - how and who measures the quality of education. What indicators in the evaluation process are key? As a rule, when assessing quality in any field, preference is given to the opinion of the consumer.Our direct customers are the heads of health organs and institutions who regularly undergo advanced training in the specialty "Public Health and Health Care" at sub-faculty. After the completion of each cycle of training and exams, each participant fills out a questionnaire, which points out the level of quality of pedagogical activity of the sub-faculty. The analysis of these questionnaires shows that the students generally give high assessment of the quality of pedagogical process. The health

  18. [Post-graduate education of pharmacist specialties].

    PubMed

    Shibayama, Yoshihiko

    2012-01-01

    In our unprecedented ageing society, high quality pharmacy practices are recommended; the activities of pharmacists who have received novel education are therefore expected. Although advanced education before graduation is important, postgraduate education is also required because the knowledge and skill required by pharmacists are increasing and are progressing everyday. The period of pharmacist education has been six years, and the new educational system produces next generation pharmacists. Postgraduate education should be established with the education contents corresponding to the new education system. The career path has an important role in postgraduate education, which consists of fundamental to advanced training through the various stages according to pharmacist experience. Clinical academic societies and some pharmacists' organizations provide accreditation systems for pharmacist specialties. This system will play an important role as a route in the career path. It is necessary to accredit pharmacist specialties to establish postgraduate education and research in cooperation with pharmaceutical institutions. It is thought that the responsibility of universities of pharmaceutical science will become more important to improve pharmacist ability and pharmacy practice. Universities of pharmaceutical science should collaborate with pharmaceutical institutions to establish postgraduate education and research into clinical pharmacy practice.

  19. [Methodical aspects of postgraduate education of family physicians in internship].

    PubMed

    Koshlia, V I; Dmitrieva, S N; Zelenskaia, L M; Puzik, S G; Shcheblykina, N K; Odrinskiĭ, V A

    2006-06-01

    The article presents some methodical issues on postgraduate education of physicians studying at Zaporozhye Institute for advanced physicians training, chair of family medicin. The authors showed the priority of programmed learning and modern educational technologies in postgraduate education of physicians.

  20. Postgraduate Outcomes in American Higher Education

    ERIC Educational Resources Information Center

    Coughlin, Mary Ann; Laguilles, Jerold S.; Kelly, Heather A.; Walters, Allison M.

    2016-01-01

    This chapter provides a big-picture view of the postgraduate outcomes landscape. In an effort to promote understanding and to communicate the value of a higher education credential to various stakeholders, five national efforts are described, each of which provides a different perspective for defining, measuring, and collecting postgraduate…

  1. Researching Postgraduate Educational Research in South Africa

    ERIC Educational Resources Information Center

    Karlsson, J.; Balfour, R.; Moletsane, R.; Pillay, G.

    2009-01-01

    This article is about the national project to gather together information about postgraduate education research (PPER) in South Africa conducted over a ten-year period, namely 1995-2004, being the first decade in the democratic era for South Africa. The ideas informing the PPER Project are provided and the complex process of developing the PPER…

  2. Postgraduate Outcomes in American Higher Education

    ERIC Educational Resources Information Center

    Coughlin, Mary Ann; Laguilles, Jerold S.; Kelly, Heather A.; Walters, Allison M.

    2016-01-01

    This chapter provides a big-picture view of the postgraduate outcomes landscape. In an effort to promote understanding and to communicate the value of a higher education credential to various stakeholders, five national efforts are described, each of which provides a different perspective for defining, measuring, and collecting postgraduate…

  3. Academic postgraduate medical education -- an Oxford view.

    PubMed

    Fleming, Kenneth; Pugh, Christopher; Best, Denise

    2014-02-01

    Postgraduate medical education in the UK has gone through a maelstrom of change in the last 20 years; many components have disadvantaged clinical academic training in particular. In this article we summarise some of the changes and describe the advantages of the creation of a dedicated clinical academic graduate school as a response to these changes.

  4. European Initiatives in Postgraduate Education in Gerontology

    ERIC Educational Resources Information Center

    van Rijsselt, Rene J. T.; Parkatti, Terttu; Troisi, Joseph

    2007-01-01

    This paper describes three innovative European initiatives in postgraduate education in gerontology. The first is the European Masters Program in Gerontology (EuMaG), developed as an interdisciplinary joint program, supported and delivered by 22 European universities. Second, the Nordplus initiative to increase mobility of students and staff in…

  5. European Initiatives in Postgraduate Education in Gerontology

    ERIC Educational Resources Information Center

    van Rijsselt, Rene J. T.; Parkatti, Terttu; Troisi, Joseph

    2007-01-01

    This paper describes three innovative European initiatives in postgraduate education in gerontology. The first is the European Masters Program in Gerontology (EuMaG), developed as an interdisciplinary joint program, supported and delivered by 22 European universities. Second, the Nordplus initiative to increase mobility of students and staff in…

  6. European initiatives in postgraduate education in gerontology.

    PubMed

    van Rijsselt, René J T; Parkatti, Terttu; Troisi, Joseph

    2007-01-01

    This paper describes three innovative European initiatives in postgraduate education in gerontology. The first is the European Masters Program in Gerontology (EuMaG), developed as an interdisciplinary joint program, supported and delivered by 22 European universities. Second, the Nordplus initiative to increase mobility of students and staff in the field of gerontology in the European Nordic countries is elaborated. Third, two postgraduate Gerontology and Geriatrics programs offered by the European Centre of Gerontology and Geriatrics, University of Malta are presented. In 1995, the Centre was designated a WHO Collaborating Centre for healthy aging. To provide a context for these initiatives, a short overview is presented of developments in the European Higher Education Area, and the current state and recent developments in gerontology training in Europe is elaborated. The article concludes with discussion of the feasibility and sustainability of European internationalization efforts in education and training in gerontology.

  7. Online education.

    PubMed

    2005-11-01

    If you are interested in e-learning, the UK Healthcare Education Partnership between the RCN and three universities in England and Northern Ireland is offering online courses for healthcare professionals.

  8. What Do Postgraduate Students Think about Special Education?

    ERIC Educational Resources Information Center

    Ozcan, Deniz; Gur, Pelin

    2016-01-01

    The aim of this study was to determine the opinions of students receiving postgraduate education in special education area about special education. 35 students receiving postgraduate education at Near East University participated in this research. 8 of these students were doctorate student, and 27 of them were master student. This research was…

  9. Rethinking Postgraduate Geography Education in the USA: Issues and Concerns

    ERIC Educational Resources Information Center

    Foote, Kenneth; Bednarz, Sarah; Monk, Janice; Solem, Michael; Stoltman, Joseph

    2012-01-01

    Postgraduate geography education in the USA is growing and changing. In recent years, the number of postgraduate programs has increased at both the doctoral and master's levels. Interest in improving and reforming doctoral education has increased dramatically both inside and outside geography, and geography has been involved in these reforms.…

  10. Post-Graduate Education in the 1980s.

    ERIC Educational Resources Information Center

    Blume, S.; Amsterdamska, O.

    Major changes in postgraduate education since the 1970s in countries belonging to the Organisation for Economic Cooperation and Development (OECD) are examined. Postgraduate education refers to specialized or research training after the receipt of a university degree. The basis of analysis includes: analyses provided by authorities in Australia,…

  11. Rethinking Postgraduate Geography Education in the USA: Issues and Concerns

    ERIC Educational Resources Information Center

    Foote, Kenneth; Bednarz, Sarah; Monk, Janice; Solem, Michael; Stoltman, Joseph

    2012-01-01

    Postgraduate geography education in the USA is growing and changing. In recent years, the number of postgraduate programs has increased at both the doctoral and master's levels. Interest in improving and reforming doctoral education has increased dramatically both inside and outside geography, and geography has been involved in these reforms.…

  12. International Entrepreneurship Education: Postgraduate Business Student Experiences of Entrepreneurship Education

    ERIC Educational Resources Information Center

    Rae, David; Woodier-Harris, Naomi

    2012-01-01

    Purpose: International postgraduate education in business-related subjects has grown substantially in the UK. Both MBA and specialist Masters' programmes increasingly offer entrepreneurship as a core or option. The purpose of this paper is to explore the effectiveness of entrepreneurship education in meeting the expectations and motivations of…

  13. International Entrepreneurship Education: Postgraduate Business Student Experiences of Entrepreneurship Education

    ERIC Educational Resources Information Center

    Rae, David; Woodier-Harris, Naomi

    2012-01-01

    Purpose: International postgraduate education in business-related subjects has grown substantially in the UK. Both MBA and specialist Masters' programmes increasingly offer entrepreneurship as a core or option. The purpose of this paper is to explore the effectiveness of entrepreneurship education in meeting the expectations and motivations of…

  14. Trends and the future of postgraduate medical education.

    PubMed

    Harden, R M

    2006-10-01

    Where is the present flurry of activity in medical education leading and what sort of future is envisaged? This paper looks at trends in postgraduate medical education. Four themes and two trends for each theme have been identified. The themes are: the postgraduate medical curriculum, the application of learning technologies, assessment of competence, and professionalism in medical education. The trends are: outcome based education and a unitary approach to medical education; the use of simulators and e-learning; competency and performance based assessment, and portfolios and self assessment; and training the trainer and best evidence medical education. Any limitations in implementing change will likely result from a lack of imagination in those planning postgraduate medical education and their ability to bring about the necessary changes. To avoid a growing gap developing between what is possible educationally and what is delivered, it is clear that we need a new paradigm for postgraduate medical education.

  15. Trends and the future of postgraduate medical education

    PubMed Central

    Harden, R M

    2006-01-01

    Where is the present flurry of activity in medical education leading and what sort of future is envisaged? This paper looks at trends in postgraduate medical education. Four themes and two trends for each theme have been identified. The themes are: the postgraduate medical curriculum, the application of learning technologies, assessment of competence, and professionalism in medical education. The trends are: outcome based education and a unitary approach to medical education; the use of simulators and e‐learning; competency and performance based assessment, and portfolios and self assessment; and training the trainer and best evidence medical education. Any limitations in implementing change will likely result from a lack of imagination in those planning postgraduate medical education and their ability to bring about the necessary changes. To avoid a growing gap developing between what is possible educationally and what is delivered, it is clear that we need a new paradigm for postgraduate medical education. PMID:16988312

  16. The impact of subspecialization on postgraduate medical education in neurosurgery.

    PubMed

    Toyota, Brian D

    2005-11-01

    Medical subspecialization is a response to rapidly expanding technology and knowledge. Although beneficial to patient care, it poses a challenge to the current infrastructure of resident education. This article analyzes the advent of subspecialization, the current template of postgraduate neurosurgical education, the impact of subspecialization on postgraduate neurosurgical education, and, finally, suggests strategies to optimize professional education in the face of an increasingly subspecialized field.

  17. Postgraduate education in noninvasive laser therapy

    NASA Astrophysics Data System (ADS)

    Navratil, Leos; Kymplova, Jaroslava; Navratilova, Blanka

    2002-10-01

    Non-invasive lasertherapy became today an appreciated treatment method. To avoid its degradation, it is necessary that every physician, who indicates it, would pass out the basic course in these problems. So the error danger by its application would be reduced. As we have verified, in every country the education process is different; we don't consider this fact as right. In the Czech Republic the Radiobiologic Society of Czech Medical Society J. E. Purkynje in co-operation with the Institute of Further Physician's Education, having wide experiences in postgraduate education, organizes already five years such courses. The basic course has 20 lessons, in which the graduates are acquainted with physical base of laser, hygienic rulings for working with laser and biologic changes induced by low level laser in the tissue in vivo. A considerable attention is dedicated to clinical practice and practical education on clinical departments in the fields of dermatology, physiotherapy, stomatology and gynaecology. This course is completed with a lecture of the recent marketing in health service. Participants document their knowledge's in the closing test. Every physician can perfect his knowledge's in a continuation course. Our experiences proved that the education in phototherapy in Czech Republic is on high level in comparison with number of other countries.

  18. Postgraduate medical education and specialist training in Singapore.

    PubMed

    Chew, C H; Chee, Y C

    2005-07-01

    The Singapore Medical School celebrates its Centenary in 2005. This historical review is presented on Singapore's postgraduate medical education and specialist training programmes. The special informal role of the Alumni Association and its members during the early years and soon after World War II is highlighted. Postgraduate education and specialist training was more formalised only during the challenging years when Singapore became more autonomous and politically independent with the establishment of the Academy of Medicine, the School's postgraduate medical studies, the Singapore Medical Association, specialist societies and, more recently, the College of Family Physicians. Specialist training programmes and the process of specialist accreditation are also outlined. While Singapore has gone far towards developing a comprehensive programme of postgraduate medical education and specialist training, the process is still evolving and can be improved upon. As long as we keep pace with relevant and realistic strategies, the future for postgraduate medical training and specialist training should be assured.

  19. Quo Vadis? LIS Postgraduate Education in the Philippines

    ERIC Educational Resources Information Center

    Dizon, Fernan R.; Sagun, Karryl Kim A.; Alfiler-Macalalad, Ana Grace P.

    2011-01-01

    The paper intends to shed light on the predicament faced by many Filipino. Librarians: the lack of local institutions offering a library and information science (LIS) postgraduate degree. The paper aims to reveal the state of Philippine LIS postgraduate education by considering the number of librarians who have pursued and are still pursuing…

  20. Quo Vadis? LIS Postgraduate Education in the Philippines

    ERIC Educational Resources Information Center

    Dizon, Fernan R.; Sagun, Karryl Kim A.; Alfiler-Macalalad, Ana Grace P.

    2011-01-01

    The paper intends to shed light on the predicament faced by many Filipino. Librarians: the lack of local institutions offering a library and information science (LIS) postgraduate degree. The paper aims to reveal the state of Philippine LIS postgraduate education by considering the number of librarians who have pursued and are still pursuing…

  1. An Analysis of the Demand for Postgraduate Educational Science Programs

    ERIC Educational Resources Information Center

    Aslan, Gulay

    2014-01-01

    This study, aimed to determine the variables that have a role in the emergence of individual demand for postgraduate educational sciences programs, is a descriptive one. The sample of the study consisted of 222 postgraduate students from Ankara University, a developed university, and Gaziosmanpasa University, a developing university. The data was…

  2. Online discussion for block teaching in postgraduate health professionals’ curriculum: the Ethiopian experience

    PubMed Central

    2014-01-01

    Background Online discussions as a method of instruction are a new approach in Ethiopia. There is no previous study in the Ethiopian context that has assessed students’ engagement and learning experience using this instruction method, which may offer a valuable complement to other instruction methods for intensive block teaching in a resource-limited environment. The aim of this study was to assess the value of online discussions in supporting students’ engagement and interaction with their peers and teachers in a block teaching postgraduate health professionals’ curriculum. Methods The research was conducted at Addis Ababa University College of Health Sciences, School of Medical Laboratory Sciences (SMLS), which has structured the curriculum around intensive block teaching. Between December 2011 and February 2012, two groups of full-time (N = 21) and part-time (N = 52) postgraduate students participated in online discussions as part of a Biostatistics and Research Methods module, in addition to other instructional methods. Every week, the course instructor initiated the online discussion by posting an assignment and articles with a few discussion questions. To evaluate the participants’ collective learning experience, the content of the email messages generated during these online discussions was analyzed qualitatively. Result A total of 702 emails were exchanged during the three week module, of which 250 emails (35.6%) were posted by full-time students and 452 emails (64.4%) by part-time Continuing Education Program (CEP) students. During the online discussion forum, students identified different statistical data analysis tools and their application for given data sets. In terms of message contents, 67% of full-time and 64% of part-time students’ messages were classified as learning experiences. However, a slightly higher proportion of part-time students’ posts were social messages. The majority of students in both groups reported high levels of

  3. Online discussion for block teaching in postgraduate health professionals' curriculum: the Ethiopian experience.

    PubMed

    Taye, Bineyam

    2014-02-12

    Online discussions as a method of instruction are a new approach in Ethiopia. There is no previous study in the Ethiopian context that has assessed students' engagement and learning experience using this instruction method, which may offer a valuable complement to other instruction methods for intensive block teaching in a resource-limited environment. The aim of this study was to assess the value of online discussions in supporting students' engagement and interaction with their peers and teachers in a block teaching postgraduate health professionals' curriculum. The research was conducted at Addis Ababa University College of Health Sciences, School of Medical Laboratory Sciences (SMLS), which has structured the curriculum around intensive block teaching. Between December 2011 and February 2012, two groups of full-time (N = 21) and part-time (N = 52) postgraduate students participated in online discussions as part of a Biostatistics and Research Methods module, in addition to other instructional methods. Every week, the course instructor initiated the online discussion by posting an assignment and articles with a few discussion questions. To evaluate the participants' collective learning experience, the content of the email messages generated during these online discussions was analyzed qualitatively. A total of 702 emails were exchanged during the three week module, of which 250 emails (35.6%) were posted by full-time students and 452 emails (64.4%) by part-time Continuing Education Program (CEP) students. During the online discussion forum, students identified different statistical data analysis tools and their application for given data sets. In terms of message contents, 67% of full-time and 64% of part-time students' messages were classified as learning experiences. However, a slightly higher proportion of part-time students' posts were social messages. The majority of students in both groups reported high levels of satisfaction with their online experience

  4. 77 FR 61402 - Notice of Submission for OMB Review; Office of Postsecondary Education; Survey of Post-Graduate...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-10-09

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF EDUCATION Notice of Submission for OMB Review; Office of Postsecondary Education; Survey of Post-Graduate Outcomes for International Education Fellowship Recipients SUMMARY: This survey will focus on the...

  5. Postgraduate Research in Pacific Education: Interpretivism and Other Trends

    ERIC Educational Resources Information Center

    Burnett, Greg; Lingam, Govinda Ishwar

    2012-01-01

    This article examines research by postgraduate students in education at the University of the South Pacific (USP) between 1968 and 2009. These experienced educators, who later return to their original education sector to influence policy and practice in some way, are producing new knowledge intimately connected to Pacific education systems. The…

  6. SpaceTech—Postgraduate space education

    NASA Astrophysics Data System (ADS)

    de Bruijn, Ferdi J.; Ashford, Edward W.; Larson, Wiley J.

    2008-07-01

    SpaceTech is a postgraduate program geared primarily for mid-career space professionals seeking to gain or improve their expertise in space systems engineering and in business engineering. SpaceTech provides a lifelong impact on its participants by broadening their capabilities, encouraging systematic "end-to-end" thinking and preparing them for any technical or business-related engineering challenges they may encounter. This flexible 1-year program offers high competency gain and increased business skills. It is held in attractive locations in a flexible, multi-cultural environment. SpaceTech is a highly effective master's program certified by the esteemed Technical University of Delft (TUD), Netherlands. SpaceTech provides expert instructors who place no barriers between themselves and participants. The program combines innovative and flexible new approaches with time-tested methods to give participants the skills required for future missions and new business, while allowing participants to meet their work commitments at the same time as they study for their master's degree. The SpaceTech program is conducted in separate sessions, generally each of 2-week duration, separated by periods of some 6-8 weeks, during which time participants may return to their normal jobs. It also includes introductory online course material that the participants can study at their leisure. The first session is held at the TUD, with subsequent sessions held at strategic space agency locations. By participating at two or more of these sessions, attendees can earn certificates of satisfactory completion from TU Delft. By participating in all of the sessions, as well as taking part in the companion Central Case Project (CCP), participants earn an accredited and highly respected master's degree in Space Systems Engineering from the TUD. Seven distinct SpaceTech modules are provided during these sessions: Space Mission Analysis and Design, Systems Engineering, Business Engineering

  7. Quality Assurance in Postgraduate Education. ENQA Workshop Report 12

    ERIC Educational Resources Information Center

    Bitusikova, Alexandra; Bohrer, Janet; Borosic, Ivana; Costes, Nathalie; Edinsel, Kerim; Hollander, Karoline; Jacobsson, Gunilla; Jakopovic, Ivan Filip; Kearney, Mary-Louise; Mulder, Fred; Negyesi, Judith; Pietzonka, Manuel

    2010-01-01

    The present report follows an ENQA (European Association for Quality Assurance in Higher Education) Workshop on Quality Assurance and Postgraduate Education, hosted by the Romanian Agency for Quality Assurance in Higher Education (ARACIS) in Brasov, Romania on 12-13 March 2009. The workshop was an excellent opportunity for ENQA members to exchange…

  8. Existing and Future Educational Needs in Graduate and Postgraduate Education.

    PubMed

    Eardley, Ian; Reisman, Yacov; Goldstein, Sue; Kramer, Andrew; Dean, John; Coleman, Eli

    2017-04-01

    This review was designed to make recommendations on future educational needs, principles of curricular development, and how the International Society for Sexual Medicine (ISSM) should address the need to enhance and promote human sexuality education around the world. To explore the ways in which graduate and postgraduate medical education in human sexuality has evolved and is currently delivered. We reviewed existing literature concerning sexuality education, curriculum development, learning strategies, educational formats, evaluation of programs, evaluation of students, and faculty development. We reviewed literature relating to four main areas: (i) the current status of the international regulation of training in sexual medicine; (ii) the current delivery of education and training in sexual medicine; (iii) resident and postgraduate education in sexual medicine surgery; and (iv) education and training for allied health professionals. The main findings in these four areas are as follows. Sexual medicine has grown considerably as a specialty during the past 20 years, with many drivers being identified. However, the regulatory aspects of training, assessment, and certification are currently in the early stages of development and are in many ways lagging behind the scientific and clinical knowledge in the field. However, there are examples of the development of curricula with accompanying assessments that have attempted to set standards of education and training that might underlie the delivery of high-quality care to patients in sexual medicine. The development of competence assessment has been applied to surgical training in sexual medicine, and there is increasing interest in simulation as a means of enhancing technical skills training. Although the focus of curriculum development has largely been the medical profession, there is early interest in the development of standards for training and education of allied health professionals. Organizations of professionals

  9. Rethinking Postgraduate Education in Geography: International Perspectives on Improving Practice

    ERIC Educational Resources Information Center

    Monk, Janice; Foote, Kenneth; Solem, Michael

    2012-01-01

    This symposium brings together multi-national assessments of the current state of and challenges facing postgraduate education in geography. Contributors from Europe, Australia, South Africa and the USA identify ways in which restructuring of educational systems and wider political contexts affect programmes within the field. While highlighting…

  10. Rethinking Postgraduate Education in Geography: International Perspectives on Improving Practice

    ERIC Educational Resources Information Center

    Monk, Janice; Foote, Kenneth; Solem, Michael

    2012-01-01

    This symposium brings together multi-national assessments of the current state of and challenges facing postgraduate education in geography. Contributors from Europe, Australia, South Africa and the USA identify ways in which restructuring of educational systems and wider political contexts affect programmes within the field. While highlighting…

  11. Online Education Interim Report

    ERIC Educational Resources Information Center

    Protopsaltis, Spiros, Ed.

    2007-01-01

    This interim report produced by the Colorado State Board of Education Online Education Task Force examines key issues related to online education. Task force members agree that: (1) online education has become a viable element of Colorado's public education system; (2) the role of technology in educating our children will continue to grow; and (3)…

  12. Postgraduate education in nursing: a case study.

    PubMed

    Boore, J R

    1996-03-01

    This paper describes the integrated postgraduate programmed recently introduced by the University of Ulster which includes the first Doctor of Nursing Science (DNSc) programme in Europe. It has three exist points: with a Postgraduate Diploma in Advanced Nursing or Midwifery, a Master of Science in Advanced Nursing or Midwifery or the DNSc. It aims to develop nurses who have the necessary knowledge and skills to function as advanced practitioners and, concurrently, to prepare nurses able to undertake high quality research which will contribute to the knowledge and theoretical base of nursing. Some of the issues which influenced the planning are discussed and demographic characteristics, expectations of the course, and comments of the first two cohorts of students are presented. Anticipated benefits for nursing knowledge and practice as well as potential difficulties with such a programmed are identified.

  13. [Undergraduate and postgraduate education in international health].

    PubMed

    Christensen, Vibeke Brix; Nørredam, Marie Louise; Karle, Hans; Hemmingsen, Ralf P

    2006-09-04

    The aim of this article is to provide information about possibilities for medical students and doctors to obtain knowledge about international health. Increasing globalisation requires knowledge about international health in such way that Danish doctors are able to diagnose and treat patients, regardless of the patient's nationality and ethnic background. Denmark has a global responsibility towards low and middle income countries to increase the standard of health. Increased knowledge and research in these countries is important both at an undergraduate and postgraduate level.

  14. Distance-learning postgraduate education in optics and optical design

    NASA Astrophysics Data System (ADS)

    Macdonald, John

    2005-02-01

    Although optics is a common area of activity among professional physicists and engineers, the subject itself is typically not a significant component of Bachelor degrees in physics or engineering. Consequently, large numbers of scientists and engineers find themselves working in the field of optics without formal education in the subject. Although such education would often prove valuable to them, it is not conveniently available via conventional full-time courses. Another group of persons includes those who are not working in an optics-related field, but would like to be, and yet cannot contemplate the cost and dislocation associated with a conventional full-time Masters course. For both these groups, a flexible Masters course in optics by distance-learning could be appropriate. It is for these reasons that interest has arisen recently in such forms of optics education. This paper describes a flexible distance-learning model for postgraduate education in optics that has been implemented at the University of Reading, England, where there has been a full-time optics Masters course in Applied and Modern Optics for almost 40 years. The model is modular and credit-based, and includes various levels of qualification from CPD to Masters. A distance-learning module on optical design is discussed as an example, and it is hoped to make this module freely available on-line via the internet to delegates at this conference for them to explore in their own time. The importance of choosing optical-design case studies appropriate to this learning style is discussed. The problem of lab work within a distance-learning optics course is described, and current and possible future solutions are discussed.

  15. Analysis of University Postgraduate Nursing Education in Spain.

    PubMed

    Estrada-Masllorens, Joan Maria; Guix-Comellas, Eva Maria; Cabrera-Jaime, Sandra; Galimany-Masclans, Jordi; Roldán-Merino, Juan; Lluch-Canut, Teresa

    2016-11-01

    The nursing education program framework in Spain has recently been adapted and modified. This study aimed to analyze university postgraduate master'slevel nursing education during the past 21 years in Spain in terms of educational supply and demand. A retrospective, longitudinal, descriptive, and observational design was used. The educational offerings at 15 university nursing schools in Spain were examined. The target population was 7,871 registered and licensed nurses who had completed postgraduate education. Among the 211 programs offered, public universities' educational offerings focused on two areas-public health and emergency care-whereas most courses in private universities were in surgery. Regarding demand, 1,235 nurses were enrolled. The most frequently requested educational areas were surgery, emergency and urgent care, and public health. Although the postgraduate nursing education situation has changed, supply and demand for this type of education in Spain are well balanced at both public and private universities. [J Nurs Educ. 2016;55(11):615-622.]. Copyright 2016, SLACK Incorporated.

  16. Evaluation of the educational environment of postgraduate surgical teaching.

    PubMed

    Khan, Junaid Sarfraz

    2008-01-01

    Medical Education is becoming increasingly community-oriented, student-centred, self-learning and self & peer-assessing process especially in the undergraduate years. This is happening because of increasing patient awareness of their rights in our new healthcare world of increased consultant responsibility; and implementation in the U.K. health institutions of the 'European Working Time Directive' and 'Modernization of Medical Careers'. The study was conducted to determine the change if any in the education environment of postgraduate surgical teaching in a leading teaching hospital in London when a teacher-centred, old-fashioned postgraduate teaching approach was replaced with a student-centred, self-assessment, portfolio-based approach. Postgraduate Hospital Educational Environment Measure (PHEEM). Twenty postgraduate trainees filled in the questionnaire before and after the change in their learning/teaching pattern. The response rate was 100%. No statistically significant difference in the overall score for the two teaching environments (p = 0.8024, 95% CI = -5.549273 to 4.349273) was found, because the loss of on-call rooms, trainee's mess and catering services statistically significantly deteriorated the social support subscale of the PHEEM scale (p < 0.0001, 95% CI = 6.66752 to 13.03248) to counteract any statistically significant improvement in the teaching role perception subscale of the instrument (p = 0.001, 95% CI= -12.443896 to -4.856104). There was no statistically significant difference in the role autonomy perception subscale in the two methods (p = 0.3663, 95% CI = -5.870437 to 2.270437). A student-centred approach to postgraduate teaching is better than a teacher-centred approach. However, further studies will be needed to evaluate both postgraduate teaching and training environment.

  17. Lecturers' Experience of Postgraduate Supervision in a Distance Education Context

    ERIC Educational Resources Information Center

    Lessing, A. C.; Schulze, S.

    2003-01-01

    After determining the perceptions of postgraduate students at a distance education institution of the guidance they had experienced, a research project was launched to determine "lecturers'" views on supervision at the same institution. Data collection methods included focus groups, individual interviews and document analysis. Findings…

  18. Lecturers' Experience of Postgraduate Supervision in a Distance Education Context

    ERIC Educational Resources Information Center

    Lessing, A. C.; Schulze, S.

    2003-01-01

    After determining the perceptions of postgraduate students at a distance education institution of the guidance they had experienced, a research project was launched to determine "lecturers'" views on supervision at the same institution. Data collection methods included focus groups, individual interviews and document analysis. Findings…

  19. Postgraduate Certificate in Education (PGCE) and Student Motivation

    ERIC Educational Resources Information Center

    Roness, Dag; Smith, Kari

    2009-01-01

    This article analyses the results from a study conducted among the total population of full-time Postgraduate Certificate in Education course (PGCE) students in Norwegian universities (N = 283) in the autumn of 2006. The students responded to a questionnaire examining their motivation to take the PGCE course and their motivation to become…

  20. Rethinking Postgraduate Education in Geography: The Case of the Netherlands

    ERIC Educational Resources Information Center

    Fortuijn, Joos Droogleever

    2012-01-01

    This paper discusses reforms in postgraduate education in geography in the Netherlands in the context of Europeanization and globalization. Europeanization and globalization have resulted in challenges as well as opportunities for students and universities. In terms of internationalization, Europeanization and the global economic crisis have…

  1. Rethinking Postgraduate Education in Geography: The Case of the Netherlands

    ERIC Educational Resources Information Center

    Fortuijn, Joos Droogleever

    2012-01-01

    This paper discusses reforms in postgraduate education in geography in the Netherlands in the context of Europeanization and globalization. Europeanization and globalization have resulted in challenges as well as opportunities for students and universities. In terms of internationalization, Europeanization and the global economic crisis have…

  2. Online Students' Perceptions of Interactive Tools to Support Postgraduate Learning of Mathematics

    ERIC Educational Resources Information Center

    Prieto, Elena; Holmes, Kathryn

    2014-01-01

    With the advent of new technologies, methods of blended learning are used in online mathematics classrooms to facilitate interactions and provide a richer experience for students. This paper analyses data obtained from practising teachers during their participation in two postgraduate mathematics courses. We conclude that discussion forum…

  3. Fostering Postgraduate Student Engagement: Online Resources Supporting Self-Directed Learning in a Diverse Cohort

    ERIC Educational Resources Information Center

    Mello, Luciane V.

    2016-01-01

    The research question for this study was: "Can the provision of online resources help to engage and motivate students to become self-directed learners?" This study presents the results of an action research project to answer this question for a postgraduate module at a research-intensive university in the United Kingdom. The analysis of…

  4. When Compelled to FB around Academic Texts: Postgraduate Students Reflected on Their Online Experience

    ERIC Educational Resources Information Center

    Abdullah, Sarimah Shaik; Yaacob, Aizan; Rahim, Fauziah Abdul

    2013-01-01

    Purpose: This paper is part of a larger study which explored postgraduate students talk around academic texts via Facebook (FB). Our exploration is largely guided by the idea of reading as a social practice. In this paper, we specifically focus on the students' reflections of their online experience of talking around academic texts. Method: The…

  5. Fostering Postgraduate Student Engagement: Online Resources Supporting Self-Directed Learning in a Diverse Cohort

    ERIC Educational Resources Information Center

    Mello, Luciane V.

    2016-01-01

    The research question for this study was: "Can the provision of online resources help to engage and motivate students to become self-directed learners?" This study presents the results of an action research project to answer this question for a postgraduate module at a research-intensive university in the United Kingdom. The analysis of…

  6. Changes to postgraduate medical education in the 21st century.

    PubMed

    Patel, Mehool

    2016-08-01

    Medicine is a constantly evolving profession, especially with the advent of rapid advances in the scientific base that underpins this vocation. In order to ensure that training in medicine is contemporary with the continuous evolution of the profession, there has been a multitude of changes to postgraduate medical education, particularly in the UK. This article aims to provide an overview of relevant key changes to postgraduate medical education in the UK during the 21st century, including changes to the structure, governance and commissioning of medical education, effects of European Working Time Directive on training, recent recommendations in the Future Hospital Commission report and Shape of training report, and recent requirements for accreditation of medical education trainers. Many of these recommendations will require complex discussions often at organisational levels, hopefully with some realistic and pragmatic solutions for implementation. © 2016 Royal College of Physicians.

  7. Dynamics of Rate of Returns for Postgraduate Education in Taiwan: The Impact of Higher Education Expansion

    ERIC Educational Resources Information Center

    Yang, Chih-Hai; Lin, Chun-Hung A.; Lin, Chien-Ru

    2011-01-01

    This paper analyzes the dynamics of rate of returns for postgraduate education and the determinants of wage premiums for postgraduate labor, especially for the impact of higher education expansions, in terms of quantity and quality, since the late 1990s in Taiwan. Utilizing quasi-panel data over the 1990-2004 period and employing the double fixed…

  8. Dynamics of Rate of Returns for Postgraduate Education in Taiwan: The Impact of Higher Education Expansion

    ERIC Educational Resources Information Center

    Yang, Chih-Hai; Lin, Chun-Hung A.; Lin, Chien-Ru

    2011-01-01

    This paper analyzes the dynamics of rate of returns for postgraduate education and the determinants of wage premiums for postgraduate labor, especially for the impact of higher education expansions, in terms of quantity and quality, since the late 1990s in Taiwan. Utilizing quasi-panel data over the 1990-2004 period and employing the double fixed…

  9. Implementing Online Physical Education

    ERIC Educational Resources Information Center

    Mohnsen, Bonnie

    2012-01-01

    Online physical education, although seemingly an oxymoron, appears to be the wave of the future at least for some students. The purpose of this article is to explore research and options for online learning in physical education and to examine a curriculum, assessment, and instructional model for online learning. The article examines how physical…

  10. Implementing Online Physical Education

    ERIC Educational Resources Information Center

    Mohnsen, Bonnie

    2012-01-01

    Online physical education, although seemingly an oxymoron, appears to be the wave of the future at least for some students. The purpose of this article is to explore research and options for online learning in physical education and to examine a curriculum, assessment, and instructional model for online learning. The article examines how physical…

  11. Study skills course in medical education for postgraduate residents.

    PubMed

    Bhattarai, M D

    2007-01-01

    The learners have to take active parts in the teaching learning activities. To make them aware and to help them develop the skills required, the need of the study skills course in medical education early in the part of their training has been realized for the postgraduate residents. The important areas of the study skills course focusing in the requirement of clinical components of the postgraduate residents are 1) Interpersonal and communications skills, 2) Teaching, learning and presentation skills, 3) Language, reading and computer use, 4) Evidence based medicine and diagnosis and management, 5) Assessment principles and strategies, 6) Time management strategies to get the best out of the training, 7) Reflection, portfolio and self-directed lifelong learning, and 8) Follow-up presentation. The methodologies that could be used in such study skills course are interactive lectures, brainstorming, presentations by the trainees, demonstration to and by the trainees, small group discussion, group work and presentation, group and individual feedback, practice sessions, role play, short relevant video movies, video recording of the trainees and viewing with feedback. With their already tight training schedule and posting and other similar other mandatory courses required for the postgraduate residents, much time cannot be allocated for the study skills course in medical education alone. Similar study skills course in medical education may need to be arranged for the undergraduate medical students as well.

  12. How lead consultants approach educational change in postgraduate medical education.

    PubMed

    Fokkema, Joanne P I; Westerman, Michiel; Teunissen, Pim W; van der Lee, Nadine; Scherpbier, Albert J J A; van der Vleuten, Cees P M; Dörr, P Joep; Scheele, Fedde

    2012-04-01

      Consultants in charge of postgraduate medical education (PGME) in hospital departments ('lead consultants') are responsible for the implementation of educational change. Although difficulties in innovating in medical education are described in the literature, little is known about how lead consultants approach educational change.   This study was conducted to explore lead consultants' approaches to educational change in specialty training and factors influencing these approaches.   From an interpretative constructivist perspective, we conducted a qualitative exploratory study using semi-structured interviews with a purposive sample of 16 lead consultants in the Netherlands between August 2010 and February 2011. The study design was based on the research questions and notions from corporate business and social psychology about the roles of change managers. Interview transcripts were analysed thematically using template analysis.   The lead consultants described change processes with different stages, including cause, development of content, and the execution and evaluation of change, and used individual change strategies consisting of elements such as ideas, intentions and behaviour. Communication is necessary to the forming of a strategy and the implementation of change, but the nature of communication is influenced by the strategy in use. Lead consultants differed in their degree of awareness of the strategies they used. Factors influencing approaches to change were: knowledge, ideas and beliefs about change; level of reflection; task interpretation; personal style, and department culture.   Most lead consultants showed limited awareness of their own approaches to change. This can lead them to adopt a rigid approach, whereas the ability to adapt strategies to circumstances is considered important to effective change management. Interventions and research should be aimed at enhancing the awareness of lead consultants of approaches to change in PGME.

  13. Postgraduate anaesthesiology education: protocol for a scoping review.

    PubMed

    Ringsted, Charlotte; Bance, Sheena; Murgaski, Laura Leigh; Herold, Jodi; Glover Takahashi, Susan

    2014-05-19

    The link between education and clinical practice is vital, yet the current state of research suggests there is a substantial gap between medical education research and practice. This too is the case in the domain of anaesthesiology education research, as much of the research focuses on simulation studies, and a narrow range of research methods. The aim of this study is to comprehensively review the existing literature in postgraduate anaesthesiology education research in order to identify key research priorities. The findings from this review will be used to establish a base for developing a strategic research programme in anaesthesia education and practice. We will employ the scoping review methodology outlined by Arksey and O'Malley (2005) to comprehensively search the literature pertaining to postgraduate anaesthesiology education. We will search relevant electronic databases (eg, MEDLINE, EMBASE) and grey literature. After conducting calibration exercises, two authors will independently apply inclusion criteria to all titles and abstracts and perform full-text review of all eligible articles. Data to be extracted will include basic information about the study (eg, location, design) as well as detailed information regarding the context of the research and type of education examined. Our results will be used to develop a framework of themes that outline the research currently being conducted and identify gaps in research. This review is the first step in a strategic research plan in postgraduate anaesthesiology education. We plan to disseminate this research through publications, presentations and meetings with relevant stakeholders. Ethical approval was not sought for this scoping review. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  14. Geoinformation postgraduate education at Universiti Teknologi Malaysia - towards a centre of high quality postgraduate education and research

    NASA Astrophysics Data System (ADS)

    Peters, S.; Kanniah, K. D.; Rahman, A. A.

    2015-10-01

    Studying at Universiti Teknologi Malaysia (UTM) will ensure academic and technological excellence. The Faculty of Geoinformation and Real Estate (FGHT), established in 1972, focus on education and research for undergraduate as well as postgraduate programs in the related disciplines such as geomatic engineering, geoinformatics, remote sensing, property management and land administration & development. FGHT strives to be a leading academic center in geoinformation and real estate in Southeast Asia. Graduates and alumni form major strong professional societies and work force in the related industries. Many of our graduates end up with good jobs not just in Malaysia but also in other countries (Asian, Middle East, Africa and Europe). The strong team and knowledgeable academic members in this faculty provide excellent ingredients for the success of the programs (i.e. with the relevant and up-to-date curriculum and syllabus). FGHT is continuously working to provide and offer first-class geoinformation and real estate education and research in the country and be at a par with other leading institutions in other parts of the globe. The Department of Geoinformation at FGHT runs a Bachelor of Engineering in Geomatic and a Bachelor of Science in Geoinformatics. At the postgraduate levels, namely M.Sc. and PhD programs, the offered disciplines are Geomatic Engineering, Geoinformatics and Remote Sensing. In the following, the state of the art of FGHT's postgraduate education in Geoinformation is presented, including a comparison with other universities in Malaysia, program content and curriculum information, alumni statistics as well as future strategies.

  15. Community Hospital Model for Postgraduate Clinical Education.

    ERIC Educational Resources Information Center

    Scalley, Robert D.

    1982-01-01

    A clinical clerkship for graduate pharmacists was developed in a 200-bed community hospital at the request of community practitioners, and offered through the University of Wyoming adult education and community service division. Basic competency is gained in history-taking and interviewing skills, and evaluation of drug therapy. (MSE)

  16. Adopting Online Taster Courses in Postgraduate Recruitment: The Case of a British Business School

    ERIC Educational Resources Information Center

    Papagiannidis, Savvas

    2013-01-01

    Given the increasing competition faced by higher education institutions when it comes to attracting postgraduate students, and the implications of the global financial crisis, technology can play a critical role in not only promoting courses, but also enhancing the student recruitment experience, especially for international students. This article…

  17. Adopting Online Taster Courses in Postgraduate Recruitment: The Case of a British Business School

    ERIC Educational Resources Information Center

    Papagiannidis, Savvas

    2013-01-01

    Given the increasing competition faced by higher education institutions when it comes to attracting postgraduate students, and the implications of the global financial crisis, technology can play a critical role in not only promoting courses, but also enhancing the student recruitment experience, especially for international students. This article…

  18. An Evaluation of an Online Postgraduate Dementia Studies Program

    ERIC Educational Resources Information Center

    Innes, Anthea; Kelly, Fiona; McCabe, Louise

    2012-01-01

    Education is key to addressing the challenges of providing high-quality care to the ever growing number of people with dementia. Although dementia education is required for multiple professions and disciplines working with people with dementia and their families and friends, there is a gap in knowledge of students' views about university-level…

  19. An Evaluation of an Online Postgraduate Dementia Studies Program

    ERIC Educational Resources Information Center

    Innes, Anthea; Kelly, Fiona; McCabe, Louise

    2012-01-01

    Education is key to addressing the challenges of providing high-quality care to the ever growing number of people with dementia. Although dementia education is required for multiple professions and disciplines working with people with dementia and their families and friends, there is a gap in knowledge of students' views about university-level…

  20. Systematic Review of Postgraduate Surgical Education in Low- and Middle-Income Countries.

    PubMed

    Rickard, Jennifer

    2016-06-01

    Surgical care is recognized as an important component of public health, however, many low- and middle- income countries (LMICs) are faced with a shortage of trained personnel. In response to this unmet need, many countries have developed local postgraduate training programs in surgery. This study aims to characterize general surgery postgraduate education in LMICs. PubMed, EMBASE, and Global Index Medicus databases were searched for articles related to postgraduate general surgery education in LMICs. Studies in other surgical specialties and those published prior to 1990 were excluded. Data were collected on the characteristics of postgraduate training programs. Sixty-four articles discussed postgraduate surgical education in LMICs. Programs in 34 different countries and 6 different regions were represented. Nine countries were low-income, 12 were low-middle-income, and 13 were upper-middle-income countries. Sixty-four articles described aspects of the local postgraduate training program. Prior to postgraduate training, residents complete an undergraduate medical degree with 19 programs describing a pre-training experience such as internship. Surgical curricula were broad-based to prepare trainees to work in low-resource settings. At the completion of postgraduate training, examination formats varied including oral, written, and clinical exams. Postgraduate general surgery programs ranged from 2.5 to 7 years. Postgraduate surgical education is one mechanism to increase surgical capacity in LMICs. Different strategies have been employed to improve surgical education in LMICs and learning from these programs can optimize surgical education across teaching sites.

  1. Postgraduate education expectations: a survey of Hong Kong graduate nurses.

    PubMed

    Simsen, B J; Holroyd, E; Sellick, K

    1996-10-01

    Tertiary education for nurses in Hong Kong is in its early development. With many overseas universities competing to secure Asian students, the need for locally developed programmes to meet Hong Kong's needs can be overlooked. In this survey 705 nurses with degree level qualifications working for the major public and private employing agencies completed a questionnaire designed to obtain details of postgraduate study plans and preferences for the type, focus and mode of postgraduate programmes. Analysis of responses showed 50% of the graduates surveyed intended to pursue further study in the next two years with a clear preference for course work masters, degree programmes (55%), studies with a specialist (71%) rather than a generalist focus, and programmes offered locally (85%) on a part-time basis (86%). Future educational needs were also found to vary according to gender, marital status, place of employment and nursing post. The findings from this survey have considerable implications for educational and professional nursing developments and planning to meet the future health care needs of Hong Kong. In addition, the information may inform the planning of other countries newly embarked on tertiary education for nurses.

  2. Postgraduate forensic science education in Turkey.

    PubMed

    Atasoy, S; Cologlu, A S; Abaci-Kalfoglu, E; Polat, O

    1996-03-01

    Legal medicine in Turkey, has an educational background that goes back to 1839 and the first autopsy in modern terms was performed in 1841. In the early days, it was common practice for those involved in this work to extend their investigative knowledge into areas not directly concerned with medical matters. However forensic medical investigations cannot be entrusted in the hands of single investigators, but should rather be dealt with by cooperative groups of experts nowadays. This need was the major force for the establishment of the Institute of Legal Medicine and Forensic Sciences by a special article of the law (section 2547) as a training and research center in 1982. The Institute being the first and only institution giving master's and doctorate degrees in Forensic Sciences, has 3 major departments: 1) Medical Sciences Department, 2) Basic Sciences Department and 3) Social Sciences Department. Graduates of various fields ranging from medical doctors specialized in any field, biologists, chemists to lawyers, district attorneys, psychologists and other related fields are composing the multidisciplinary structure of the institute. The main research fields of the Institute are: population genetics, paternity investigation, child abuse, and identification of human remains.

  3. Defense Travel System (DTS) Airline Ticket Price Analysis: Do DTS Ticket Prices Differ From Other Online Tickets Available for Naval Postgraduate School Travelers

    DTIC Science & Technology

    2007-12-01

    Do DTS Ticket Prices Differ From Other Online Tickets Available for Naval Postgraduate School Travelers? By: Alan F. Copeland, and...Differ From Other Online Tickets Available for Naval Postgraduate School Travelers? 6. AUTHOR(S) Alan F. Copeland and Dorinda L. Mazza 5. FUNDING...Naval Postgraduate School (NPS) travelers to prices for similar tickets available at online travel agent (OTA) and carrier websites. The study’s

  4. The Future of Postgraduate Medical Education in Canada.

    PubMed

    Busing, Nick; Harris, Ken; MacLellan, Anne-Marie; Moineau, Geneviève; Oandasan, Ivy; Rourke, James; Saxena, Anurag

    2015-09-01

    The Future of Medical Education in Canada Postgraduate (FMEC PG) Project was launched in 2010 by a consortium of four organizations: the Association of Faculties of Medicine of Canada, the Collège des Médecins du Québec, the College of Family Physicians of Canada, and the Royal College of Physicians and Surgeons of Canada. The FMEC PG study set out to review the state of the Canadian postgraduate medical education (PGME) system and make recommendations for improvements and changes. The extensive process included literature reviews, commissioned papers, stakeholder interviews, international consultations, and dialogue with the public and learners. The resulting key findings and 10 recommendations, published in a report in 2012, represent the collective vision of the consortium partner organizations for PGME in Canada. Implementation of the recommendations began in 2013 and will continue beyond 2016.In this article, the authors describe the complex process of developing the recommendations, highlight several recommendations, consider implementation processes and issues, and share lessons learned to date. They reflect on the ways in which the transformation of a very complex and complicated PGME system has required many stakeholders to work together on multiple interventions simultaneously. Notwithstanding the challenges for the participating organizations, changes have been introduced and sustainability is being forged. Throughout this process, the consortium partners and other stakeholders have continued to address the social accountability role of all physicians with respect to the public they serve.

  5. Students' Development in Self-Regulated Learning in Postgraduate Professional Education: A Longitudinal Study

    ERIC Educational Resources Information Center

    Endedijk, Maaike D.; Vermunt, Jan D.; Meijer, Paulien C.; Brekelmans, Mieke

    2014-01-01

    One of the tasks of postgraduate education is to develop students' conceptions and skills necessary for lifelong learning in their profession. Therefore, this study aimed at identifying students' development in self-regulated learning throughout a postgraduate teacher education programme. A longitudinal design with three measurement occasions was…

  6. Principles-based learning design for an online postgraduate psychiatric pharmacy course.

    PubMed

    Zolezzi, Monica; Blake, Adam

    2008-10-15

    To implement an interactive, Web-based postgraduate course aimed at improving the knowledge, skills, and confidence of health care practitioners with interest in providing pharmaceutical care to people with mental disorders. The Web-based course was created in which authentic tasks and multiple modes of presentation and problem-solving were used to develop understanding of core concepts. Participants formulated pharmaceutical care plans for authentic case scenarios and cases selected from practice. Participants developed management plans using audiovisual lectures, videotaped demonstration patient interviews, and links to mental health practice tools and the literature. A combination of online discussion, collaborative and individual preparation of care plans, and peer and instructor feedback were used. Responses on postcourse surveys showed that participants' comfort levels with providing pharmaceutical care for common mental disorders increased moderately. Three-quarters of respondents indicated that the course had deepened their understanding and enhanced their mental health practice. A Web-based postgraduate course in pharmaceutical care for patients with mental disorders was successfully implemented and resulted in a template which can be used in the development of similar postgraduate courses.

  7. Online education today.

    PubMed

    Mayadas, A Frank; Bourne, John; Bacsich, Paul

    2009-01-02

    Online education is established, growing, and here to stay. It is creating new opportunities for students and also for faculty, regulators of education, and the educational institutions themselves. Much of what is being learned by the practitioners will flow into the large numbers of blended courses that will be developed and delivered on most campuses. Some of what is being learned will certainly improve pedagogical approaches and possibly affect other important problems, such as the lengthening time to completion of a degree. Online education is already providing better access to education for many, and many more will benefit from this increased access in the coming years.

  8. Online Higher Education Commodity

    ERIC Educational Resources Information Center

    Chau, Paule

    2010-01-01

    This article analyzes the current trend towards online education. It examines some of the reasons for the trend and the ramifications it may have on students, faculty and institutions of higher learning. The success and profitability of online programs and institutions such as the University of Phoenix has helped to make the move towards online…

  9. Syrian pharmacy students' intentions and attitudes toward postgraduate education.

    PubMed

    El-Hammadi, Mazen

    2012-10-12

    To investigate Syrian pharmacy students' intentions and attitudes toward postgraduate study, and to determine and evaluate the factors that influence their preferences. A questionnaire was developed and used to collect data from final-year bachelor of pharmacy (BPharm) students at Damascus University. Of the 265 students who responded to the survey, approximately 50% intended to work, 25% intended to pursue further study, and 25% were undecided. Personal fulfillment was the factor that most influenced students' intentions concerning future education. Men were more concerned over their financial future, while women's intentions were more influenced by scientific issues. The 3 most preferred pharmaceutical areas of further study were biochemistry and laboratory diagnosis, pharmaceutics and pharmaceutical industry, and clinical pharmacy. More students favored pursuing graduate school abroad rather than in Syria. The majority of those who intended to enroll in local graduate programs were interested in academic programs while less than a fifth favored residency programs. The graduate programs in Syria do not appear to satisfy pharmacy students' ambitions or have the capacity to accommodate the growing demand associated with the rapid increase in the number of pharmacy graduates in the country. Consequently, a majority of students prefer to pursue postgraduate study abroad.

  10. Syrian Pharmacy Students’ Intentions and Attitudes Toward Postgraduate Education

    PubMed Central

    2012-01-01

    Objective. To investigate Syrian pharmacy students’ intentions and attitudes toward postgraduate study, and to determine and evaluate the factors that influence their preferences. Methods. A questionnaire was developed and used to collect data from final-year bachelor of pharmacy (BPharm) students at Damascus University. Results. Of the 265 students who responded to the survey, approximately 50% intended to work, 25% intended to pursue further study, and 25% were undecided. Personal fulfillment was the factor that most influenced students’ intentions concerning future education. Men were more concerned over their financial future, while women’s intentions were more influenced by scientific issues. The 3 most preferred pharmaceutical areas of further study were biochemistry and laboratory diagnosis, pharmaceutics and pharmaceutical industry, and clinical pharmacy. More students favored pursuing graduate school abroad rather than in Syria. The majority of those who intended to enroll in local graduate programs were interested in academic programs while less than a fifth favored residency programs. Conclusions. The graduate programs in Syria do not appear to satisfy pharmacy students' ambitions or have the capacity to accommodate the growing demand associated with the rapid increase in the number of pharmacy graduates in the country. Consequently, a majority of students prefer to pursue postgraduate study abroad. PMID:23129846

  11. Online Education Today

    ERIC Educational Resources Information Center

    Mayadas, A. Frank; Bourne, John; Bacsich, Paul

    2009-01-01

    Online education is established, growing, and here to stay. It is creating new opportunities for students and also for faculty, regulators of education, and the educational institutions themselves. Much of what is being learned by the practitioners will flow into the large numbers of blended courses that will be developed and delivered on most…

  12. Educating vocationally trained family physicians: a survey of graduates from a postgraduate medical education programme.

    PubMed

    Cunningham, Wayne K; Dovey, Susan M

    2016-06-01

    INTRODUCTION Since 1991 the University of Otago, Dunedin, New Zealand has offered postgraduate qualifications specifically designed to educate general practitioners (GPs) about their unique work environment. AIM To determine motivations and impacts of postgraduate education for practising GPs. METHODS Survey of the 100 graduates of the University of Otago, Dunedin postgraduate general practice programme. Ninety five living graduates were approached and 70 (73.7%) responded. Quantitative data about disposition of respondents before enrolling and after completion of the programme were analysed using chi-square and paired t-tests. Free text responses about motivations, impacts and outcomes of the program were thematically analysed. RESULTS 64 GPs graduated with a postgraduate diploma and 36 with a masters degree in general practice. Although the mean number of graduates was 3.5 and 2.0 (respectively), annual enrolments averaged 25.1. Most graduates (60.9%) were aged in their 40s when they started studying and most (94.3%) had a spouse and/or children at home. DISCUSSION This voluntary postgraduate medical education complements traditional medical training but has low external value despite personal, practising and professional benefits. Graduates valued engagement above completion of a qualification. KEYWORDS Medical education; general practitioners; scholarship; professionalism.

  13. Radiation oncology: postgraduate medical education in the United States, 1988.

    PubMed

    Cox, J D; Flynn, D F; Pittman, D D; Brady, L W; del Regato, J A

    1989-06-01

    The fourteenth survey of postgraduate medical education in radiation oncology in the United States was conducted in the first three months of 1988. It revealed stability in the number of approved programs, positions offered, and physicians in training compared with 1986. The proportion of trainees who were U.S. citizens by birth rose to an all-time high of 88%, and the proportion of foreign medical graduates decreased to 9%. The proportion of women in residency has remained unchanged (24%) over the past 6 years. At present, approximately 150 physicians complete residency and enter practice each year, one-third of whom commence in an academic setting. A high proportion of recent graduates of approved programs successfully completes the examinations and becomes certified by the American Board of Radiology.

  14. Ophthalmology simulation for undergraduate and postgraduate clinical education

    PubMed Central

    Ting, Daniel Shu Wei; Sim, Shaun Sebastian Khung Peng; Yau, Christine Wen Leng; Rosman, Mohamad; Aw, Ai Tee; Yeo, Ian Yew San

    2016-01-01

    This is a review education paper on the current ophthalmology simulators utilized worldwide for undergraduate and postgraduate training. At present, various simulators such as the EYE Exam Simulator (Kyoto Kagaku Co. Ltd., Kyoto, Japan), Eyesi direct ophthalmoscope simulator (VRmagic, GmbH, Mannheim, Germany), Eyesi indirect ophthalmoscope simulator (VRmagic, GmbH, Mannheim, Germany) and Eyesi cataract simulators (VRmagic, GmbH, Mannheim, Germany). These simulators are thought to be able to reduce the initial learning curve for the ophthalmology training but further research will need to be conducted to assess the effectiveness of the simulation-assisted Ophthalmology training. Future research will be of great value to assess the medical students and residents' responses and performance regarding the usefulness of the individual eye simulator. PMID:27366698

  15. In-training assessment developments in postgraduate education in Europe.

    PubMed

    van der Vleuten, Cees; Verhoeven, Bas

    2013-06-01

    This paper reviews changes that are underway in postgraduate medical education in various European countries. Training in the workplace is a very effective way of learning, but it has many imperfections. Changes in in-training assessment are proposed to remedy some of these. The focus is on a set of assessment tools for performance in authentic work-based contexts. These tools include direct performance measures of single clinical events (mini-Clinical Evaluation Exercise, Direct Observation of Practical Skills, Objective Structured Assessment of Technical Skills, Case-based Discussion, Mini-Peer Assessment Tool) and performance measures over a period of time (Multi-Source Feedback), based on judgement by one or more knowledgeable assessors (supervisor, other healthcare professional, patient, trainee himself/herself). Quantitative and qualitative information from single assessments is first and foremost used to promote learning, but also aggregated across a large sample of contexts and assessors in order to obtain an overall picture of a trainee's progress. Aggregating instruments, such as the portfolio, can be used to collect, support and assess outcomes in terms of competencies achieved. We will describe this set of instruments and provide theoretical background as well as our own practical experiences. A central message is that the utility of assessment methods lies very much in the (understanding of) the users. Therefore, our concern is more with the actual implementation of change than with the assessment technology per se. If we fail in our efforts to implement real change, postgraduate education may be at risk for bureaucratization and trivialization. We nevertheless are excited to see change happening in the right direction, but remain patient, not expecting very quick wins. © 2013 The Authors. ANZ Journal of Surgery © 2013 Royal Australasian College of Surgeons.

  16. An Exploration into the Impact of Blogs on Students' Learning: Case Studies in Postgraduate Business Education

    ERIC Educational Resources Information Center

    Mansouri, S. Afshin; Piki, Andriani

    2016-01-01

    The research draws from four case studies to investigate the impact of using blogs within postgraduate education. The study explores how postgraduate business students engage with blogs, whether students' learning preferences correlate with their degree of contribution and how student participation relates with overall achievement. A mixed…

  17. An Exploration into the Impact of Blogs on Students' Learning: Case Studies in Postgraduate Business Education

    ERIC Educational Resources Information Center

    Mansouri, S. Afshin; Piki, Andriani

    2016-01-01

    The research draws from four case studies to investigate the impact of using blogs within postgraduate education. The study explores how postgraduate business students engage with blogs, whether students' learning preferences correlate with their degree of contribution and how student participation relates with overall achievement. A mixed…

  18. Cooperative Education and Employment Outcomes for Post-Graduation Business Students

    ERIC Educational Resources Information Center

    Sprandel, Heather

    2009-01-01

    This research study examined the post-graduation employment outcomes of business undergraduate college students who have participated in a cooperative education (co-op) program. The co-op students' post-graduate employment outcomes were compared to those of non-program (co-op) participants. This data was gathered from the Sam M. Walton College of…

  19. Learning about Environmental Issues: Postgraduate and Undergraduate Students' Interpretations of Environmental Contents in Education

    ERIC Educational Resources Information Center

    Lundholm, Cecilia

    2005-01-01

    Purpose: To present results from a research project on postgraduate and undergraduate students' learning about environmental issues in education. Design/methodology/approach: Three cases were carried out with civil engineering students, biology students and postgraduate students. Discussions in classroom were tape-recorded, as well as discussions…

  20. Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM).

    PubMed

    Rohwer, Anke; Young, Taryn; van Schalkwyk, Susan

    2013-05-27

    Teaching the steps of evidence-based medicine (EBM) to undergraduate as well as postgraduate health care professionals is crucial for implementation of effective, beneficial health care practices and abandonment of ineffective, harmful ones. Stellenbosch University in Cape Town, South Africa, offers a 12-week, completely online module on EBM within the Family Medicine division, to medical specialists in their first year of training. The aim of this study was to formatively evaluate this module; assessing both the mode of delivery; as well as the perceived effectiveness and usefulness thereof. We used mixed methods to evaluate this module: A document review to assess whether the content of the module reflects important EBM competencies; a survey of the students to determine their experiences of the module; and semi-structured interviews with the tutors to explore their perspectives of the module. Ethics approval was obtained. The document review indicated that EBM competencies were covered adequately, although critical appraisal only focused on randomised controlled trials and guidelines. Students had a positive attitude towards the module, but felt that they needed more support from the tutors. Tutors felt that students engaged actively in discussions, but experienced difficulties with understanding certain concepts of EBM. Furthermore, they felt that it was challenging explaining these via the online learning platform and saw the need to incorporate more advanced technology to better connect with the students. In their view the key to successful learning of EBM was to keep it relevant and applicable to everyday practice. Tutors also felt that an online module on EBM was advantageous, since doctors from all over the world were able to participate. Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors. Students and tutors experienced generic

  1. Effective or just practical? An evaluation of an online postgraduate module on evidence-based medicine (EBM)

    PubMed Central

    2013-01-01

    Background Teaching the steps of evidence-based medicine (EBM) to undergraduate as well as postgraduate health care professionals is crucial for implementation of effective, beneficial health care practices and abandonment of ineffective, harmful ones. Stellenbosch University in Cape Town, South Africa, offers a 12-week, completely online module on EBM within the Family Medicine division, to medical specialists in their first year of training. The aim of this study was to formatively evaluate this module; assessing both the mode of delivery; as well as the perceived effectiveness and usefulness thereof. Methods We used mixed methods to evaluate this module: A document review to assess whether the content of the module reflects important EBM competencies; a survey of the students to determine their experiences of the module; and semi-structured interviews with the tutors to explore their perspectives of the module. Ethics approval was obtained. Results The document review indicated that EBM competencies were covered adequately, although critical appraisal only focused on randomised controlled trials and guidelines. Students had a positive attitude towards the module, but felt that they needed more support from the tutors. Tutors felt that students engaged actively in discussions, but experienced difficulties with understanding certain concepts of EBM. Furthermore, they felt that it was challenging explaining these via the online learning platform and saw the need to incorporate more advanced technology to better connect with the students. In their view the key to successful learning of EBM was to keep it relevant and applicable to everyday practice. Tutors also felt that an online module on EBM was advantageous, since doctors from all over the world were able to participate. Conclusion Our study has shown that the online module on EBM was effective in increasing EBM knowledge and skills of postgraduate students and was well received by both students and tutors

  2. [German dental and postgraduate education in the European context].

    PubMed

    Heidemann, D; Harzer, W

    2011-09-01

    The dental curriculum in Germany is still based on a concept from 1955 with some revisions in certain aspects. All groups involved are interested in a new and more current version. In doing this, the compatibility with European concepts should be a main goal. The Association for Dental Education in Europe (ADEE), to which about 160 of the 200 European dental education associations are members, is in charge of coordinating projects to create a network of European universities, which intends to harmonize higher education in Europe and to create a core curriculum for the dentistry program. Based on a visitation and evaluation program at more than 50 oral and maxillofacial surgery centers, a paper for the profiles and competencies for future European dentists was formulated for the creation of a modular curriculum, for the integration of the ECT (European Credit Transfer) system, and for quality assurance of the dentistry curriculum. Especially for the situation in Germany, consequences must be drawn for further dentistry and postgraduate educational concepts, which are not completely identical with the ADEE concepts, but which can use elements of the basic Bologna concepts.

  3. Managing change in postgraduate medical education: still unfreezing?

    PubMed

    Agius, Steven J; Willis, Sarah C; McArdle, Patricia J; O'Neill, Paul A

    2008-01-01

    Modernizing Medical Careers (MMC) is an ambitious project to change the training of UK doctors. A key to its successful implementation is the ways that MMC is perceived and operationalized by senior doctors who act as local educational leaders and supervisors. To analyse hospital consultants' perceptions of the modernization process and its impact on their role as the primary educators of Senior House Officers (SHOs), using Schein's extended model to explain their stage in the process of change. We interviewed medical directors, College and clinical tutors and education supervisors at 6 Trusts. The transcripts were analysed using Schein's change model to explore the perceptions and assumptions of senior medical staff and to determine their stage in the process of change. 12 tutors, 12 supervisors, and 4/6 medical directors approached agreed to participate (28/30). Nine themes emerged from transcript analysis. These were related to the three-stage model of change. Most participants were at the stage of 'unfreezing', expressing views around disconfirmation of expectations, guilt and anxiety and feelings of some psychological safety. A smaller number were at the stage of 'moving to a new position'. There were limited examples of 'refreezing'. At the local delivery level, most senior doctors were aware of the need to review their current position and alter their approaches and assumptions about postgraduate medical education. Yet only a minority were moving forward. Considerable work remains for successful implementation of MMC.

  4. The Integrative Model of Behavior Prediction to Explain Technology Use in Post-Graduate Teacher Education Programs in the Netherlands

    ERIC Educational Resources Information Center

    Admiraal, Wilfried; Lockhorst, Ditte; Smit, Ben; Weijers, Sanne

    2013-01-01

    This study examined technology in post-graduate teacher training programs in the Netherlands. A questionnaire was completed by 111 teacher educators from 12 Dutch universities with a post-graduate teacher training program. The general view of the use of technology in Dutch post-graduate teacher education was quite conventional. Basic technology…

  5. An Integrated Concept on Earth and Environmental Sciences Postgraduate Education

    NASA Astrophysics Data System (ADS)

    Grosfeld, Klaus; Lohmann, Gerrit; Ladstätter-Weißenmayer, Annette; Burrows, John; Sprengel, Claudia; Bijma, Jelle

    2010-05-01

    Today's graduate and postgraduate education in the field of Earth System and Environmental Science is a highly interdisciplinary and inter-institutional challenge. The integration of observations, palaeoclimate data, and climate modelling requires networks and collaborations of experts and specialists in order to better understand natural climate variations over a broad range of timescales and disciplines, and to cope with the challenges of recent climate change. The existing research infrastructure at the Alfred-Wegener-Institut Bremerhaven (AWI), University of Bremen, and Jacobs University Bremen offers a unique research environment in north-western Germany to study past, present and future changes of the climate system, with special focus on high latitudinal processes. It covers all kind of disciplines, climate science, geosciences and biosciences, and provides a consistent framework for education and qualification of a new generation of expertly trained, internationally competitive master and PhD students. On postgraduate level, the Postgraduate Programme Environmental Physics (PEP) at the University of Bremen (www.pep.uni-bremen.de) educates the participants on the complex relationship between atmosphere, hydrosphere (ocean), cryosphere (ice region) and solid earth (land). Here, the learning of experimental methods in environmental physics at the most advanced level, numerical data analysis using supercomputers, and data interpretation via sophisticated methods prepare students for a scientific career. Within cooperation with the Ocean University of China (OUC) students are participating one year in the PEP programme during their master studies since 2006, to get finally a double degree of both universities. Based on this successful cooperation a similar programme is in preparation with the Lulea University of Technology, Sweden. The Earth System Science Research School (ESSReS) (www.earth-system-science.org) at the AWI enables PhD students from a variety of

  6. Postgraduate Education in Earth and Environmental Sciences: an Integrated Concept

    NASA Astrophysics Data System (ADS)

    Grosfeld, K.; Lohmann, G.; Ladstätter-Weißenmayer, A.; Burrows, J.; Sprengel, C.; Bijma, J.

    2009-04-01

    Today's graduate and postgraduate education in the field of Earth System and Environmental Science is a highly interdisciplinary and inter-institutional challenge. The integration of observations, palaeoclimate data, and climate modelling requires networks and collaborations of experts and specialists in order to better understand natural climate variations over a broad range of timescales and disciplines, and to cope with the challenges of recent climate change. The existing research infrastructure at the Alfred-Wegener-Institut Bremerhaven (AWI), University of Bremen (Uni-HB), and Jacobs University Bremen offers a unique research environment in north-western Germany to study past, present and future changes of the climate system, with special focus on high latitudinal processes. It covers all kind of disciplines, climate science, geosciences and biosciences, and provides a consistent framework for education and qualification of a new generation of expertly trained, internationally competitive master and PhD students. On postgraduate level, the Postgraduate Programme Environmental Physics (PEP) at University of Bremen (www.pep.uni-bremen.de) educates the participants on the complex relationship between atmosphere, hydrosphere (ocean), cryosphere (ice region) and solid earth (land). Here, the learning of experimental methods in environmental physics at the most advanced level, numerical data analysis using supercomputers, and data interpretation via sophisticated methods prepare students for a scientific career. The foundation of an Earth System Research School (ESSReS) (www.earth-system-science.org) at the AWI enables PhD students from a variety of disciplines to cooperate and exchange views on the common theme of ‘linking data and modelling', leading to a better understanding of local processes within a global context. Computational and conceptual models of the Earth system provide the ability to investigate different scenarios in biogeochemistry, such as the

  7. Development and Validation of the Scan of Postgraduate Educational Environment Domains (SPEED): A Brief Instrument to Assess the Educational Environment in Postgraduate Medical Education.

    PubMed

    Schönrock-Adema, Johanna; Visscher, Maartje; Raat, A N Janet; Brand, Paul L P

    2015-01-01

    Current instruments to evaluate the postgraduate medical educational environment lack theoretical frameworks and are relatively long, which may reduce response rates. We aimed to develop and validate a brief instrument that, based on a solid theoretical framework for educational environments, solicits resident feedback to screen the postgraduate medical educational environment quality. Stepwise, we developed a screening instrument, using existing instruments to assess educational environment quality and adopting a theoretical framework that defines three educational environment domains: content, atmosphere and organization. First, items from relevant existing instruments were collected and, after deleting duplicates and items not specifically addressing educational environment, grouped into the three domains. In a Delphi procedure, the item list was reduced to a set of items considered most important and comprehensively covering the three domains. These items were triangulated against the results of semi-structured interviews with 26 residents from three teaching hospitals to achieve face validity. This draft version of the Scan of Postgraduate Educational Environment Domains (SPEED) was administered to residents in a general and university hospital and further reduced and validated based on the data collected. Two hundred twenty-three residents completed the 43-item draft SPEED. We used half of the dataset for item reduction, and the other half for validating the resulting SPEED (15 items, 5 per domain). Internal consistencies were high. Correlations between domain scores in the draft and brief versions of SPEED were high (>0.85) and highly significant (p<0.001). Domain score variance of the draft instrument was explained for ≥80% by the items representing the domains in the final SPEED. The SPEED comprehensively covers the three educational environment domains defined in the theoretical framework. Because of its validity and brevity, the SPEED is promising as

  8. Development and Validation of the Scan of Postgraduate Educational Environment Domains (SPEED): A Brief Instrument to Assess the Educational Environment in Postgraduate Medical Education

    PubMed Central

    Schönrock-Adema, Johanna; Visscher, Maartje; Raat, A. N. Janet; Brand, Paul L. P.

    2015-01-01

    Introduction Current instruments to evaluate the postgraduate medical educational environment lack theoretical frameworks and are relatively long, which may reduce response rates. We aimed to develop and validate a brief instrument that, based on a solid theoretical framework for educational environments, solicits resident feedback to screen the postgraduate medical educational environment quality. Methods Stepwise, we developed a screening instrument, using existing instruments to assess educational environment quality and adopting a theoretical framework that defines three educational environment domains: content, atmosphere and organization. First, items from relevant existing instruments were collected and, after deleting duplicates and items not specifically addressing educational environment, grouped into the three domains. In a Delphi procedure, the item list was reduced to a set of items considered most important and comprehensively covering the three domains. These items were triangulated against the results of semi-structured interviews with 26 residents from three teaching hospitals to achieve face validity. This draft version of the Scan of Postgraduate Educational Environment Domains (SPEED) was administered to residents in a general and university hospital and further reduced and validated based on the data collected. Results Two hundred twenty-three residents completed the 43-item draft SPEED. We used half of the dataset for item reduction, and the other half for validating the resulting SPEED (15 items, 5 per domain). Internal consistencies were high. Correlations between domain scores in the draft and brief versions of SPEED were high (>0.85) and highly significant (p<0.001). Domain score variance of the draft instrument was explained for ≥80% by the items representing the domains in the final SPEED. Conclusions The SPEED comprehensively covers the three educational environment domains defined in the theoretical framework. Because of its validity

  9. Postgraduate education for Chinese medicine practitioners: a Hong Kong perspective.

    PubMed

    Chung, Vincent C H; Law, Michelle P M; Wong, Samuel Y S; Mercer, Stewart W; Griffiths, Sian M

    2009-02-19

    Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future.

  10. Postgraduate education for Chinese medicine practitioners: a Hong Kong perspective

    PubMed Central

    Chung, Vincent CH; Law, Michelle PM; Wong, Samuel YS; Mercer, Stewart W; Griffiths, Sian M

    2009-01-01

    Background Despite Hong Kong government's official commitment to the development of traditional Chinese medicine (TCM) over the last ten years, there appears to have been limited progress in public sector initiated career development and postgraduate training (PGT) for public university trained TCM practitioners. Instead, the private TCM sector is expected to play a major role in nurturing the next generation of TCM practitioners. In the present study we evaluated TCM graduates' perspectives on their career prospects and their views regarding PGT. Method Three focus group discussions with 19 local TCM graduates who had worked full time in a clinical setting for fewer than 5 years. Results Graduates were generally uncertain about how to develop their career pathways in Hong Kong with few postgraduate development opportunities; because of this some were planning to leave the profession altogether. Despite their expressed needs, they were dissatisfied with the current quality of local PGT and suggested various ways for improvement including supervised practice-based learning, competency-based training, and accreditation of training with trainee involvement in design and evaluation. In addition they identified educational needs beyond TCM, in particular a better understanding of western medicine and team working so that primary care provision might be more integrated in the future. Conclusion TCM graduates in Hong Kong feel let down by the lack of public PGT opportunities which is hindering career development. To develop a new generation of TCM practitioners with the capacity to provide quality and comprehensive care, a stronger role for the government, including sufficient public funding, in promoting TCM graduates' careers and training development is suggested. Recent British and Australian experiences in prevocational western medicine training reform may serve as a source of references when relevant program for TCM graduates is planned in the future. PMID:19228379

  11. An Empirical Study of Online Discussion Forums by Library and Information Science Postgraduate Students Using Technology Acceptance Model 3

    ERIC Educational Resources Information Center

    Adetimirin, Airen

    2015-01-01

    E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as…

  12. An Empirical Study of Online Discussion Forums by Library and Information Science Postgraduate Students Using Technology Acceptance Model 3

    ERIC Educational Resources Information Center

    Adetimirin, Airen

    2015-01-01

    E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as…

  13. Exploration of perceived effects of innovations in postgraduate medical education.

    PubMed

    Fokkema, Joanne P I; Teunissen, Pim W; Westerman, Michiel; van der Lee, Nadine; van der Vleuten, Cees P M; Scherpbier, Albert J J A; Dörr, P Joep; Scheele, Fedde

    2013-03-01

    Many studies have examined how educational innovations in postgraduate medical education (PGME) impact on teaching and learning, but little is known about effects in the clinical workplace outside the strictly education-related domain. Insights into the full scope of effects may facilitate the implementation and acceptance of innovations because expectations can be made more realistic, and difficulties and pitfalls anticipated. Using workplace-based assessment (WBA) as a reference case, this study aimed to determine which types of effect are perceived by users of innovations in PGME. Focusing on WBA as a recent instance of innovation in PGME, we conducted semi-structured interviews to explore perceptions of the effects of WBA in a purposive sample of Dutch trainees and (lead) consultants in surgical and non-surgical specialties. Interviews conducted in 2011 with 17 participants were analysed thematically using template analysis. To support the exploration of effects outside the domain of education, the study design was informed by theory on the diffusion of innovations. Six domains of effects of WBA were identified: sentiments (affinity with the innovation and emotions); dealing with the innovation; specialty training; teaching and learning; workload and tasks, and patient care. Users' affinity with WBA partly determined its effects on teaching and learning. Organisational support and the match between the innovation and routine practice were considered important to minimise additional workload and ensure that WBA was used for relevant rather than easily assessable training activities. Dealing with WBA stimulated attention for specialty training and placed specialty training on the agenda of clinical departments. These outcomes are in line with theoretical notions regarding innovations in general and may be helpful in the implementation of other innovations in PGME. Given the substantial effects of innovations outside the strictly education-related domain

  14. The Spectre of Educational Policy Spreads throughout Europe. Its Presence as a Discipline in Postgraduate Education

    ERIC Educational Resources Information Center

    Jiménez Eguizábal, Alfredo; Palmero Cámara, Carmen; Luis Rico, Isabel

    2013-01-01

    The aim of this paper is to identify and analyse the ways educational policy is understood, taught and practiced as a training discipline at postgraduate level in the European context. We have validated its epistemological solvency through a quantitative, comparative and ethnographic study of its main features as a discipline--such as ideological…

  15. An Online Education Sourcebook.

    ERIC Educational Resources Information Center

    Carr, Victor; Locatis, Craig; Reid, John C.; Ullmer, Eldon; Weisberg, Michael

    This resource provides basic information on five selected topics related to creating and implementing online educational programs. "Adult Learning" (John C. Reid) provides an overview of general learning theories and discusses the characteristics of adult learners, strategies for taking advantage of adults' traits and motivations in…

  16. NATN's online education.

    PubMed

    Taylor, Marion; Wicker, Paul

    2002-10-01

    A new innovation is being launched at Congress 2002 in the range of services offered by NATN to its members. The new online education website will provide modules on a range of perioperative topics. In this article, Marion Taylor and Paul Wicker explain the background to the project, the benefits to users, its limitations and the structure and content of the modules.

  17. Changes in postgraduate medical education and training in clinical radiology

    PubMed Central

    Lindsell, D

    2008-01-01

    Postgraduate medical education and training in many specialties, including Clinical Radiology, is undergoing major changes. In part this is to ensure that shorter training periods maximise the learning opportunities but it is also to bring medical education in line with broader educational theory. Learning outcomes need to be defined so that there is no doubt what knowledge, skills, attitudes and behaviours are expected of those in training. Curricula should be developed into competency or outcome based models and should state the aims, objectives, content, outcomes and processes of a training programme. They should include a description of the methods of learning, teaching, feedback and supervision. Assessment systems must be matched to the curriculum and must be fair, reliable and valid. Workplace based assessments including the use of multisource feedback need to be developed and validated for use during radiology training. These should be used in a formative and developmental way, although the overall results from a series of such assessments can be used in a more summative way to determine progress to the next phase of training. Formal standard setting processes need to be established for ‘high stakes’ summative assessments such as examinations. In addition the unique skills required of a radiologist in terms of image interpretation, pattern recognition, deduction and diagnosis need to be evaluated in robust, reliable and valid ways. Through a combination of these methods we can be assured that decisions about trainees’ progression through training is fair and standardised and that we are protecting patients by establishing national standards for training, curricula and assessment methods. PMID:21614310

  18. Technology in postgraduate medical education: a dynamic influence on learning?

    PubMed

    Bullock, Alison; Webb, Katie

    2015-11-01

    The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors' decision-making. Simulations can help develop technical skills and team interactions, and 'in situ' simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education.

  19. Technology in postgraduate medical education: a dynamic influence on learning?

    PubMed Central

    Bullock, Alison; Webb, Katie

    2015-01-01

    The influence of technology in medical workplace learning is explored by focusing on three uses: m-learning (notably apps), simulation and social media. Smartphones with point-of-care tools (such as textbooks, drug guides and medical calculators) can support workplace learning and doctors’ decision-making. Simulations can help develop technical skills and team interactions, and ‘in situ’ simulations improve the match between the virtual and the real. Social media (wikis, blogs, networking, YouTube) heralds a more participatory and collaborative approach to knowledge development. These uses of technology are related to Kolb's learning cycle and Eraut's intentions of informal learning. Contentions and controversies with these technologies exist. There is a problem with the terminology commonly adopted to describe the use of technology to enhance learning. Using learning technology in the workplace changes the interaction with others and raises issues of professionalism and etiquette. Lack of regulation makes assessment of app quality a challenge. Distraction and dependency are charges levelled at smartphone use in the workplace and these need further research. Unless addressed, these and other challenges will impede the benefits that technology may bring to postgraduate medical education. PMID:26341127

  20. Online vs. face-to-face discussion in a Web-based research methods course for postgraduate nursing students: a quasi-experimental study.

    PubMed

    Campbell, Malcolm; Gibson, Will; Hall, Andy; Richards, David; Callery, Peter

    2008-05-01

    Web-based technologies are increasingly being used to create modes of online learning for nurses but their effect has not been assessed in nurse education. Assess whether participation in face-to-face discussion seminars or online asynchronous discussion groups had different effects on educational attainment in a web-based course. Non-randomised or quasi-experimental design with two groups-students choosing to have face-to-face discussion seminars and students choosing to have online discussions. The Core Methods module of a postgraduate research methods course. All 114 students participating in the first 2 yr during which the course teaching material was delivered online. Assignment mark for Core Methods course module. Background details of the students, their choices of modules and assignment marks were collected as part of the routine course administration. Students' online activities were identified using the student tracking facility within WebCT. Regression models were fitted to explore the association between available explanatory variables and assignment mark. Students choosing online discussions had a higher Core Methods assignment mark (mean 60.8/100) than students choosing face-to-face discussions (54.4); the difference was statistically significant (t=3.13, df=102, p=0.002), although this ignores confounding variables. Among online discussion students, assignment mark was significantly correlated with the numbers of discussion messages read (Kendall's tau(b)=0.22, p=0.050) and posted (Kendall's tau(b)=0.27, p=0.017); among face-to-face discussion students, it was significantly associated with the number of non-discussion hits in WebCT (Kendall's tau(b)=0.19, p=0.036). In regression analysis, choice of discussion method, whether an M.Phil./Ph.D. student, number of non-discussion hits in WebCT, number of online discussion messages read and number posted were associated with assignment mark at the 5% level of significance when taken singly; in combination

  1. How Can Open Online Reflective Journals Enhance Learning in Teacher Education?

    ERIC Educational Resources Information Center

    Gikandi, Joyce

    2013-01-01

    This study sought to establish whether and how writing their own reflections in open online reflective journals (ORJs) can encourage and support online learners to engage in self formative assessment and meaningful reflections. The study employed case-study methodology within the context of postgraduate teacher education. The study findings show…

  2. Harmonizing the Online and Face-to-Face Components in a Blended Course on Educational Technology

    ERIC Educational Resources Information Center

    Delfino, Manuela; Manca, Stefania; Persico, Donatella

    2007-01-01

    This article analyses the relationship between the face-to-face and the online components of a blended course in Educational Technology, run by the Institute for Educational Technology for the local Postgraduate School for Secondary Teaching. The course designers developed criteria for harmonising and integrating the two educational modalities,…

  3. Venereology at the Polyclinic: Postgraduate Medical Education Among General Practitioners in England, 1899–1914

    PubMed Central

    Hanley, Anne

    2015-01-01

    In 1899 the British Medical Journal enthusiastically announced that a new postgraduate teaching college was to open in London. The aim of the Medical Graduates’ College and Polyclinic (MGC) was to provide continuing education to general practitioners. It drew upon emerging specialisms and in so doing built upon the generalist training received at an undergraduate level. Courses were intended to refresh knowledge and to introduce general practitioners to new knowledge claims and clinical practices. The establishment of postgraduate institutions such as the MGC marked an important stage in the development of medical education in England. Yet these institutions, and the emergence of postgraduate medical education more broadly, have been largely overlooked by historians. Moreover the history of venereological training among medical undergraduates and postgraduates alike has been overlooked. The study of such special subjects characterised postgraduate study. This article examines the dissemination of venereological knowledge among subscribers to MGC as an important case study for the development of institutionalised postgraduate medical education in England at the turn of the twentieth century. PMID:25766540

  4. Online Education: Panacea or Plateau

    ERIC Educational Resources Information Center

    Seirup, Holly J.; Tirotta, Rose; Blue, Elfreda

    2016-01-01

    As online education continues to grow, understanding faculty and student perceptions seems to be an imperative piece of the decision to continue to expand online offerings. The purpose of this study was to review faculty and students perceptions of online learning and to gain an understanding of the current status of distance education. This study…

  5. Rethinking Postgraduate Education in Europe: Bologna and Its Implications for Geography

    ERIC Educational Resources Information Center

    Wastl-Walter, Doris; Wintzer, Jeannine

    2012-01-01

    In the following article, we would first like to present the Bologna Process to create a European Higher Education Area and to show its importance as a framework for higher education in Europe and beyond. Second, we would like to raise questions about the consequences of the Bologna Process for postgraduate education especially for the…

  6. Student Teachers' Opinion of the Pastoral Role Module in a Postgraduate Certificate in Education Programme

    ERIC Educational Resources Information Center

    Schoeman, S.

    2012-01-01

    The Norms and Standards for Educators (2000) recognises a well-defined community, citizenship and pastoral role as one of seven roles of a competent and qualified educator. In 2005 a module dealing with the pastoral role was introduced as part of the Postgraduate Certificate in Education (PGCE--Senior Phase and FET) programme in the institution…

  7. Confidence in Their Own Ability: Postgraduate Early Childhood Students Examining Their Attitudes towards Inclusive Education

    ERIC Educational Resources Information Center

    Cologon, Kathy

    2012-01-01

    This study explores reflections of a group of postgraduate early childhood students in relation to their self-reported attitudes towards inclusive education. Participant self-reported attitudes towards inclusive education were measured using an adapted version of the Attitudes Toward Inclusive Education Scale (ATIES) and an adapted version of the…

  8. Exploring factors affecting registered nurses' pursuit of postgraduate education in Australia.

    PubMed

    Ng, Linda; Eley, Robert; Tuckett, Anthony

    2016-12-01

    The aim of this study was to explore the factors influencing registered nurses' pursuit of postgraduate education in specialty nursing practice in Australia. Despite the increased requirement for postgraduate education for advanced practice, little has been reported on the contributory factors involved in the decision to undertake further education. The Nurses' Attitudes Towards Postgraduate Education instrument was administered to 1632 registered nurses from the Nurses and Midwives e-Cohort Study across Australia, with a response rate of 35.9% (n = 568). Data reduction techniques using principal component analysis with varimax rotation were used. The analysis identified a three-factor solution for 14 items, accounting for 52.5% of the variance of the scale: "facilitators," "professional recognition," and "inhibiting factors." Facilitators of postgraduate education accounted for 28.5% of the variance, including: (i) improves knowledge; (ii) increases nurses' confidence in clinical decision-making; (iii) enhances nurses' careers; (iv) improves critical thinking; (v) improves nurses' clinical skill; and (vi) increased job satisfaction. This new instrument has potential clinical and research applications to support registered nurses' pursuit of postgraduate education.

  9. Postgraduate Education to Support Organisation Change: A Reflection on Reflection

    ERIC Educational Resources Information Center

    Stewart, Jim; Keegan, Anne; Stevens, Pam

    2008-01-01

    Purpose: This paper aims to explore how teaching and assessing reflective learning skills can support postgraduate practitioners studying organisational change and explores the challenges for tutors in assessing these journals. Design/methodology/approach: Assessment criteria were developed from the literature on reflective practice and…

  10. Postgraduate Educational Practice in Australian Geography: Change and Stasis

    ERIC Educational Resources Information Center

    Fincher, Ruth

    2012-01-01

    Within Australia most Departments of Geography have been merged with programmes in Environmental Studies or Earth Sciences, and have been cast as multidisciplinary contributors to the increasingly vocational concerns of universities. One outcome is that named Geography programmes for postgraduates are not growing in institutional prominence in…

  11. Painting the Bigger Picture: Academic Literacy in Postgraduate Vocational Education

    ERIC Educational Resources Information Center

    Strauss, Pat; Mooney, Shelagh

    2011-01-01

    Currently postgraduate hospitality courses are attracting large numbers of international students, many of whom do not speak English as a first language. In addition, these programmes are also popular with first language students drawn from non-traditional academic backgrounds. Both cohorts experience difficulties with the academic genre…

  12. Postgraduate Education to Support Organisation Change: A Reflection on Reflection

    ERIC Educational Resources Information Center

    Stewart, Jim; Keegan, Anne; Stevens, Pam

    2008-01-01

    Purpose: This paper aims to explore how teaching and assessing reflective learning skills can support postgraduate practitioners studying organisational change and explores the challenges for tutors in assessing these journals. Design/methodology/approach: Assessment criteria were developed from the literature on reflective practice and…

  13. Postgraduate Educational Practice in Australian Geography: Change and Stasis

    ERIC Educational Resources Information Center

    Fincher, Ruth

    2012-01-01

    Within Australia most Departments of Geography have been merged with programmes in Environmental Studies or Earth Sciences, and have been cast as multidisciplinary contributors to the increasingly vocational concerns of universities. One outcome is that named Geography programmes for postgraduates are not growing in institutional prominence in…

  14. Painting the Bigger Picture: Academic Literacy in Postgraduate Vocational Education

    ERIC Educational Resources Information Center

    Strauss, Pat; Mooney, Shelagh

    2011-01-01

    Currently postgraduate hospitality courses are attracting large numbers of international students, many of whom do not speak English as a first language. In addition, these programmes are also popular with first language students drawn from non-traditional academic backgrounds. Both cohorts experience difficulties with the academic genre…

  15. Conceptualizing the Research Culture in Postgraduate Medical Education: Implications for Leading Culture Change.

    PubMed

    O'Brien, Jennifer M

    2015-12-01

    By recognizing symbols of research culture in postgraduate medical education, educators and trainees can gain a deeper understanding of the existing culture and mechanisms for its transformation. First, I identify symbolic manifestations of the research culture through a case narrative of a single anesthesia residency program, and I offer a visual conceptualization of the research culture. In the second part, I theorize the application of Senge's (1994) disciplines of a learning organization and discuss leverage for enhancing research culture. This narrative account is offered to inform the work of enhancing the broader research culture in postgraduate medical education.

  16. 2005 Distinguished Academician Lecture: Evolution of postgraduate medical education in Singapore--role of professional associations.

    PubMed

    Shanmugaratnam, K

    2005-12-01

    From 1910 to 1945, doctors in Singapore received postgraduate training through apprenticeship. During the early post-war period, some doctors in the public service were given scholarships to study in Britain and to obtain higher professional qualifications from the British Royal Colleges. The events that most influenced subsequent development of postgraduate education in Singapore occurred between 1956 and 1969: the formation of the Academy of Medicine and the Singapore Medical Association (SMA); organisation of courses for candidates preparing for examinations of the Royal Australasian and British Colleges; competition between the Academy and the University over responsibility for postgraduate medical education; the inauguration of the School of Postgraduate Medical Studies (SPMS); and the introduction of Master of Medicine (M Med) degrees in various medical specialties. From 1970 to 1999, there was expansion in several aspects of postgraduate medical education: SPMS awarded more than 2000 M Med degrees; the Singapore Medical Council (SMC) established a Register of Specialists and formed a Specialist Accreditation Board; the Academy formed Chapters in 10 specialties and developed Advanced Specialty Training programmes leading to Fellowship of the Academy of Medicine Singapore (FAMS); the SMA formed Societies in some 20 specialties; and a College of Family Physicians was inaugurated. There have been more developments from 2000 to 2005: the University restructured SPMS as a Division of Graduate Medical Studies within the Faculty of Medicine; the SMC implemented compulsory Continuing Medical Education; and the Academy converted 6 of its 10 Chapters into Colleges.

  17. An innovative approach to post-graduate education in veterinary public health.

    PubMed

    Toribio, Jenny-Ann L M L; Forsyth, Hannah; Laxton, Ruth; Whittington, Richard J

    2009-01-01

    The past decade has seen a substantially increased need for animal health professionals who have advanced education in areas that impact on veterinary public health (VPH). The University of Sydney has made a significant contribution to the international capacity for training in this field by developing an online, distance program in Veterinary Public Health Management. This paper describes the distinctive characteristics of this program, which combines technical material in a range of units that influence VPH with leadership and project management. It then describes the educational model developed for delivery of its course material, including the four modalities that are structured to support engaged learning by busy animal health professionals who are working full-time (self-led, facilitator-led, peer-led, and assessment-led instructional approaches). Finally, having reflected on the efficacy of this model for post-graduate training in VPH, we discuss the progress of the program since its inception in 2002, reflecting on the challenges it has encountered and defining the factors that are critical to the success of this program.

  18. The importance of educating postgraduate pediatric physicians about food allergy

    PubMed Central

    Adeli, Mehdi; Hendaus, Mohamed A; Abdurrahim, Lukman I; Alhammadi, Ahmed H

    2016-01-01

    Background Food allergy is an increasing public health burden, and is considered among the most common chronic noncommunicable diseases in children. Proper diagnosis and management of food allergy by a health care provider is crucial in keeping affected children safe while simultaneously averting unnecessary avoidance. Objective The rationale of the study was to estimate the knowledge of pediatric residents and academic general pediatric fellows with regard to food allergies in children. Methods A cross-sectional and prospective study was carried out at Hamad Medical Corporation, the only tertiary care, academic and teaching hospital in the State of Qatar. The study took place between January 1, 2015 and September 30, 2015. Results Out of the 68 questionnaires distributed, 68 (100%) were returned by the end of the study. Among the participants, 15 (22%) were in post-graduate year-1 (PGY-1), 16 (23.5%) in PGY-2, 17 (25%) in PGY-3, 12 (16%) in PGY-4, and 8 (12%) were academic general pediatric fellows. Our trainees answered 60.14% of knowledge based questions correctly. In the section of treatment and management of food allergy in childhood, 23 (34%) of respondents’ main concern when taking care of a patient with food allergies was making sure the patient is not exposed to food allergen, while 22 (33%) reported no concerns. In the section of treatment and management of food allergy in childhood, 22 (33%) of participants reported no concerns in taking care of a child with food allergy, while 23 (34%) of respondents’ main concern was making sure the patient is not exposed to food allergen. In the teaching and training section, 56% of participants stated that they have not received formal education on how to recognize and treat food allergies, while 59% claimed not being trained on how to administer injectable epinephrine. Furthermore, approximately 60% of all participants expressed the need of additional information about recognizing and treating food allergies and

  19. A Compilation of Postgraduate Theses Written in Turkey on Computer Assisted Instruction in Chemistry Education

    ERIC Educational Resources Information Center

    Bozdogan, Aykut Emre; Demirbas, Murat

    2014-01-01

    The purpose of the study conducted is to present in-depth information about the postgraduate theses written within the context of Computer Assisted Instruction in Chemistry Education in Turkey. The theses collected in National Thesis Centre of Turkish Council of Higher Education were examined. As a result of an examination, it was found that about…

  20. Peer Coaching: A Constructivist Methodology for Enhancing Critical Thinking in Postgraduate Business Education

    ERIC Educational Resources Information Center

    Ladyshewsky, Richard K.

    2006-01-01

    Peer coaching (PC) is one experiential learning method that can be used to enhance the depth of learning in managerial education. The paper explores the concept of peer coaching, and reports on the experiences of 43 students who participated in a PC program as part of their postgraduate management education. Powerful learning effects are reported…

  1. Multiplying a Force for Good? the Impact of Security Sector Management Postgraduate Education in Ethiopia

    ERIC Educational Resources Information Center

    Macphee, Paula-Louise; Fitz-Gerald, Ann

    2014-01-01

    This paper argues for the importance, benefits and wider impact of a donor-funded, locally supported postgraduate programme in security sector management (SSM) for government officials in Ethiopia. With the exception of specialised education and training programmes within the field of peace and conflict studies, the role of education in…

  2. Postgraduate Educational Program for Primary Care Physicians in Remote Areas in Lebanon

    ERIC Educational Resources Information Center

    Saab, Bassem Roberto; Kanaan, Nabil; Hamadeh, Ghassan; Usta, Jinan

    2003-01-01

    Introduction: Continuing medical education (CME) is a requirement in many developed countries. Lebanon lacks such a rule; hence, the dictum "once a doctor always a doctor" holds. This article describes a pioneering postgraduate educational program for primary care physicians in remote areas of Lebanon. Method: The Lebanese Society of…

  3. Research Paradigm Choices Made by Postgraduate Students with Pacific Education Research Interests in New Zealand

    ERIC Educational Resources Information Center

    Burnett, Greg

    2012-01-01

    This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the…

  4. Promotion of Sustainability in Postgraduate Education in the Asia Pacific Region

    ERIC Educational Resources Information Center

    Naeem, Malik A.; Peach, Neil W.

    2011-01-01

    Purpose: The purpose of this paper is to describe how a consortium of universities in the Asia Pacific region are endeavouring to make a contribution to the implementation of education for sustainable development (ESD) through their participation with and the operation of the Promotion of Sustainability in Postgraduate Education and Research Net…

  5. Unpacking the Predominance of Case Study Methodology in South African Postgraduate Educational Research, 1995-2004

    ERIC Educational Resources Information Center

    Rule, P.; Davey, B.; Balfour, R. J.

    2011-01-01

    The Project Postgraduate Educational Research (PPER) data indicate that case study is the most popular methodology among South African education masters and doctorate students in the period 1995-2004. This article reflects on the reasons for the preference for case study by considering epistemological and contextual factors. It unpacks the links…

  6. Unpacking the Predominance of Case Study Methodology in South African Postgraduate Educational Research, 1995-2004

    ERIC Educational Resources Information Center

    Rule, P.; Davey, B.; Balfour, R. J.

    2011-01-01

    The Project Postgraduate Educational Research (PPER) data indicate that case study is the most popular methodology among South African education masters and doctorate students in the period 1995-2004. This article reflects on the reasons for the preference for case study by considering epistemological and contextual factors. It unpacks the links…

  7. Multiplying a Force for Good? the Impact of Security Sector Management Postgraduate Education in Ethiopia

    ERIC Educational Resources Information Center

    Macphee, Paula-Louise; Fitz-Gerald, Ann

    2014-01-01

    This paper argues for the importance, benefits and wider impact of a donor-funded, locally supported postgraduate programme in security sector management (SSM) for government officials in Ethiopia. With the exception of specialised education and training programmes within the field of peace and conflict studies, the role of education in…

  8. Promotion of Sustainability in Postgraduate Education in the Asia Pacific Region

    ERIC Educational Resources Information Center

    Naeem, Malik A.; Peach, Neil W.

    2011-01-01

    Purpose: The purpose of this paper is to describe how a consortium of universities in the Asia Pacific region are endeavouring to make a contribution to the implementation of education for sustainable development (ESD) through their participation with and the operation of the Promotion of Sustainability in Postgraduate Education and Research Net…

  9. Peer Coaching: A Constructivist Methodology for Enhancing Critical Thinking in Postgraduate Business Education

    ERIC Educational Resources Information Center

    Ladyshewsky, Richard K.

    2006-01-01

    Peer coaching (PC) is one experiential learning method that can be used to enhance the depth of learning in managerial education. The paper explores the concept of peer coaching, and reports on the experiences of 43 students who participated in a PC program as part of their postgraduate management education. Powerful learning effects are reported…

  10. [The importance of test control for the post-graduate education in clinical rhinology].

    PubMed

    Nosulia, E V; Kim, I A; Kosiakov, S Ia; Piskunov, G Z; Vinnikov, A K

    2014-01-01

    This publication deals with the problems pertaining to the improvement of the system of the post-graduate education in otorhinolaryngology with special reference to one of its topical fields, clinical rhinology. The authors emphasize the importance of one of the principal components of the post-graduate education under the present-day conditions, namely organization of control and self-control of learning the new material, self-monitoring and individual correction of the level of knowledge. Special attention is given to the training tests that can be used to adequately simulate the decision-making process with respect to a concrete clinical situation. It is concluded that the systematic application of test control is one of the most important prerequisites for the enhancement of the effectiveness of the post-graduate education in clinical otorhinolaryngology.

  11. Use of web based systems to support postgraduate medical education.

    PubMed

    Tochel, C; Beggs, K; Haig, A; Roberts, J; Scott, H; Walker, K; Watson, M

    2011-12-01

    BACKGROUND To meet the demands of delivering the Foundation programme across a geographically diverse country, two web based systems (ePortfolio and eLearning) were developed to promote accessibility to training material and assessment tools on standardised platforms. This study evaluated the use of both tools throughout an entire academic year. METHODS All Scottish Foundation trainees' online learning and assessment data in 2007/08 were analysed, providing a national breakdown of post specialty, completion rates of mandatory assessments (including summary analysis of anonymised scores), and trainees' use of non-mandatory learning tools. Independent verification of competence data was sought from Deaneries. RESULTS There were high levels of engagement with both the ePortfolio (75-97% assessment completion) and eLearning systems (89-98% induction course completion), and the majority of trainees completed all required elements. There was extensive use of ePortfolio beyond mandatory levels for recording of learning events, including almost 20 000 personal learning records submitted by second year trainees. There was evidence that ePortfolio was used to record achievement of clinical competence rather than to track improvements towards competence (median workplace based assessment scores were 'high' or 'very high'). Online learning modules received positive feedback and its flexible format suited the trainees' working environment. External verification of formal assessment data revealed good correlation with locally stored outcomes, both indicating approximately 99% programme completion rates. CONCLUSIONS Core components of the Foundation programme have been delivered successfully to thousands of trainees across Scotland using web based systems to deliver and support education and assessment. There is great potential for further exploration of this carefully managed, rich dataset at individual, regional, and national levels to inform the future of medical education.

  12. Graduate nurses' experience of postgraduate education within a nursing entry to practice programme.

    PubMed

    McDonald, Stuart; Willis, Gail; Fourie, Willem; Hedgecock, Bronwyn

    2009-11-01

    The first year of practice is usually a challenging time for nursing graduates. In New Zealand most undertake a Nursing Entry to Practice (NETP) programme aimed at socialising them into their new role and work environment. Some of these programmes now have embedded postgraduate courses. This means that graduates undertake higher education while at the same time adjusting to a new role and work environment. Using a cross-sectional survey design the purpose of this study was to explore graduate nurses' experiences of postgraduate education within a NETP programme. Overall, participants felt well prepared for postgraduate studies at academic, personal and professional levels, although most suggested that NETP programmes could allow for a stand-down period of three to four months before postgraduate education is introduced. This would give the graduate an opportunity to adjust to the clinical environment. They also highlighted the importance of making expectations clear from the outset. This study revealed that the number and nature of postgraduate courses offered in a NETP programme requires further investigation.

  13. China's postgraduate education practices and its academic impact on publishing: is it proportional?

    PubMed

    Zhu, Yuan; Zhang, Chun-jie; Hu, Cheng-liang

    2014-12-01

    Though postgraduate education started before the founding of new China in 1949, it was not until the implementation of the policy reform and the opening-up in 1978 that China's postgraduate productivity began to take off. Since the introduction of Regulations of the People's Republic of China on Academic Degrees in 1981, the number of graduate students enrolled each year has increased 50 times since 1978. China is now the second largest producer of publications indexed by the database of Science Citation Index (SCI) (Web of Science™, Thomson Reuters), which reflects great strides being made in the postgraduate education. In this paper, we discuss the relationship between the increasingly high enrollments of graduate students and the quantity (the number) and quality (the academic impact and the originality) of their publications, to see whether there is a correlation.

  14. Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education.

    PubMed

    Hallinan, Christine M; Hegarty, Kelsey L

    2016-01-01

    The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the

  15. Reflecting on some of the challenges facing postgraduate nursing education in South Africa.

    PubMed

    Essa, Ilhaam

    2011-04-01

    Considering the dearth of professional nurses in South Africa today, and the fact that postgraduate nursing education can contribute towards enhancing the competences of those in the profession, I shall examine some of the challenges faced by a group of previously enrolled postgraduate nursing students which resulted in their non-completion of a formal qualification. The focus of this investigation was a 2008 cohort of students that did not complete their non-clinical postgraduate diplomas at the institution where I work. Of the 29 students who did not complete their studies, I have selected a group of 8 students through a purposive non-random sample with the objective to ascertain some of the reasons for them not completing their diploma. My aim was to examine some of the reasons as to why postgraduate nursing students do not complete their qualification and to suggest ways as to how the curriculum can be reconstructed as to counteract some of students' pitfalls. Based on my qualitative interpretive analysis, I shall argue that these students did not complete their diplomas on the grounds of, having experienced a lack of institutional and social support; their inability to cope with the demands of academic rigour; their experiences of isolation and exclusion; and, the inability to cope with unimagined realities. My contention is that if postgraduate nursing is not adequately attended to, the possibility that nursing education would not contribute to the transformation of the profession, is highly possible.

  16. Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

    PubMed

    Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

    2016-08-16

    Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted.

  17. Online Education in Community Colleges

    ERIC Educational Resources Information Center

    Cejda, Brent

    2010-01-01

    This chapter explores the tremendous growth in the use of the Internet to deliver distance education at community colleges. The author examines various definitions of online education, including the types of courses, programs, and degrees available and the types of community colleges that offer greater amounts of online programming. Considerations…

  18. Online Education in Community Colleges

    ERIC Educational Resources Information Center

    Cejda, Brent

    2010-01-01

    This chapter explores the tremendous growth in the use of the Internet to deliver distance education at community colleges. The author examines various definitions of online education, including the types of courses, programs, and degrees available and the types of community colleges that offer greater amounts of online programming. Considerations…

  19. Teaching and learning theories, and teaching methods used in postgraduate education in the health sciences: a systematic review protocol.

    PubMed

    McInerney, Patricia A; Green-Thompson, Lionel P

    2017-04-01

    The objective of this scoping review is to determine the theories of teaching and learning, and/or models and/or methods used in teaching in postgraduate education in the health sciences. The longer term objective is to use the information gathered to design a workshop for teachers of postgraduate students.The question that this review seeks to answer is: what theories of teaching and learning, and/or models and/or methods of teaching are used in postgraduate teaching?

  20. Oncology education in Canadian undergraduate and postgraduate medical programs: a survey of educators and learners.

    PubMed

    Tam, V C; Berry, S; Hsu, T; North, S; Neville, A; Chan, K; Verma, S

    2014-02-01

    The oncology education framework currently in use in Canadian medical training programs is unknown, and the needs of learners have not been fully assessed to determine whether they are adequately prepared to manage patients with cancer. To assess the oncology education framework currently in use at Canadian medical schools and residency training programs for family (fm) and internal medicine (im), and to evaluate opinions about the content and utility of standard oncology education objectives, a Web survey was designed and sent to educators and learners. The survey recipients included undergraduate medical education curriculum committee members (umeccms), directors of fm and im programs, oncologists, medical students, and fm and im residents. Survey responses were received from 677 educators and learners. Oncology education was felt to be inadequate in their respective programs by 58% of umeccms, 57% of fm program directors, and 50% of im program directors. For learners, oncology education was thought to be inadequate by 67% of medical students, 86% of fm residents, and 63% of im residents. When comparing teaching of medical subspecialty-related diseases, all groups agreed that their trainees were least prepared to manage patients with cancer. A standard set of oncology objectives was thought to be possibly or definitely useful for undergraduate learners by 59% of respondents overall and by 61% of postgraduate learners. Oncology education in Canadian undergraduate and postgraduate fm and im training programs are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives might address the needs of learners.

  1. Oncology education in Canadian undergraduate and postgraduate medical programs: a survey of educators and learners

    PubMed Central

    Tam, V.C.; Berry, S.; Hsu, T.; North, S.; Neville, A.; Chan, K.; Verma, S.

    2014-01-01

    Background The oncology education framework currently in use in Canadian medical training programs is unknown, and the needs of learners have not been fully assessed to determine whether they are adequately prepared to manage patients with cancer. Methods To assess the oncology education framework currently in use at Canadian medical schools and residency training programs for family (fm) and internal medicine (im), and to evaluate opinions about the content and utility of standard oncology education objectives, a Web survey was designed and sent to educators and learners. The survey recipients included undergraduate medical education curriculum committee members (umeccms), directors of fm and im programs, oncologists, medical students, and fm and im residents. Results Survey responses were received from 677 educators and learners. Oncology education was felt to be inadequate in their respective programs by 58% of umeccms, 57% of fm program directors, and 50% of im program directors. For learners, oncology education was thought to be inadequate by 67% of medical students, 86% of fm residents, and 63% of im residents. When comparing teaching of medical subspecialty–related diseases, all groups agreed that their trainees were least prepared to manage patients with cancer. A standard set of oncology objectives was thought to be possibly or definitely useful for undergraduate learners by 59% of respondents overall and by 61% of postgraduate learners. Conclusions Oncology education in Canadian undergraduate and postgraduate fm and im training programs are currently thought to be inadequate by a majority of educators and learners. Developing a standard set of oncology objectives might address the needs of learners. PMID:24523624

  2. Learning in the working place: the educational potential of a multihead microscope in pathology postgraduate training.

    PubMed

    Sandmeier, Dominique; Bosman, Fred; Fiche, Maryse

    2009-03-01

    Training future pathologists is an important mission of many hospital anatomic pathology departments. Apprenticeship--a process in which learning and teaching tightly intertwine with daily work, is one of the main educational methods in use in postgraduate medical training. However, patient care, including pathological diagnosis, often comes first, diagnostic priorities prevailing over educational ones. Recognition of the unique educational opportunities is a prerequisite for enhancing the postgraduate learning experience. The aim of this paper is to draw attention of senior pathologists with a role as supervisor in postgraduate training on the potential educational value of a multihead microscope, a common setting in pathology departments. After reporting on an informal observation of senior and junior pathologists' meetings around the multihead microscope in our department, we review the literature on current theories of learning to provide support to the high potential educational value of these meetings for postgraduate training in pathology. We also draw from the literature on learner-centered teaching some recommendations to better support learning in this particular context. Finally, we propose clues for further studies and effective instruction during meetings around a multihead microscope.

  3. Pre- and postgraduate education in international health--secondary publication.

    PubMed

    Christensen, Vibeke Brix; Norredam, Marie L; Karle, Hans; Hemmingsen, Ralf P

    2007-05-01

    The aim of this article is to provide information about possibilities for medical students and doctors to obtain knowledge about international health. Increasing globalisation requires knowledge about international health in such a way that Danish doctors are able to diagnose and treat patients, regardless of the patient's nationality and ethnic background. Denmark has a global responsibility towards low and middle income countries to increase the standard of health. Increased knowledge and research in these countries are important both at an undergraduate and postgraduate level.

  4. Television in Postgraduate and Continuing Medical Education. 4th and 5th October, 1968.

    ERIC Educational Resources Information Center

    Engel, C. E., Ed.; Meyrick, R. Ll., Ed.

    The proceedings of a conference on television in postgraduate and continuing medical education for general practitioners are presented in this three-part report. Part One contains papers on medical broadcast television which examine the problems of informing the isolated doctor and groups of doctors of new developments; the usefulness and…

  5. The International Research Training Group (GRK532): Practicing Cross-Border Postgraduate Education

    ERIC Educational Resources Information Center

    Ehses, Markus; Veith, Michael

    2009-01-01

    In 1999, the International Research Training Group "GRK532" was founded as a pilot project for cross-border European postgraduate education along the German/French/Luxembourg borders. The project consists of an interdisciplinary research programme on synthesis, isolation and characterization of new materials accompanied by an ambitious…

  6. The Socio-Cultural, Financial and Education Problems of International Postgraduate Students in Turkey

    ERIC Educational Resources Information Center

    Titrek, Osman; Erkiliç, Ali; Süre, Emrah; Güvenç, Mehmet; Pek, Nurcan Temür

    2016-01-01

    The aim of this study is to analyze and investigate the predicaments that are categorized by the investigators according to education and life conditions of postgraduate international students in Sakarya University. Qualitative research method was conducted in this research and standardized and tightly structured interview form was used to address…

  7. The International Research Training Group (GRK532): Practicing Cross-Border Postgraduate Education

    ERIC Educational Resources Information Center

    Ehses, Markus; Veith, Michael

    2009-01-01

    In 1999, the International Research Training Group "GRK532" was founded as a pilot project for cross-border European postgraduate education along the German/French/Luxembourg borders. The project consists of an interdisciplinary research programme on synthesis, isolation and characterization of new materials accompanied by an ambitious…

  8. Strategies to Improve Retention of Postgraduate Business Students in Distance Education Courses: An Australian Case

    ERIC Educational Resources Information Center

    Carroll, David; Ng, Eric; Birch, Dawn

    2013-01-01

    In spite of the clear value of postgraduate business students to many providers of distance education courses, the factors affecting the retention of these students have received limited attention in the literature. In addressing this gap, this paper presents the findings of a qualitative study into the factors affecting the retention of…

  9. [Scientific activities of Occupational Medicine Department with St Petersburg Medical Academy for Postgraduate Education].

    PubMed

    Retnev, V M; Shliakhetskiĭ, N S; Ivanova, F A; Petruk, Iu A; Dedkova, L E; Boĭko, I V; Milutka, E V; Karulina, O A; Shimanskaia, T G

    2004-01-01

    The article deals with materials devoted to 80th anniversary of scientific activities of Occupational Medicine Department with St Petersburg Medical Academy for Postgraduate Education. Theoretic, scientifical and practical data on achievements on various stages of longstanding history are presented. The authors prove the research carried by the Department to be important and promising for occupational hygiene and industrial medicine.

  10. [The training of medical and scientific manpower in the system of postgraduate medical education].

    PubMed

    Kabanova, S A; Lozhkevich, I Iu

    2010-01-01

    The research was held within Petrovsky National surgery center and revealed certain regularities and trends testifying the necessity of further strategic and tactic development of training of graduated specialists through the innovative optimization of effectiveness of post-graduate training of medical personnel. The inclusion of social psychological monitoring of educational process is obligatory. The implementation of sociological monitoring in any institution providing post-graduate training has to be a powerful tool for enhancing quality and efficiency of training of medical professionals. This approach presupposes modernization of training programs accounting the innovations and research data.

  11. Postgraduate fellowship education and training for nurses: the NET SMART experience.

    PubMed

    Alexandrov, Anne W Wojner; Brethour, Mary; Cudlip, Fern; Swatzell, Victoria; Biby, Sharon; Reiner, Dana; Kiernan, Terri-Ellen; Handler, Diane; Tocco, Susan; Yang, Joanna

    2009-12-01

    The Neurovascular Education and Training in Stroke Management and Acute Reperfusion Therapy (NET SMART) program for advanced practice nursing (APN) offers a first-of-its-kind, academic, postgraduate, fellowship program for APNs that is modeled after physician academic fellowship programs but supported by a flexible Internet-based platform. This article details the rationale, methods, and preliminary results of the NET SMART APN experience, which serves as a unique template for the development of academic postgraduate nursing fellowship programs across a variety of specialty practices.

  12. Why Online Education Will Attain Full Scale

    ERIC Educational Resources Information Center

    Sener, John

    2010-01-01

    Online higher education has attained scale and is poised to take the next step in its growth. Although significant obstacles to a full scale adoption of online education remain, we will see full scale adoption of online higher education within the next five to ten years. Practically all higher education students will experience online education in…

  13. A Content Analysis of the Postgraduate Thesis Written on Special Education in Turkey Based on Various Variables (2009-2014)

    ERIC Educational Resources Information Center

    Demirok, Mukaddes Sakalli; Besgul, Meyrem; Baglama, Basak

    2016-01-01

    The aim of this study was to examine postgraduate thesis studies conducted between the years of 2009 and 2014 in special education field in Turkey based on various variables and figure out how many of these thesis is related with hearing disability. A total number of 146 postgraduate thesis have been found in the thesis scanning center of Higher…

  14. Post-Graduate Supervision Practices in South African Universities in the Era of Democracy and Educational Change 1994-2004

    ERIC Educational Resources Information Center

    Pillay, G.; Balfour, R. J.

    2011-01-01

    Supervision might be understood as the provision usually by an academic to a student of either the expert guidance in subject knowledge or genre knowledge in relation to postgraduate thesis development. The Project for Postgraduate Educational Research (PPER) team members, in the course of their field visits, sought to interview supervisors of…

  15. The Erasmus programme for postgraduate education in orthodontics in Europe: an update of the guidelines.

    PubMed

    Huggare, J; Derringer, K A; Eliades, T; Filleul, M P; Kiliaridis, S; Kuijpers-Jagtman, A; Martina, R; Pirttiniemi, P; Ruf, S; Schwestka-Polly, R

    2014-06-01

    In 1989, the ERASMUS Bureau of the European Cultural Foundation of the Commission of the European Communities funded the development of a new 3-year curriculum for postgraduate education in orthodontics. The new curriculum was created by directors for orthodontic education representing 15 European countries. The curriculum entitled 'Three years Postgraduate Programme in Orthodontics: the Final Report of the Erasmus Project' was published 1992. In 2012, the 'Network of Erasmus Based European Orthodontic Programmes' developed and approved an updated version of the guidelines. The core programme consists of eight sections: general biological and medical subjects; basic orthodontic subjects; general orthodontic subjects; orthodontic techniques; interdisciplinary subjects; management of health and safety; practice management, administration, and ethics; extramural educational activities. The programme goals and objectives are described and the competencies to be reached are outlined. These guidelines may serve as a baseline for programme development and quality assessment for postgraduate programme directors, national associations, and governmental bodies and could assist future residents when selecting a postgraduate programme.

  16. Postgraduate surgical education and training in Canada and Australia: each may benefit from the other's experiences.

    PubMed

    Pollett, William G; Waxman, Bruce P

    2012-09-01

    Canada and Australia share similar cultural origins and current multicultural societies and demographics but there are differences in climate and sporting pursuits. Surgeons and surgeon teachers similarly share many of the same challenges, but the health care and health-care education systems differ in significant ways. The objective of this review is to detail the different postgraduate surgical training programs with a focus on general surgery and how the programs of each country may benefit from appreciating the experiences of the other. The major differences relate to entry requirements, the role of universities in governance of training, mandatory skills courses in early training, the accreditation process, remuneration for surgical teachers and the impact of private practice. Many of the differences are culturally entrenched in their respective medical systems and unlikely to change substantially. Direct entry into specialty training without an internship per se is now firmly established in Canada just as delayed entry after internship is mandated by the Australian Medical Board. Both recognize the importance of establishing goals and objectives, modular curricular and the emerging role of online educational resources and how these may impact on assessments. The Royal Australasian College of Surgeons is unlikely to cede much responsibility to the universities but alternative academic models are emerging. Private health care in the two countries differs, but there are increasing opportunities for training in the private sector in Australia. In spite of the differences, both provide excellent health care and surgical training opportunities in an environment with significant fiscal, technological and societal challenges. © 2012 The Authors. ANZ Journal of Surgery © 2012 Royal Australasian College of Surgeons.

  17. Online Education for Lifelong Learning

    ERIC Educational Resources Information Center

    Inoue, Yukiko, Ed.

    2007-01-01

    Distance education is rapidly becoming the global trend for lifelong learning. This book emphasizes the importance of conceptual understanding of online distance learning and focuses on theoretical and practical challenges of online teaching and learning. It illustrates lifelong learning strategies and how technology can support the course…

  18. Online Education for Lifelong Learning

    ERIC Educational Resources Information Center

    Inoue, Yukiko, Ed.

    2007-01-01

    Distance education is rapidly becoming the global trend for lifelong learning. This book emphasizes the importance of conceptual understanding of online distance learning and focuses on theoretical and practical challenges of online teaching and learning. It illustrates lifelong learning strategies and how technology can support the course…

  19. Assessment of postgraduate educational environment in public and private hospitals of Karachi.

    PubMed

    Sheikh, Shiraz; Kumari, Bhavita; Obaid, Munazza; Khalid, Noman

    2017-02-01

    To assess the environment of postgraduate fellowship training in teaching hospitals of an urban centre. The cross-sectional study was conducted at one public-sector and two private-sector teaching hospitals in Karachi from December 2014 to June 2015. Data was collected by using a modified version of Postgraduate Hospital Educational Environment Measure, a validated questionnaire, for which clinical residents were selected through convenience sampling. Data was analyzed using SPSS 16. Of the 302 participants, 168(55.6%) were males and 134(44.4%) were females. The overall mean age of the respondents was 28.46±3.03 years. The internal reliability of the questionnaire was good with a Cronbach's alpha of 0.92. The overall mean score of 93.96±20.79suggested more positive than negative perception with room for improvement. After adjusting for all important socio-demographic and residency co-variates, residency in a private hospital was positively associated with Postgraduate Hospital Educational Environment Measure score (p<0.01) compared to residency in public hospitals. There is an urging need to standardise postgraduate training in terms of teaching, autonomy and social support in public and private hospitals of Karachi.

  20. Tensions related to implementation of postgraduate degree projects in specialist nursing education.

    PubMed

    German Millberg, Lena; Berg, Linda; Lindström, Irma; Petzäll, Kerstin; Öhlén, Joakim

    2011-04-01

    In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning.

  1. Maintaining quality in online education.

    PubMed

    Moore, Janet C

    2007-01-01

    Higher education is adapting to new technologies and to the evolving pedagogies that accompany change. Maintaining quality begins with identifying purpose and assessing progress. Using the Sloan Consortium's quality framework, this article provides resources for measuring quality in online environments.

  2. Postgraduate Research Success: Communities of Practice Involving Cohorts, Guardian Supervisors and Online Communities

    ERIC Educational Resources Information Center

    Wisker, Gina; Robinson, Gillian; Shacham, Miri

    2007-01-01

    Traditionally, supervisors work with students on an individual basis and postgraduate development programmes are run on site. However, with increasing numbers of part-time and international students, supervisory relationships are likely to be conducted at a distance as students study alongside other commitments. Isolation can often be a key…

  3. Teaching and learning innovations for postgraduate education in nursing.

    PubMed

    Phillips, Diane; Forbes, Helen; Duke, Maxine

    2013-01-01

    This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including 'social presence', 'cognitive presence' and 'teaching presence', guides academics in the development and delivery of quality programs designed to enhance each student's experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.

  4. [Virtual microscopy in pathology teaching and postgraduate training (continuing education)].

    PubMed

    Sinn, H P; Andrulis, M; Mogler, C; Schirmacher, P

    2008-11-01

    As with conventional microscopy, virtual microscopy permits histological tissue sections to be viewed on a computer screen with a free choice of viewing areas and a wide range of magnifications. This, combined with the possibility of linking virtual microscopy to E-Learning courses, make virtual microscopy an ideal tool for teaching and postgraduate training in pathology. Uses of virtual microscopy in pathology teaching include blended learning with the presentation of digital teaching slides in the internet parallel to presentation in the histology lab, extending student access to histology slides beyond the lab. Other uses are student self-learning in the Internet, as well as the presentation of virtual slides in the classroom with or without replacing real microscopes. Successful integration of virtual microscopy depends on its embedding in the virtual classroom and the creation of interactive E-learning content. Applications derived from this include the use of virtual microscopy in video clips, podcasts, SCORM modules and the presentation of virtual microscopy using interactive whiteboards in the classroom.

  5. Videos have a role in postgraduate necropsy education

    PubMed Central

    Burton, J L; Diercks-O’Brien, G; Rutty, G N

    2004-01-01

    Aims: This is the first study to investigate the usefulness of structured, scripted videos as an adjunct to the mortuary based training of histopathology trainees in necropsy techniques. Methods: Four structured and scripted videos describing aspects of necropsy health and safety, evisceration, general dissection techniques, specialist dissection techniques, and reconstruction were shown to histopathology trainees attending the 2001 University of Sheffield short course on the autopsy. Delegates who agreed to participate in the study were asked to complete a short questionnaire seeking Likert-type and free text responses concerning the usefulness of the videos in postgraduate necropsy training. Free text responses were analysed using a themed content analysis. Results: All 38 delegates who viewed the videos agreed to participate in the study. Of these, 35 found the videos enjoyable and 34 found them interesting. Thirty one felt the videos enhanced their learning experience. Advantages of the videos included the ability to learn about specialist techniques rarely encountered in the mortuary, the ability to teach large numbers of students at once, allowing students to learn at their own pace, and as a tool for revision. Repetition between the videos, a lack of interactivity, and a lack of sufficient detail on general necropsy techniques were felt by participants to be the principal disadvantages of this teaching tool. Conclusions: Videos are an acceptable teaching tool for students. They have a valuable role to play as an adjunct to dissection in teaching junior histopathology trainees about specialist necropsy dissection techniques. PMID:15280412

  6. Preparing preceptors through online education.

    PubMed

    Phillips, Janet M

    2006-01-01

    Preceptor education is vital to the success of healthcare institutions. Preceptors' roles are complex and require up-to-the-minute programs reflecting crucial mentoring responsibilities for orientees in multifaceted working environments. Finding the time to properly educate preceptors while maintaining quality bedside care is a challenge for staff development educators during the nursing shortage. Offering a preceptor education program online can assist preceptors in the adoption of role changes in a timely manner. The outcome can provide excellent, competent, caring preceptors. In this article, the course content and intended outcomes of online preceptor preparation programs are discussed. The role of the staff development educator in assessing, planning, implementing, and evaluating online preceptor programs is also discussed.

  7. [Education model at the Clinic of Internal Medicine of the Faculty Hospital Motol Prague - our experience with local education project for young physicians on postgraduate education].

    PubMed

    Kratochvílová, Renata; Kvapil, Milan

    2014-01-01

    In 2004 the principal legislative changes were accepted in the field of postgraduate medical education in Czech Republic (law No. 95/2004 Code). Replacement of two-stage system of specialized education by its one- stage option has brought some problems and according to our opinion did not lead to clear improvement of postgraduate education, more likely the other way around. Our effort to improve the quality of process of postgraduate specialization in internal medicine brought us to creation of own local system of postgraduate education using the next 4 basic principles: principle of robust internal base as a platform for the following specialization, principle of repeating to fix the knowledge, principle of knowledge control and last but not least principle of active participation in educational system.

  8. Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study.

    PubMed

    DelSignore, Lisa A; Wolbrink, Traci A; Zurakowski, David; Burns, Jeffrey P

    2016-11-21

    The optimal design of pedagogical strategies for e-learning in graduate and postgraduate medical education remains to be determined. Video-based e-learning use is increasing, with initial research suggesting that taking short breaks while watching videos (independent of answering test questions) may improve learning by focusing attention on the content presented. Interspersed test questions may also improve knowledge acquisition and retention. To examine the effect of interspersed test questions and periodic breaks on immediate knowledge acquisition and retention at 6 months by pediatric residents engaged in video-based e-learning. First- and second-year pediatric residents were randomized to 1 of the following 3 groups: viewing the complete video uninterrupted (full video), viewing the video interrupted with unrelated logic puzzles (logic puzzles), or viewing the video interrupted with brief comprehension test questions (short answer questions). Residents answered pre- and post-tests before and after video viewing, followed by a retention test at 6 months. Primary outcome included comparison of the change in test scores between groups. A total of 49 residents completed the initial testing session. All 3 learning groups had comparable mean increases in immediate knowledge gain, but with no significant differences between groups (F2,46=0.35, P=.71). Thirty-five residents completed retention testing with comparable degrees of knowledge retention in the full video and short answer test questions groups (P<.001), but no significant change in the logic puzzles group (F1,32=2.44, P=.13). Improved knowledge gain was not demonstrated among residents answering interspersed questions or completing logic puzzles during interrupted online video viewing when compared with residents viewing uninterrupted video content. However, residents who either participated in uninterrupted video viewing or answered interspersed questions during interrupted video viewing demonstrated

  9. Test-Enhanced E-Learning Strategies in Postgraduate Medical Education: A Randomized Cohort Study

    PubMed Central

    2016-01-01

    Background The optimal design of pedagogical strategies for e-learning in graduate and postgraduate medical education remains to be determined. Video-based e-learning use is increasing, with initial research suggesting that taking short breaks while watching videos (independent of answering test questions) may improve learning by focusing attention on the content presented. Interspersed test questions may also improve knowledge acquisition and retention. Objective To examine the effect of interspersed test questions and periodic breaks on immediate knowledge acquisition and retention at 6 months by pediatric residents engaged in video-based e-learning. Methods First- and second-year pediatric residents were randomized to 1 of the following 3 groups: viewing the complete video uninterrupted (full video), viewing the video interrupted with unrelated logic puzzles (logic puzzles), or viewing the video interrupted with brief comprehension test questions (short answer questions). Residents answered pre- and post-tests before and after video viewing, followed by a retention test at 6 months. Primary outcome included comparison of the change in test scores between groups. Results A total of 49 residents completed the initial testing session. All 3 learning groups had comparable mean increases in immediate knowledge gain, but with no significant differences between groups (F2,46=0.35, P=.71). Thirty-five residents completed retention testing with comparable degrees of knowledge retention in the full video and short answer test questions groups (P<.001), but no significant change in the logic puzzles group (F1,32=2.44, P=.13). Conclusions Improved knowledge gain was not demonstrated among residents answering interspersed questions or completing logic puzzles during interrupted online video viewing when compared with residents viewing uninterrupted video content. However, residents who either participated in uninterrupted video viewing or answered interspersed questions

  10. "I 'Feel' Like I Am at University Even though I Am Online." Exploring How Students Narrate Their Engagement with Higher Education Institutions in an Online Learning Environment

    ERIC Educational Resources Information Center

    O' Shea, Sarah; Stone, Cathy; Delahunty, Janine

    2015-01-01

    This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to "story" their experiences of this virtual environment,…

  11. "I 'Feel' Like I Am at University Even though I Am Online." Exploring How Students Narrate Their Engagement with Higher Education Institutions in an Online Learning Environment

    ERIC Educational Resources Information Center

    O' Shea, Sarah; Stone, Cathy; Delahunty, Janine

    2015-01-01

    This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to "story" their experiences of this virtual environment,…

  12. Going the Distance with Online Education

    ERIC Educational Resources Information Center

    Larreamendy-Joerns, Jorge; Leinhardt, Gaea

    2006-01-01

    This article charts the promissory notes and concerns related to college-level online education as reflected in the educational literature. It is argued that, to appreciate the potential and limitations of online education, we need to trace the issues that bind online education with distance education. The article reviews the history of distance…

  13. Improved education after implementation of the Danish postgraduate medical training reform.

    PubMed

    Kodal, Troels; Kjær, Niels Kristian; Qvesel, Dorte

    2012-03-01

    A reform of educational postgraduate medical training was launched in Denmark in 2004. The reform was based on a report by the Danish Medical Specialist Commission and consisted of a number of initiatives that were all aimed at improving the quality of medical training. Since 1998, all junior doctors in Denmark have been requested to rate the quality of their training on a Danish standardized questionnaire (DSQ) comprising 24 questions. In this study, we examined how junior doctors in hospitals rated their postgraduate medical training before and six years after the reform was implemented. This study is a cross-sectional register study of DSQ ratings of the postgraduate training in the region of Southern Denmark in 2002-2004 and in 2010. The ratings were extracted from the official database: www.evaluer.dk. For comparison, a total of 1,028 ratings from before the reform and 686 ratings from after the reform were extracted. 70% of junior doctors filled in a DSQ in 2010. The doctors' perceptions of the training improved from 2002-2004 to 2010 as far as educational outcome and the department's educational effort were concerned. However, no change was evident in several questions targeting educational management. Based on the junior doctors' DSQ ratings, the quality of postgraduate training has improved in several areas from 2002-2004 to 2010. But there is still room for improvement. Developing a new, validated questionnaire should be considered in order to ensure a high credibility in future work on quality.o. not relevant. not relevant.

  14. Competence formation and post-graduate education in the public water sector in Indonesia

    NASA Astrophysics Data System (ADS)

    Kaspersma, J. M.; Alaerts, G. J.; Slinger, J. H.

    2012-01-01

    A framework is introduced, describing three aggregate competences for technical issues, management and governance, and a meta-competence for continuous learning and innovation, for the water sector. The four competences are further organised in a T-shaped competence profile. The framework and an assessment methodology were tested in a case study on post-graduate water education for professional staff in the Directorate General Water Resources (DGWR) in Indonesia. Though DGWR professionals have a firmly "technical" orientation, both the surveys and interviews show strong interest in the other competences: in particular the learning meta-competence, as well as the aggregate competence for management. The aggregate competence for governance systematically scores lower. A discrepancy appears to exist between the competences that staff perceive as needed in daily work, and those that could be acquired during post-graduate water education. In both locally-based and international post-graduate water education, the aggregate competences for management as well as governance are reportedly addressed modestly, if at all. With only little competence in these disciplines, it will be difficult for professionals to communicate and collaborate effectively in an interdisciplinary way. As a result, the horizontal bar of the T-shaped profile remains weakly developed. In international post-graduate education, this seems partly compensated by the attention for continuous learning and innovation. The exposure to a different culture and learning format is reported as fundamentally formative. The policies of DGWR have gone through three distinct phases. In the first phase (1970-1987) technical competence and learning were valued highly and training was arranged effectively; in the current phase the need to develop new competences is raising new challenges.

  15. Approaches to the Postgraduate Education of Business Coaches

    ERIC Educational Resources Information Center

    McCarthy, Grace

    2010-01-01

    This paper focuses on the education and training of business coaches, specifically at the Masters/graduate level. The paper first reviews the knowledge and skills required of business coaches, comparing the recommendations of professional associations and the literature. Next the paper reviews the approaches to education which are best suited to…

  16. Microbiology Learning and Education Online

    PubMed Central

    Niño, Silvia M.

    2016-01-01

    The ubiquity of devices that connect to the Internet has exploded, allowing for easy dissemination of information. Many teachers from kindergarten to universities use the information obtained online or post material they want their students to access. Online media readily places articles, books, videos, and games at our fingertips. The public in general also gathers health information from the Internet. The following review will explore what has been published regarding microbiology education and learning online and the use of electronic media by microbiologists for scientific purposes. PMID:26935727

  17. Microbiology Learning and Education Online.

    PubMed

    Guarner, Jeannette; Niño, Silvia M

    2016-05-01

    The ubiquity of devices that connect to the Internet has exploded, allowing for easy dissemination of information. Many teachers from kindergarten to universities use the information obtained online or post material they want their students to access. Online media readily places articles, books, videos, and games at our fingertips. The public in general also gathers health information from the Internet. The following review will explore what has been published regarding microbiology education and learning online and the use of electronic media by microbiologists for scientific purposes. Copyright © 2016, American Society for Microbiology. All Rights Reserved.

  18. Post-Graduate Student Performance in "Supervised In-Class" vs. "Unsupervised Online" Multiple Choice Tests: Implications for Cheating and Test Security

    ERIC Educational Resources Information Center

    Ladyshewsky, Richard K.

    2015-01-01

    This research explores differences in multiple choice test (MCT) scores in a cohort of post-graduate students enrolled in a management and leadership course. A total of 250 students completed the MCT in either a supervised in-class paper and pencil test or an unsupervised online test. The only statistically significant difference between the nine…

  19. Post-Graduate Student Performance in "Supervised In-Class" vs. "Unsupervised Online" Multiple Choice Tests: Implications for Cheating and Test Security

    ERIC Educational Resources Information Center

    Ladyshewsky, Richard K.

    2015-01-01

    This research explores differences in multiple choice test (MCT) scores in a cohort of post-graduate students enrolled in a management and leadership course. A total of 250 students completed the MCT in either a supervised in-class paper and pencil test or an unsupervised online test. The only statistically significant difference between the nine…

  20. The effectiveness of portfolios for post-graduate assessment and education: BEME Guide No 12.

    PubMed

    Tochel, Claire; Haig, Alex; Hesketh, Anne; Cadzow, Ann; Beggs, Karen; Colthart, Iain; Peacock, Heather

    2009-04-01

    Portfolios in post-graduate healthcare education are used to support reflective practice, deliver summative assessment, aid knowledge management processes and are seen as a key connection between learning at organisational and individual levels. This systematic review draws together the evidence on the effectiveness of portfolios across postgraduate healthcare and examines the implications of portfolios migrating from paper to an electronic medium across all professional settings. A literature search was conducted for articles describing the use of a portfolio for learning in a work or professional study environment. It was designed for high sensitivity and conducted across a wide range of published and unpublished sources relevant to professional education. No limits for study design or outcomes, country of origin or language were set. Blinded, paired quality rating was carried out, and detailed appraisal of and data extraction from included articles was managed using an online tool developed specifically for the review. Findings were discussed in-depth by the team, to identify and group pertinent themes when answering the research questions. Fifty six articles from 10 countries involving seven healthcare professions met our inclusion criteria and minimum quality threshold; mostly uncontrolled observational studies. Portfolios encouraged reflection in some groups, and facilitated engagement with learning. There was limited evidence of the influence of a number of factors on portfolio use, including ongoing support from mentors or peers, implementation method, user attitude and level of initial training. Confounding variables underlying these issues, however have not been fully investigated. A number of authors explored the reliability and validity of portfolios for summative assessment but reports of accuracy across the disparate evidence base varied. Links to competency and Quality Assurance frameworks have been demonstrated. There were conflicting reports about

  1. UTAUT: Capturing Differences in Undergraduate versus Postgraduate Learning?

    ERIC Educational Resources Information Center

    McKeown, Tui; Anderson, Mary

    2016-01-01

    Purpose: While educators and students alike are increasingly moving to use on-line technologies, there is still much to be learned about how these tools influence student learning. The purpose of this paper is to present a comparative investigation of the online use of one undergraduate (UG) and two postgraduate (PG) student cohorts undertaking…

  2. UTAUT: Capturing Differences in Undergraduate versus Postgraduate Learning?

    ERIC Educational Resources Information Center

    McKeown, Tui; Anderson, Mary

    2016-01-01

    Purpose: While educators and students alike are increasingly moving to use on-line technologies, there is still much to be learned about how these tools influence student learning. The purpose of this paper is to present a comparative investigation of the online use of one undergraduate (UG) and two postgraduate (PG) student cohorts undertaking…

  3. Strengthening medical education in haematology and blood transfusion: postgraduate programmes in Tanzania.

    PubMed

    Makani, Julie; Lyimo, Magdalena; Magesa, Pius; Roberts, David J

    2017-04-03

    Haematology and blood transfusion, as a clinical and laboratory discipline, has a far-reaching impact on healthcare both through direct patient care as well as provision of laboratory and transfusion services. Improvement of haematology and blood transfusion may therefore be significant in achieving advances in health in Africa. In 2005, Tanzania had one of the lowest distributions of doctors in the world, estimated at 2·3 doctors per 100 000 of population, with only one haematologist, a medical doctor with postgraduate medical education in haematology and blood transfusion. Here, we describe the establishment and impact of a postgraduate programme centred on Master of Medicine and Master of Science programmes to build the capacity of postgraduate training in haematology and blood transfusion. The programme was delivered through Muhimbili University of Health and Allied Sciences (MUHAS) with partnership from visiting medical and laboratory staff from the UK and complemented by short-term visits of trainees from Tanzania to Haematology Departments in the UK. The programme had a significant impact on the development of human resources in haematology and blood transfusion, successfully training 17 specialists with a significant influence on delivery of health services and research. This experience shows how a self-sustaining, specialist medical education programme can be developed at low cost within Lower and Middle Income Countries (LMICs) to rapidly enhance delivery of capacity to provide specialist services.

  4. Strengthening medical education in haematology and blood transfusion: postgraduate programmes in Tanzania

    PubMed Central

    Makani, Julie; Lyimo, Magdalena; Magesa, Pius; Roberts, David J.

    2017-01-01

    Summary Haematology and blood transfusion, as a clinical and laboratory discipline, has a far-reaching impact on healthcare both through direct patient care as well as provision of laboratory and transfusion services. Improvement of haematology and blood transfusion may therefore be significant in achieving advances in health in Africa. In 2005, Tanzania had one of the lowest distributions of doctors in the world, estimated at 2·3 doctors per 100 000 of population, with only one haematologist, a medical doctor with postgraduate medical education in haematology and blood transfusion. Here, we describe the establishment and impact of a postgraduate programme centred on Master of Medicine and Master of Science programmes to build the capacity of postgraduate training in haematology and blood transfusion. The programme was delivered through Muhimbili University of Health and Allied Sciences (MUHAS) with partnership from visiting medical and laboratory staff from the UK and complemented by short-term visits of trainees from Tanzania to Haematology Departments in the UK. The programme had a significant impact on the development of human resources in haematology and blood transfusion, successfully training 17 specialists with a significant influence on delivery of health services and research. This experience shows how a self-sustaining, specialist medical education programme can be developed at low cost within Lower and Middle Income Countries (LMICs) to rapidly enhance delivery of capacity to provide specialist services. PMID:28369755

  5. Education, postgraduate training, board certification, and experience requirements in advertisements for clinical faculty positions.

    PubMed

    Murphy, John E; Hawkey, Lisa

    2010-05-12

    To compare requirements for pharmacy practice faculty positions in advertisements from 2002 through 2006 to those reported from 1990 through 1994. Positions advertised from January 2002 through December 2006 in 3 newsletters and journals were evaluated for required or preferred degree, completion of residencies and/or fellowships, years of work experience, board certification, and other postgraduate training and education. Advertisements were separated by tenure-eligibility and rank. Of 426 advertisements for faculty members, 77% required additional training, including residencies and fellowships or their equivalent in experience. Board certification was required in only 0.9% but preferred in 11%. Advertisements for tenure-eligible positions did not have more extensive requirements than nontenured, nor did upper vs. lower rank. Compared to 1996, the number of advertisements requiring postgraduate training to secure a faculty position almost doubled. Whether the qualifications of faculty members recruited match the requirements is unknown.

  6. [A new postgraduate education program of the German Society of Anaesthesiology and Intensive Care Medicine].

    PubMed

    Zöllner, Christian

    2013-11-01

    The postgraduate education program of the "Landesärztekammer" describes the aims to qualify for the "Facharzt" for anesthesiology and plays a key role in ensuring a high quality of medical care. The "Bundesärztekammer" was assigned by the "Deutsche Ärztetag" to develop and improve postgraduate training. The German Society of Anaesthesiology and Intensive Care Medicine launched in 2011 a committee to develop this new training program. In 2013 the results of the committee were presented and submitted to the "Bundesärztekammer". The principle purpose of this paper was to describe all the new aspects related to this program and to describe all the qualifications needed to finish this program.

  7. Palliative and end of life care communication as emerging priorities in postgraduate medical education

    PubMed Central

    Roze des Ordons, Amanda; Ajjawi, Rola; Macdonald, John; Sarti, Aimee; Lockyer, Jocelyn; Hartwick, Michael

    2016-01-01

    Background Reliance on surveys and qualitative studies of trainees to guide postgraduate education about palliative and end of life (EOL) communication may lead to gaps in the curriculum. We aimed to develop a deeper understanding of internal medicine trainees’ educational needs for a palliative and EOL communication curriculum and how these needs could be met. Methods Mixed methods, including a survey and focus groups with trainees, and interviews with clinical faculty and medical educators, were applied to develop a broader perspective on current experiences and needs for further education. Quantitative descriptive and thematic analyses were conducted. Results Surveyed trainees were least confident and least satisfied with teaching in counseling about the emotional impact of emergencies and discussing organ donation. Direct observation with feedback, small group discussion, and viewing videos of personal consultations were perceived as effective, yet infrequently identified as instructional methods. Focus groups and interviews identified goals of care conversations as the highest educational priority, with education adapted to learner needs and accompanied by feedback and concurrent clinical and organizational support. Conclusions Our work expands on previous research describing needs for postgraduate education in palliative and EOL communication to include the importance of support, culture change, and faculty development, and provides insight into why such needs exist. PMID:27103952

  8. Fairness: the hidden challenge for competency-based postgraduate medical education programs.

    PubMed

    Colbert, Colleen Y; French, Judith C; Herring, Mary Elizabeth; Dannefer, Elaine F

    2017-05-17

    Competency-based medical education systems allow institutions to individualize teaching practices to meet the needs of diverse learners. Yet, the focus on continuous improvement and individualization of curricula does not exempt programs from treating learners in a fair manner. When learners fail to meet key competencies and are placed on probation or dismissed from training programs, issues of fairness may form the basis of their legal claims. In a literature search, we found no in-depth examination of fairness. In this paper, we utilize a systems lens to examine fairness within postgraduate medical education contexts, focusing on educational opportunities, assessment practices, decision-making processes, fairness from a legal standpoint, and fairness in the context of the learning environment. While we provide examples of fairness issues within US training programs, concerns regarding fairness are relevant in any medical education system which utilizes a competency-based education framework.Assessment oversight committees and annual programmatic evaluations, while recommended, will not guarantee fairness within postgraduate medical education programs, but they can provide a window into 'hidden' threats to fairness, as everything from training experiences to assessment practices may be examined by these committees. One of the first steps programs can take is to recognize that threats to fairness may exist in any educational program, including their own, and begin conversations about how to address these issues.

  9. The importance of health advocacy in Canadian postgraduate medical education: current attitudes and issues

    PubMed Central

    Poulton, Alexander; Rose, Heather

    2015-01-01

    Background Health advocacy is currently a key component of medical education in North America. In Canada, Health Advocate is one of the seven roles included in the Royal College of Physicians and Surgeons of Canada’s CanMEDS competency framework. Method A literature search was undertaken to determine the current state of health advocacy in Canadian postgraduate medical education and to identify issues facing educators and learners with regards to health advocacy training. Results The literature revealed that the Health Advocate role is considered among the least relevant to clinical practice by educators and learners and among the most challenging to teach and assess. Furthermore learners feel their educational needs are not being met in this area. A number of key barriers affecting health advocacy education were identified including limited published material on the subject, lack of clarity within the role, insufficient explicit role modeling in practice, and lack of a gold standard for assessment. Health advocacy is defined and its importance to medical practice is highlighted, using pediatric emergency medicine as an example. Conclusions Increased published literature and awareness of the role, along with integration of the new 2015 CanMEDS framework, are important going forward to address concerns regarding the quality of postgraduate health advocacy education in Canada. PMID:27004077

  10. Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

    PubMed

    Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

    2014-08-01

    Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

  11. "Queering" and Querying Academic Identities in Postgraduate Education

    ERIC Educational Resources Information Center

    Maritz, Jeanette; Prinsloo, Paul

    2015-01-01

    In the social imaginary of higher education, there are many mutually constitutive forces shaping academic identities, such as academics' habitus, dispositions, race, gender and student expectations. Our queer academic identities are furthermore robustly intertwined with, and emerging within, cultural, political and economic histories and…

  12. "Queering" and Querying Academic Identities in Postgraduate Education

    ERIC Educational Resources Information Center

    Maritz, Jeanette; Prinsloo, Paul

    2015-01-01

    In the social imaginary of higher education, there are many mutually constitutive forces shaping academic identities, such as academics' habitus, dispositions, race, gender and student expectations. Our queer academic identities are furthermore robustly intertwined with, and emerging within, cultural, political and economic histories and…

  13. Postgraduate Education in Gerontology in the Asia-Oceania Region

    ERIC Educational Resources Information Center

    Russell, Cherry; Mahony, Mary Jane; Hughes, Ian; Kendig, Hal

    2007-01-01

    This paper provides an overview of opportunities for graduate education in Gerontology in the Asia-Oceania Region. It locates emerging demand in a demographic context, highlighting high rates of growth in the aged population within the Region and growing awareness of governments of the need for appropriate planning. An important component of…

  14. Pedagogical Perspectives for the Online Education Skeptic

    ERIC Educational Resources Information Center

    Brewer, Pam Estes; Brewer, Edward C.

    2015-01-01

    While online programs continue to grow at an astounding rate in higher education, many faculty remain skeptical of the efficacy of online models. This article provides an overview of some significant benefits of online education while recognizing some common concerns. An examination of the current literature and the authors' own online experiences…

  15. Pedagogical Perspectives for the Online Education Skeptic

    ERIC Educational Resources Information Center

    Brewer, Pam Estes; Brewer, Edward C.

    2015-01-01

    While online programs continue to grow at an astounding rate in higher education, many faculty remain skeptical of the efficacy of online models. This article provides an overview of some significant benefits of online education while recognizing some common concerns. An examination of the current literature and the authors' own online experiences…

  16. Workload Management Strategies for Online Educators

    ERIC Educational Resources Information Center

    Crews, Tena B.; Wilkinson, Kelly; Hemby, K. Virginia; McCannon, Melinda; Wiedmaier, Cheryl

    2008-01-01

    With increased use of online education, both students and instructors are adapting to the online environment. Online educators must adjust to the change in responsibilities required to teach online, as it is quite intensive during the designing, teaching, and revising stages. The purpose of this study is to examine and update workload management…

  17. Postgraduate Education and Professional Military Development: Are They Compatible?

    DTIC Science & Technology

    1991-12-01

    officer 07 or higher would be filling a first time utilization billet. Because the Navy virtually never provides graduate education to officers who 9...Assignment utilizing officer’s subspecialty in uncoded billet J Officer has more than one subspecialty code and higher priority exists for utilization of SUB...2 or SUB 3 K Billet is not a subspecialty coded billet but is considered a higher priority billet L Non-utilization M Officer without graduate

  18. Online Education in Public Affairs

    ERIC Educational Resources Information Center

    Ginn, Martha H.; Hammond, Augustine

    2012-01-01

    This exploratory study provides an overview of the current landscape of online education in the fields of Master of Public Administration and Master of Public Policy (MPA/MPP) utilizing a dataset compiled from content analysis of MPA/MPP programs' websites and survey of 96 National Association of Schools of Public Affairs and Administration…

  19. Religious Distance Education Goes Online

    ERIC Educational Resources Information Center

    Frye, Steven B.

    2012-01-01

    Looking back on the use of distance education tools by religious groups, one word that stands out is change. The old adage "We've never done it that way before" will become less valid as religious bodies find themselves in the midst of a world inundated with online possibilities that call them to question how they interact with members…

  20. Employers' Perspectives of Online Education

    ERIC Educational Resources Information Center

    Linardopoulos, Nikolaos

    2012-01-01

    Purpose: The purpose of this paper is to describe the strengths and weaknesses of seven representative studies pertaining to the employers' perceptions of online education. Design/methodology/approach: The paper retrieved and analysed representative studies on the subject from two scholarly databases and Google. Findings: The results indicate that…

  1. Transparency in Cooperative Online Education

    ERIC Educational Resources Information Center

    Dalsgaard, Christian; Paulsen, Morten Flate

    2009-01-01

    The purpose of this article is to discuss the following question: What is the potential of social networking within cooperative online education? Social networking does not necessarily involve communication, dialogue, or collaboration. Instead, the authors argue that "transparency" is a unique feature of social networking services.…

  2. Education evolving: teaching biology online.

    PubMed

    Bernstein, Rachel

    2013-12-19

    The rise of massive open online courses (MOOCs) is shaking up education. For science professors, the Internet offers new opportunities and technological tools to develop new materials, rethink curricula, and teach more effectively, benefiting students both on campus and on the web. Copyright © 2013 Elsevier Inc. All rights reserved.

  3. From Theory to Practice: Beginner Teachers' Experiences of the Rigour of the Postgraduate Certificate in Education Programme

    ERIC Educational Resources Information Center

    Nomlomo, Vuyokazi; Sosibo, Zilungile

    2016-01-01

    This article focuses on how recent graduates perceive the rigour of the Postgraduate Certificate in Education (PGCE) initial teacher education (ITE) programme. The article is based on qualitative data collected from a purposely selected sample of 19 beginner teachers who graduated from two higher education institutions that offer PGCE programmes…

  4. A review of journal clubs in postgraduate medical education.

    PubMed

    Alguire, P C

    1998-05-01

    To review the goals, organization, and teaching methods of journal clubs, summarize elements of successful clubs, and evaluate their effect on reading habits, and effectiveness in meeting teaching goals. Examples of clubs that utilize principles of adult learning are reviewed. English language articles identified through a MEDLINE search (1966-1997) using the MeSH terms "internship" and "residency," and text words "journal club" and "critical appraisal." Articles on learning goals and organization were included if they represented national or regional surveys with a response rate of 65% or greater. Articles that evaluated teaching effectiveness were included if they used a controlled, educational design, or if they exemplified important adult learning principles. Data were manually extracted from selected studies and reviews. A major goal for most clubs is to teach critical appraisal skills. Clubs with high attendance and longevity are characterized by mandatory attendance, availability of food, and perceived importance by the program director. Residents who are taught critical appraisal report paying more attention to the methods and are more skeptical of the conclusions, and have increased knowledge of clinical epidemiology and biostatistics, but studies have failed to demonstrate that these residents read more, or read more critically. Reading guidelines may be useful for teaching critical appraisal skills, and may be associated with increased resident satisfaction. Journal club formats are educationally diverse, can incorporate adult learning principles, and are an adaptable format for teaching the "new basic sciences."

  5. Online Education Forum--Part Three: A Quality Online Educational Experience

    ERIC Educational Resources Information Center

    Dykman, Charlene A.; Davis, Charles K.

    2008-01-01

    This is the third in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forum." This paper deals with the question: "What approaches help assure a quality online educational experience?" Clearly achieving quality is the chief concern of everyone involved with online education. This article…

  6. Employers' Perceptions of Online Accounting Education

    ERIC Educational Resources Information Center

    Tabatabaei, Manouchehr; Solomon, Alison; Strickland, Emily; Metrejean, Eddie

    2014-01-01

    The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting education online. An online survey of accounting professionals was conducted, and the findings suggest that a candidate with a traditional education is more suitable for employment than a candidate with an online education.…

  7. Employers' Perceptions of Online Accounting Education

    ERIC Educational Resources Information Center

    Tabatabaei, Manouchehr; Solomon, Alison; Strickland, Emily; Metrejean, Eddie

    2014-01-01

    The main focus of this research is on perceptions of accounting employers of those individuals obtaining their accounting education online. An online survey of accounting professionals was conducted, and the findings suggest that a candidate with a traditional education is more suitable for employment than a candidate with an online education.…

  8. Student Success in Online K-12 Education

    ERIC Educational Resources Information Center

    Ronsisvalle, Tammy; Watkins, Ryan

    2005-01-01

    While online education has made great strides in recent years to become an accepted component of higher education, with many colleges now offering accredited online degree programs, the current opportunities and challenges of online K-12 education are still awash in the turbulent waters of regional politics, temperamental technologies, changing…

  9. Competence formation and post-graduate education in the public water sector in Indonesia

    NASA Astrophysics Data System (ADS)

    Kaspersma, J. M.; Alaerts, G. J.; Slinger, J. H.

    2012-07-01

    The water sector is dependent on effective institutions and organisations, and, therefore, on strong competences at the individual level. In this paper we describe competence formation and competence needs in a case study of the Directorate General of Water Resources (DGWR) in the Ministry of Public Works in Indonesia. A framework is introduced for the water sector comprising three aggregate competences for technical issues, management, and governance, and a meta-competence for continuous learning and innovation. The four competences are further organised in a T-shaped competence profile. Though DGWR professionals have a firmly "technical" orientation, both surveys and interviews reveal a strong perceived requirement for other competences: in particular the learning meta-competence, as well as the aggregate competence for management. The aggregate competence for governance systematically scores lower. Further, a discrepancy appears to exist between the competences that staff perceive as needed in daily work, and those that can be acquired during post-graduate water education. In both locally-based and international post-graduate water education, the aggregate competences for management as well as governance are reportedly addressed modestly, if at all. With low competence in these fields, it is difficult for professionals to communicate and collaborate effectively in a multidisciplinary way. As a result, the horizontal bar of the T-shaped profile remains weakly developed. In international post-graduate education, this is partially compensated by the attention to continuous learning and innovation. The exposure to a different culture and learning format is experienced as fundamentally formative.

  10. Promoting the Affective Domain within Online Education

    ERIC Educational Resources Information Center

    Roche, Stephen H.

    2013-01-01

    In the past decade Higher Education Institutions have experienced tremendous growth in enrollments. To meet this demand, many higher education institutions have embraced online education and its requisite technologies. Online education has matured, and studies focusing on the cognitive domain indicate that distance education is as effective as the…

  11. History of Neurosurgery at Postgraduate Institute of Medical Education and Research, Chandigarh.

    PubMed

    Gupta, Sunil K; Mukherjee, Kanchan K; Chhabra, Rajesh; Tripathi, Manjul

    2017-01-01

    The Department of Neurosurgery started functioning at the Postgraduate Institute of Medical Education and Research, Chandigarh in 1962 with the joining of Dr. Gulati. The department provides neurosurgical services primarily to the people of Chandigarh, Punjab, Haryana, Himachal Pradesh, Jammu and Kashmir as well as the neighbouring areas of Rajasthan, Uttar Pradesh and Uttarakhand. The infrastructure and subspecialties have been developed over the last 5 decades by the dedicated and tireless efforts of the faculty and residents. We attempt to chronicle the contributions of those who have served the department in the past.

  12. The cost of postgraduate medical education and continuing medical education: re-examining the status fifty years back.

    PubMed

    Walsh, Kieran

    2015-03-01

    The subject of the cost and value of medical education is becoming increasingly important. However, this subject is not a new one. Fifty years ago, Mr. DH Patey, Dr. OF Davies, and Dr. John Ellis published a report on the state of postgraduate medical education in the UK. The report was wide-ranging, but it made a considerable mention of cost. In this short article, I have presented the documentary research that I conducted on their report. I have analyzed it from a positivist perspective and have concentrated on the subject of cost, as it appears in their report. The authors describe reforms within postgraduate medical education; however, they are clear from the start that the issue of cost can often be a barrier to such reforms. They state the need for basic facilities for medical education, but then outline the financial barriers to their development. The authors then discuss the costs of library services for education. They state that the "annual spending on libraries varies considerably throughout the country." The authors also describe the educational experiences of newly graduated doctors. According to them, the main problem is that these doctors do not have time to attend formal educational events, and that this will not be possible until there is "a more graduated approach to responsible clinical work," something which is not possible without financial investment. While concluding their report, the authors state that the limited money invested in postgraduate medical education and continuing medical education has been well spent, and that this has had a dual effect on improving medical education as well as the standards of medical care.

  13. The Cost of Postgraduate Medical Education and Continuing Medical Education: Re-Examining the Status Fifty Years Back

    PubMed Central

    2015-01-01

    The subject of the cost and value of medical education is becoming increasingly important. However, this subject is not a new one. Fifty years ago, Mr. DH Patey, Dr. OF Davies, and Dr. John Ellis published a report on the state of postgraduate medical education in the UK. The report was wide-ranging, but it made a considerable mention of cost. In this short article, I have presented the documentary research that I conducted on their report. I have analyzed it from a positivist perspective and have concentrated on the subject of cost, as it appears in their report. The authors describe reforms within postgraduate medical education; however, they are clear from the start that the issue of cost can often be a barrier to such reforms. They state the need for basic facilities for medical education, but then outline the financial barriers to their development. The authors then discuss the costs of library services for education. They state that the "annual spending on libraries varies considerably throughout the country." The authors also describe the educational experiences of newly graduated doctors. According to them, the main problem is that these doctors do not have time to attend formal educational events, and that this will not be possible until there is "a more graduated approach to responsible clinical work," something which is not possible without financial investment. While concluding their report, the authors state that the limited money invested in postgraduate medical education and continuing medical education has been well spent, and that this has had a dual effect on improving medical education as well as the standards of medical care. PMID:25802685

  14. A review of the organization, regulation, and financing practices of postgraduate education in clinical nursing in 12 European countries.

    PubMed

    Rautiainen, Elina; Vallimies-Patomäki, Marjukka

    2016-01-01

    The aim of this study was to generate information of postgraduate education in clinical nursing in the EU member states. Data were collected via a structured electronic questionnaire and the questionnaire was sent to the government chief nurses in 26 EU countries in May 2013. Response rate was 46% (n=12). In total, 42 domains of specialization were identified. The most common domains were intensive care, mental health, operating room, emergency care, and pediatrics. Specialization programs were organized by university in two of the respondent countries, as residency program in one country, and as a mix of them in four countries. Regulation practices varied remarkably between the countries: scope of practice, subjects, entry requirements, length of education, description of the minimum competence requirements, and education standards related to the specialization programs were most often regulated by act, decree or other regulation. In some of the countries, no registration was required beyond the initial registration, whereas in some others, registration practices varied depending on the specialization program. New information was gathered on the regulation practices of postgraduate education in clinical nursing in the European Region concerning title provision, entry requirements, and financing practices. The awarded title on specialization programs depended on the level of postgraduate education, and the title might vary between the domains. General clinical experience was included in the entry requirements in seven countries. The government was mainly responsible for financing the postgraduate education in four countries, employer in three countries, and in the rest of the countries, there was a combination of different financiers. The importance of knowledge exchange on postgraduate education across the European countries needs to be acknowledged. Information provided by this study on international regulation practices provides useful information for the policy

  15. Nurses' perceptions of their professional growth on completion of two years of postgraduate education.

    PubMed

    Pelletier, D; Donoghue, J; Duffield, C; Adams, A

    In a climate of diminishing financial resources in service industries such as health care and education, it is not surprising that a focus on measuring and ensuring appropriate outcomes is widespread. Graduate education has the potential to make a significant difference to the professional behaviour of graduates. Postgraduate nursing coursework programs have been developed and offered in such a climate, many now charging full course fees, which no doubt stimulates participants and employers to look for value for money in terms of outcomes. A ten year longitudinal study began in 1992 and was designed to determine the impact of postgraduate coursework nursing education on the careers and the professional and personal development of graduates. This paper reports graduates' perception of their personal and professional growth in terms of professional activities such as writing for publication, research, mentoring, and involvement in professional organisations at the completion of their university course. Respondents indicated the course had contributed to increased professional behaviours in all aspects and to a marked improvement in their clinical confidence. Improved self esteem and increased participation in professional activities reflects changing attitudes towards nursing work that have important implications for improved quality of patient care.

  16. Online Education in the Community College

    ERIC Educational Resources Information Center

    Johnson, Steven G.; Berge, Zane

    2012-01-01

    This paper looks at three areas impacting online education at the community college level. Community colleges account for more than half of all online students in the United States as of 2006. This makes the success of online learning at the community college level a critical part of the growing online learning movement. Using data for…

  17. Online Education in the Community College

    ERIC Educational Resources Information Center

    Johnson, Steven G.; Berge, Zane

    2012-01-01

    This paper looks at three areas impacting online education at the community college level. Community colleges account for more than half of all online students in the United States as of 2006. This makes the success of online learning at the community college level a critical part of the growing online learning movement. Using data for…

  18. The readiness of postgraduate health sciences students for interprofessional education in iran.

    PubMed

    Vafadar, Zohreh; Vanaki, Zohreh; Ebadi, Abbas

    2015-01-01

    Interprofessional education has been recognized as an effective educational approach towards enabling students to provide comprehensive and safe team care for promotion of health outcomes of patients. This study was conducted in order to assess the readiness of postgraduate health science students for interprofessional education/learning, as well as identify barriers to the implementation of such an approach in Iran from the students' point of view. This was a cross-sectional and descriptive-analytical study conducted in 2013 on 500 postgraduate students in three main professional groups: medical, nursing and other allied health professions across a number of Iranian Universities using the convenience sampling method. Quantitative Data were collected through self-administering the Readiness for InterProfessional Learning Scale (RIPLS) questionnaire with acceptable internal consistency (? = 0.86). The data were analyzed by SPSS18. Qualitative data were gathered by an open-ended questionnaire and analyzed by qualitative content analysis method. The mean score of the students' readiness (M=80, SD=8.6) was higher than the average score on the Scale (47.5). In comparison between groups, there was no statistically significant difference between groups in their readiness (p>0.05). Also four main categories were identified as barriers to implementation of interprofessional education from the students' point of view; the categories were an inordinately profession-oriented, individualistic culture, style of management and weak evidence. An acceptable degree of readiness and a generally favorable attitude among students towards interprofessional education show that there are appropriate attitudinal and motivational backgrounds for implementation of interprofessional education, but it is necessary to remove the barriers by long-term strategic planning and advancing of interprofessional education in order to address health challenges.

  19. Developing Research Structures and Research Capacity: The Swedish National Postgraduate School in Educational Work (NaPA)

    ERIC Educational Resources Information Center

    Arreman, Inger Erixon; Erixon, Per-Olof

    2008-01-01

    This article focuses on the emergence and development of new research structures and research capacity within Swedish teacher education at the beginning of the new millennium. Since 2001, it has been possible in Sweden to undertake postgraduate and research studies within teacher education--something that was previously impossible. As a result of…

  20. Developing Research Structures and Research Capacity: The Swedish National Postgraduate School in Educational Work (NaPA)

    ERIC Educational Resources Information Center

    Arreman, Inger Erixon; Erixon, Per-Olof

    2008-01-01

    This article focuses on the emergence and development of new research structures and research capacity within Swedish teacher education at the beginning of the new millennium. Since 2001, it has been possible in Sweden to undertake postgraduate and research studies within teacher education--something that was previously impossible. As a result of…

  1. Investigating Post-Graduate Athletic Training Education Student Perceptions Following a Purposefully-Implemented Peer-Assisted Learning Pedagogy

    ERIC Educational Resources Information Center

    Bates, Dana

    2012-01-01

    The purpose of this qualitative study was to investigate graduates' perceptions of a purposefully-implemented Peer-Assisted Learning (PAL) pedagogy in their undergraduate athletic training education and the impact of that experience in their first job post-graduation. This was the first research in athletic training education that…

  2. Evaluation Policy in Education: The Effects of International Standards and Performativity on Brazil's Postgraduate Programmes of Excellence

    ERIC Educational Resources Information Center

    Hostins, Regina Célia Linhares

    2015-01-01

    The educational reforms that began in the 1990s have changed Brazilian universities' direction from welfare state institutions to market organisations. In postgraduate education, strategic alliances with international agencies, governments and corporations have become closer. At the same time, there has been a push for internationalisation of…

  3. Investigating Post-Graduate Athletic Training Education Student Perceptions Following a Purposefully-Implemented Peer-Assisted Learning Pedagogy

    ERIC Educational Resources Information Center

    Bates, Dana

    2012-01-01

    The purpose of this qualitative study was to investigate graduates' perceptions of a purposefully-implemented Peer-Assisted Learning (PAL) pedagogy in their undergraduate athletic training education and the impact of that experience in their first job post-graduation. This was the first research in athletic training education that…

  4. Evaluation Policy in Education: The Effects of International Standards and Performativity on Brazil's Postgraduate Programmes of Excellence

    ERIC Educational Resources Information Center

    Hostins, Regina Célia Linhares

    2015-01-01

    The educational reforms that began in the 1990s have changed Brazilian universities' direction from welfare state institutions to market organisations. In postgraduate education, strategic alliances with international agencies, governments and corporations have become closer. At the same time, there has been a push for internationalisation of…

  5. [Experience and prospective activities of the Department of Occupational Medicine at the St. Petersburg Medical Academy of Postgraduate Education].

    PubMed

    Retnev, V M

    1997-01-01

    Occupational Medicine Department in St. Petersburg Academy for Postgraduate Education has carried out considerable educational and scientific work during seventy years. Occupational medicine is a prospective scientific discipline, as it has a legal reason-the state's preservation of workers' health.

  6. Engaging with Research through Practitioner Enquiry: The Perceptions of Beginning Teachers on a Postgraduate Initial Teacher Education Programme

    ERIC Educational Resources Information Center

    Hulse, Bethan; Hulme, Rob

    2012-01-01

    This study focuses on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme. We present an institutional response to national and international policy agendas regarding the place of research within initial teacher education at…

  7. Educational climate seems unrelated to leadership skills of clinical consultants responsible of postgraduate medical education in clinical departments.

    PubMed

    Malling, Bente; Mortensen, Lene S; Scherpbier, Albert J J; Ringsted, Charlotte

    2010-09-21

    The educational climate is crucial in postgraduate medical education. Although leaders are in the position to influence the educational climate, the relationship between leadership skills and educational climate is unknown. This study investigates the relationship between the educational climate in clinical departments and the leadership skills of clinical consultants responsible for education. The study was a trans-sectional correlation study. The educational climate was investigated by a survey among all doctors (specialists and trainees) in the departments. Leadership skills of the consultants responsible for education were measured by multi-source feedback scores from heads of departments, peer consultants, and trainees. Doctors from 42 clinical departments representing 21 specialties participated. The response rate of the educational climate investigation was moderate 52% (420/811), Response rate was high in the multisource-feedback process 84.3% (420/498). The educational climate was scored quite high mean 3.9 (SD 0.3) on a five-point Likert scale. Likewise the leadership skills of the clinical consultants responsible for education were considered good, mean 5.4 (SD 0.6) on a seven-point Likert scale. There was no significant correlation between the scores concerning the educational climate and the scores on leadership skills, r = 0.17 (p = 0.29). This study found no relation between the educational climate and the leadership skills of the clinical consultants responsible for postgraduate medical education in clinical departments with the instruments used. Our results indicate that consultants responsible for education are in a weak position to influence the educational climate in the clinical department. Further studies are needed to explore, how heads of departments and other factors related to the clinical organisation could influence the educational climate.

  8. Developing implant dentistry education in Europe: the continuum from undergraduate to postgraduate education and continuing professional development.

    PubMed

    Mattheos, N; de Bruyn, H; Hultin, M; Jepsen, S; Klinge, B; Koole, S; Sanz, M; Ucer, C; Lang, N P

    2014-03-01

    Implant dentistry is a treatment modality which has mainstream clinical practice of comprehensive care, which however is not adequately represented in the undergraduate dental curricula. A consensus workshop organised by ADEE in 2008, set the benchmarks for the knowledge and competences a modern dental practitioner must possess with regard to implant dentistry, as well as defined undergraduate and postgraduate pathways for the acquisition of these competences. Today, 5 years later, there exist several challenges for the implementation of these benchmarks in both undergraduate curricula but also post-graduation educational pathways. A consensus workshop was organised by ADEE, bringing together 48 opinion leaders, including academic teachers of all disciplines related to implant dentistry, specialists, representatives of relevant scientific and professional associations, as well as industry delegates. The objectives of the workshop were to evaluate the existing scientific literature, reported experience and best practices in order to identify potential and limitations for the implementation of implant dentistry in the undergraduate curriculum, as well produce recommendations for the optimal educational structures for postgraduate programmes and continuing professional development. The scientific committee conducted two European-wide questionnaire surveys to better document the current state of education in implant dentistry. Upon completion of the surveys, reviewers were appointed to produce three scientific review papers, identifying current achievements and future challenges. Finally, during the 3 days of the workshop, all the evidence was reviewed and the main conclusions and recommendations that were adopted by all participants are reported in the present Consensus Paper. Implementation of implant dentistry in the undergraduate curriculum has improved significantly, but still lags behind the benchmarks set in 2008 and the diversity between institutions remains

  9. Emerging State Policy in Online Special Education

    ERIC Educational Resources Information Center

    Basham, James D.; Carter, Richard A., Jr.; Rice, Mary Frances; Ortiz, Kelsey

    2016-01-01

    There has been a dramatic increase and acceptance of online learning in the last decade. In its various forms, online learning has begun to disrupt the status quo of K-12 education and, in turn, special education. The growing prevalence of K-12 online learning provides a grounded opportunity to reflect on traditions and redesign policies, systems,…

  10. Supporting Wellness in Adult Online Education

    ERIC Educational Resources Information Center

    Thompson, Jacklyn J.; Porto, Stella C. S.

    2014-01-01

    Online education cannot continue to grow at the current pace while ignoring a crucial component of campus support, wellness for adult online learners. This paper brings awareness to the concept of wellness as an important student support service in adult online education. It includes a summarized review of relevant literature and identifies…

  11. Evaluation of a national process of reforming curricula in postgraduate medical education.

    PubMed

    Lillevang, Gunver; Bugge, Lasse; Beck, Henning; Joost-Rethans, Jan; Ringsted, Charlotte

    2009-06-01

    A national reform of the postgraduate medical education in Denmark introduced (1) Outcome-based education, (2) The CanMEDS framework of competence related to seven roles of the doctor, and (3) In-training assessment. The purpose of the study was to evaluate the process of developing new curricula for 38 specialist training programmes. The research question was: which conditions promote and which conditions impede the process? Evaluation of the process was conducted among 76 contact-persons, who were chairing the curriculum development process within the specialties. Quantitative and qualitative data from a questionnaire survey and telephone interviews were triangulated for data analysis. The response rate of the questionnaire survey was 83% (63/76). Twenty-six telephone interviews were conducted. Identified promoting factors included positive attitude and motivation in faculty and support from written guidelines and seminars. Identified impeding factors included insufficient pedagogical support, poor introduction to the task, changing and inconsistent information from authorities, replacement of advisors, and stressful deadlines. This study identified promoting and impeding factors in a national postgraduate curriculum development process. Surprisingly the study indicates that pedagogical support provided throughout a process in some aspects might not be useful. General suggestions regarding curriculum reform processes are formulated.

  12. Postgraduate radiology training in sub-Saharan Africa: a review of current educational resources.

    PubMed

    Rabinowitz, Deborah A; Pretorius, E Scott

    2005-02-01

    Postgraduate training programs in radiology exist in several African nations. The ability of these programs to train radiologists is necessarily affected by local availability of educational resources, including clinical case volume, radiology equipment and maintenance, number of teaching faculty, and library and computer facilities. We sought to determine the current resources of a sample of African radiology education programs. Site visits were conducted at three separate radiology training programs, one in Ghana and two in South Africa. At each site, the investigator conducted a technology census, assessed library resources, observed daily trainee activities, and interviewed trainees, faculty, and statisticians. African radiology trainees receive considerable training in fluoroscopy, ultrasound, and plain film radiography, but receive considerably less training in nuclear medicine, mammography, magnetic resonance imaging, and interventional radiology. A large amount of equipment in African teaching hospitals is inoperative because of lack of maintenance programs. Faculty to resident ratios in African teaching hospitals are much lower than in American hospitals. Needs of training programs vary greatly from hospital to hospital, and from country to country. Radiologists, radiology organizations, and radiology vendors from high-income nations are in a unique position to help Africa's postgraduate radiology training programs fulfill their mission of training Africa's next generation of radiologists. It is desirable that long-term commitments be made to teaching hospitals so that scarce donated resources may be put to the best possible use.

  13. Postgraduate Cancer Education and Training in Lithuania: Harmonization According to the EU Rules.

    PubMed

    Samalavicius, Narimantas Evaldas; Mineikyte, Ramune; Janulionis, Ernestas; Liutkeviciute-Navickiene, Jurgita; Atkocius, Vydmantas

    2015-06-01

    The purpose of this article is to discuss Lithuanian postgraduate cancer education according to the data of 2013. In Lithuania, a specialization in an area called clinical oncology is absent; as independent specialities in oncology, there are both medical oncologists and radiation oncologists. These types of oncologists complete rigorous residency training in the clinics. Separate courses are provided in different residency programmes. Currently, there are two medical oncology and radiation oncology programmes for 3rd-, 4th- and 5th-year residents, one at the National Cancer Institute and another at the Lithuanian University of Health Sciences and Kaunas Clinics. Today, there are only 45 radiation oncologists and 56 medical oncologists licensed in Lithuania. This means that each radiation oncologist and medical oncologist is providing for 397 and 319 new cancer cases per year, respectively, or there are 0.3 practising in the major specialties of oncology per 10,000 population. Most other medical residency programmes expose their trainees to oncology for only 1 month either in the 1st or the 2nd year of residency. Due to the growing number of new cancer cases worldwide, these programmes have to be extended, especially for family and internal medicine residents. Lithuanian postgraduate cancer education and training is in the process of harmonization according to the EU rules. All the Lithuanian residency programmes are certificated by an independent public agency and are recognized by a number of countries, including all the countries of the EU.

  14. Council on Accreditation of Nurse Anesthesia Educational Programs adopts standards for the Practice Doctorate and Post-graduate CRNA Fellowships.

    PubMed

    Gombkoto, Rebecca L Madsen; Walker, James R; Horton, Betty J; Martin-Sheridan, Denise; Yablonky, Mary Jean; Gerbasi, Francis R

    2014-06-01

    The Council on Accreditation of Nurse Anesthesia Educational Programs appointed a Standards Revision Task Force to develop new accreditation standards. After 3 years of research and development (2011-2013) by the task force, the Council approved the first entry-level Practice Doctorate Standards and the first voluntary Post-graduate CRNA Fellowship Standards in January 2014. This defining moment in accreditation history marks a transition in the educational preparation of entry-level nurse anesthetists and provides opportunities for learning in a variety of post-graduate fellowships for Certified Registered Nurse Anesthetists.

  15. Protocol for a realist review of workplace learning in postgraduate medical education and training.

    PubMed

    Wiese, Anel; Kilty, Caroline; Bergin, Colm; Flood, Patrick; Fu, Na; Horgan, Mary; Higgins, Agnes; Maher, Bridget; O'Kane, Grainne; Prihodova, Lucia; Slattery, Dubhfeasa; Bennett, Deirdre

    2017-01-19

    Postgraduate medical education and training (PGMET) is a complex social process which happens predominantly during the delivery of patient care. The clinical learning environment (CLE), the context for PGMET, shapes the development of the doctors who learn and work within it, ultimately impacting the quality and safety of patient care. Clinical workplaces are complex, dynamic systems in which learning emerges from non-linear interactions within a network of related factors and activities. Those tasked with the design and delivery of postgraduate medical education and training need to understand the relationship between the processes of medical workplace learning and these contextual elements in order to optimise conditions for learning. We propose to conduct a realist synthesis of the literature to address the overarching questions; how, why and in what circumstances do doctors learn in clinical environments? This review is part of a funded projected with the overall aim of producing guidelines and recommendations for the design of high quality clinical learning environments for postgraduate medical education and training. We have chosen realist synthesis as a methodology because of its suitability for researching complexity and producing answers useful to policymakers and practitioners. This realist synthesis will follow the steps and procedures outlined by Wong et al. in the RAMESES Publication Standards for Realist Synthesis and the Realist Synthesis RAMESES Training Materials. The core research team is a multi-disciplinary group of researchers, clinicians and health professions educators. The wider research group includes experts in organisational behaviour and human resources management as well as the key stakeholders; doctors in training, patient representatives and providers of PGMET. This study will draw from the published literature and programme, and substantive, theories of workplace learning, to describe context, mechanism and outcome configurations for

  16. Developing asynchronous online interprofessional education.

    PubMed

    Sanborn, Heidi

    2016-09-01

    For many health programmes, developing interprofessional education (IPE) has been a challenge. Evidence on the best method for design and implementation of IPE has been slow to emerge, with little research on how to best incorporate IPE in the asynchronous online learning environment. This leaves online programmes with no clear guidance when embarking upon an initiative to integrate IPE into the curriculum. One tool that can be effective at guiding the incorporation of IPE across all learning platforms is the Interprofessional Education Collaborative (IPEC) competencies. A project was designed to integrate the nationally defined IPEC competencies throughout an asynchronous, online baccalaureate nursing completion programme. A programme-wide review led to targeted revision of course and unit-level objectives, learning experiences, and assessments based on the IPEC framework. As a result of this effort, the programme curriculum now provides interprofessional learning activities across all courses. This report provides a method for using the IPEC competencies to incorporate IPE within various asynchronous learning assessments, assuring students learn about, with, and from other professions.

  17. "Simultaneous Immersion": How Online Postgraduate Study Contributes to the Development of Reflective Practice among Public Service Practitioners

    ERIC Educational Resources Information Center

    Brooks, Sally; Roberts, Ellen

    2016-01-01

    This paper examines how the process of engaging simultaneously in study and work--through online distance-based study--affects students' capacity to apply their learning in and for the workplace. The paper takes as its starting point the importance of extending notions of "educational effectiveness" beyond course-based attainment to…

  18. "Simultaneous Immersion": How Online Postgraduate Study Contributes to the Development of Reflective Practice among Public Service Practitioners

    ERIC Educational Resources Information Center

    Brooks, Sally; Roberts, Ellen

    2016-01-01

    This paper examines how the process of engaging simultaneously in study and work--through online distance-based study--affects students' capacity to apply their learning in and for the workplace. The paper takes as its starting point the importance of extending notions of "educational effectiveness" beyond course-based attainment to…

  19. An assessment of implementation of Community-Oriented Primary Care in Kenyan family medicine postgraduate medical education programmes

    PubMed Central

    Shabani, Jacob; Taché, Stephanie; Mohamoud, Gulnaz; Mahoney, Megan

    2016-01-01

    Background and objectives Family medicine postgraduate programmes in Kenya are examining the benefits of Community-Oriented Primary Care (COPC) curriculum, as a method to train residents in population-based approaches to health care delivery. Whilst COPC is an established part of family medicine training in the United States, little is known about its application in Kenya. We sought to conduct a qualitative study to explore the development and implementation of COPC curriculum in the first two family medicine postgraduate programmes in Kenya. Method Semi-structured interviews of COPC educators, practitioners, and academic stakeholders and focus groups of postgraduate students were conducted with COPC educators, practitioners and academic stakeholders in two family medicine postgraduate programmes in Kenya. Discussions were transcribed, inductively coded and thematically analysed. Results Two focus groups with eight family medicine postgraduate students and interviews with five faculty members at two universities were conducted. Two broad themes emerged from the analysis: expected learning outcomes and important community-based enablers. Three learning outcomes were (1) making a community diagnosis, (2) understanding social determinants of health and (3) training in participatory research. Three community-based enablers for sustainability of COPC were (1) partnerships with community health workers, (2) community empowerment and engagement and (3) institutional financial support. Conclusions Our findings illustrate the expected learning outcomes and important community-based enablers associated with the successful implementation of COPC projects in Kenya and will help to inform future curriculum development in Kenya. PMID:28155322

  20. An assessment of implementation of CommunityOriented Primary Care in Kenyan family medicine postgraduate medical education programmes.

    PubMed

    Nelligan, Ian J; Shabani, Jacob; Taché, Stephanie; Mohamoud, Gulnaz; Mahoney, Megan

    2016-12-02

    Family medicine postgraduate programmes in Kenya are examining the benefits of Community-Oriented Primary Care (COPC) curriculum, as a method to train residents in population-based approaches to health care delivery. Whilst COPC is an established part of family medicine training in the United States, little is known about its application in Kenya. We sought to conduct a qualitative study to explore the development and implementation of COPC curriculum in the first two family medicine postgraduate programmes in Kenya. Semi-structured interviews of COPC educators, practitioners, and academic stakeholders and focus groups of postgraduate students were conducted with COPC educators, practitioners and academic stakeholders in two family medicine postgraduate programmes in Kenya. Discussions were transcribed, inductively coded and thematically analysed. Two focus groups with eight family medicine postgraduate students and interviews with five faculty members at two universities were conducted. Two broad themes emerged from the analysis: expected learning outcomes and important community-based enablers. Three learning outcomes were (1) making a community diagnosis, (2) understanding social determinants of health and (3) training in participatory research. Three community-based enablers for sustainability of COPC were (1) partnerships with community health workers, (2) community empowerment and engagement and (3) institutional financial support. Our findings illustrate the expected learning outcomes and important communitybased enablers associated with the successful implementation of COPC projects in Kenya and will help to inform future curriculum development in Kenya.

  1. General practitioners learning qualitative research: A case study of postgraduate education.

    PubMed

    Hepworth, Julie; Kay, Margaret

    2015-10-01

    Qualitative research is increasingly being recognised as a vital aspect of primary healthcare research. Teaching and learning how to conduct qualitative research is especially important for general practitioners and other clinicians in the professional educational setting. This article examines a case study of postgraduate professional education in qualitative research for clinicians, for the purpose of enabling a robust discussion around teaching and learning in medicine and the health sciences. A series of three workshops was delivered for primary healthcare academics. The workshops were evaluated using a quantitative survey and qualitative free-text responses to enable descriptive analyses. Participants found qualitative philosophy and theory the most difficult areas to engage with, and learning qualitative coding and analysis was considered the easiest to learn. Key elements for successful teaching were identified, including the use of adult learning principles, the value of an experienced facilitator and an awareness of the impact of clinical subcultures on learning.

  2. Postgraduate Education in Radiation Oncology in Low- and Middle-income Countries.

    PubMed

    Eriksen, J G

    2017-02-01

    Radiation therapy is one of the most cost-effective ways to treat cancer patients on both a curative and palliative basis in low- and middle-income countries (LMICs). Despite this, the gap in radiation oncology capacity is enormous and is even increasing due to a rapid rise in the incidence of cancer cases in LMICs. The urgent need for radiotherapy resources in terms of bunkers and megavoltage machines is important, but equally important is the tremendous lack of properly educated health care professionals. This includes not just medical doctors, but also medical physicists, radiation therapists and nurses, as well as other supporting health care personnel. This overview discusses different ways to develop the standard setting of postgraduate specialist training and continuous medical education in LMICs. Copyright © 2016 The Royal College of Radiologists. Published by Elsevier Ltd. All rights reserved.

  3. Self-assessment in CPD: lessons from the UK undergraduate and postgraduate education domains.

    PubMed

    Dornan, Tim

    2008-01-01

    UK continuing education is moving from credit-earning, taught continuing medical education (CME) to a continuing professional development (CPD) system that explicitly links education to change in practice, managed and monitored through mandatory peer appraisal. Alongside multisource feedback and consideration of issues of poor performance, satisfactory personal development planning will be required for relicensure and recertification. That system gives self-assessment, in the guise of reflection, a central place in personal development. This article uses instances of directed self-assessment drawn from undergraduate and early postgraduate medical education to consider how a positive system of self-assessment and professional self-regulation could be operationalized. It explores why medical students made avid use of an e-technology that presents the intended outcomes of their problem-based curriculum in a way that helps them seek out appropriate clinical opportunities and identify what they learned from them. It contrasts the experience of early postgraduate learners who, presented with a similar e-technology, found it hard to see links between their official curriculum and their day-by-day learning experiences, at least partly because the intended outcomes it offered were remote from what they were actually learning. Any extrapolation to CPD must be very tentative, but I advocate continued exploration of how best to use e-technology to support and structure (ie, direct) self-assessment. Direction could originate from consensus statements and other well-defined external standards when learners lack mastery of a domain. When learners must respond to institutional demands, direction could be provided by corporate goals. In areas of mastery, I propose learners themselves should define personal standards. In areas of difficulty, external assessment would take the place of self-assessment.

  4. A Review of Global Health Competencies for Postgraduate Public Health Education.

    PubMed

    Sawleshwarkar, Shailendra; Negin, Joel

    2017-01-01

    During the last decade, the literature about global health has grown exponentially. Academic institutions are also exploring the scope of their public health educational programs to meet the demand for a global health professional. This has become more relevant in the context of the sustainable development goals. There have been attempts to describe global health competencies for specific professional groups. The focus of these competencies has been variable with a variety of different themes being described ranging from globalization and health care, analysis and program management, as well as equity and capacity strengthening. This review aims to describe global health competencies and attempts to distill common competency domains to assist in curriculum development and integration in postgraduate public health education programs. A literature search was conducted using relevant keywords with a focus on public health education. This resulted in identification of 13 articles that described global health competencies. All these articles were published between 2005 and 2015 with six from the USA, two each from Canada and Australia, and one each from UK, Europe, and Americas. A range of methods used to describe competency domains included literature review, interviews with experts and employers, surveys of staff and students, and description or review of an academic program. Eleven competency domains were distilled from the selected articles. These competency domains primarily referred to three main aspects, one that focuses on burden of disease and the determinants of health. A second set focuses on core public health skills including policy development, analysis, and program management. Another set of competency domains could be classified as "soft skills" and includes collaboration, partnering, communication, professionalism, capacity building, and political awareness. This review presents the landscape of defined global health competencies for postgraduate public

  5. A Review of Global Health Competencies for Postgraduate Public Health Education

    PubMed Central

    Sawleshwarkar, Shailendra; Negin, Joel

    2017-01-01

    During the last decade, the literature about global health has grown exponentially. Academic institutions are also exploring the scope of their public health educational programs to meet the demand for a global health professional. This has become more relevant in the context of the sustainable development goals. There have been attempts to describe global health competencies for specific professional groups. The focus of these competencies has been variable with a variety of different themes being described ranging from globalization and health care, analysis and program management, as well as equity and capacity strengthening. This review aims to describe global health competencies and attempts to distill common competency domains to assist in curriculum development and integration in postgraduate public health education programs. A literature search was conducted using relevant keywords with a focus on public health education. This resulted in identification of 13 articles that described global health competencies. All these articles were published between 2005 and 2015 with six from the USA, two each from Canada and Australia, and one each from UK, Europe, and Americas. A range of methods used to describe competency domains included literature review, interviews with experts and employers, surveys of staff and students, and description or review of an academic program. Eleven competency domains were distilled from the selected articles. These competency domains primarily referred to three main aspects, one that focuses on burden of disease and the determinants of health. A second set focuses on core public health skills including policy development, analysis, and program management. Another set of competency domains could be classified as “soft skills” and includes collaboration, partnering, communication, professionalism, capacity building, and political awareness. This review presents the landscape of defined global health competencies for postgraduate

  6. Enhancing International Postgraduates' Learning Experience with Online Peer Assessment and Feedback Innovation

    ERIC Educational Resources Information Center

    Chew, Esyin; Snee, Helena; Price, Trevor

    2016-01-01

    Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students' experience with peer assessment and feedback innovation. The Vygotsky's Zone of Proximal Development (ZPD) theoretical…

  7. Enhancing International Postgraduates' Learning Experience with Online Peer Assessment and Feedback Innovation

    ERIC Educational Resources Information Center

    Chew, Esyin; Snee, Helena; Price, Trevor

    2016-01-01

    Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students' experience with peer assessment and feedback innovation. The Vygotsky's Zone of Proximal Development (ZPD) theoretical…

  8. Postgraduate medical education in paediatric surgery: videoconferencing--a possible solution for Africa?

    PubMed

    Hadley, Grenville Peter; Mars, M

    2008-02-01

    Africa faces a triple burden of disease; HIV, tuberculosis and malaria. Despite this, its population is expected to double over the next 45 years. There is a dire shortage of medical specialists and many countries lack suitably qualified doctors to train medical specialists. Videoconferencing offers the opportunity to share scarce human resources. In the South African province of KwaZulu-Natal there are only three paediatric surgeons who meet the clinical needs of the province and offer training in paediatric surgery to general surgeons in training. This paper reports an 18-month experience using videoconferenced postgraduate medical education in paediatric surgery in a South African setting. Seventy-one videoconference postgraduate teaching sessions of 1 h duration were broadcast to up to four sites in South Africa. Teaching sessions were in a lecture format with discussion thereafter. On average, 18 people at receive sites took part in each session in 2005 and 37 in 2006. There was universal satisfaction with videoconferenced teaching from those teaching and the participants at the distant sites. There is a demand to extend this project to other parts of South Africa and into Africa, where the shortage of paediatric surgeons is acute.

  9. Thresholds of Principle and Preference: Exploring Procedural Variation in Postgraduate Surgical Education.

    PubMed

    Apramian, Tavis; Cristancho, Sayra; Watling, Chris; Ott, Michael; Lingard, Lorelei

    2015-11-01

    Expert physicians develop their own ways of doing things. The influence of such practice variation in clinical learning is insufficiently understood. Our grounded theory study explored how residents make sense of, and behave in relation to, the procedural variations of faculty surgeons. We sampled senior postgraduate surgical residents to construct a theoretical framework for how residents make sense of procedural variations. Using a constructivist grounded theory approach, we used marginal participant observation in the operating room across 56 surgical cases (146 hours), field interviews (38), and formal interviews (6) to develop a theoretical framework for residents' ways of dealing with procedural variations. Data analysis used constant comparison to iteratively refine the framework and data collection until theoretical saturation was reached. The core category of the constructed theory was called thresholds of principle and preference and it captured how faculty members position some procedural variations as negotiable and others not. The term thresholding was coined to describe residents' daily experiences of spotting, mapping, and negotiating their faculty members' thresholds and defending their own emerging thresholds. Thresholds of principle and preference play a key role in workplace-based medical education. Postgraduate medical learners are occupied on a day-to-day level with thresholding and attempting to make sense of the procedural variations of faculty. Workplace-based teaching and assessment should include an understanding of the integral role of thresholding in shaping learners' development. Future research should explore the nature and impact of thresholding in workplace-based learning beyond the surgical context.

  10. Online Report Card: Tracking Online Education in the United States

    ERIC Educational Resources Information Center

    Allen, I. Elaine; Seaman, Jeff

    2016-01-01

    This is the thirteenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group in partnership with the Online Learning Consortium (OLC), Pearson, WCET, StudyPortals, and Tyton Partners, with additional data from the National Center for Education…

  11. Foundational Best Practices for Online Sexuality Education

    ERIC Educational Resources Information Center

    Mckee, Ryan W.; Green, Eli R.; Hamarman, Amelia M.

    2012-01-01

    An increasing number of colleges and universities are moving toward online education (Allen & Seaman, 2011; Farnsworth & Bevis, 2006). While there are reservations about the effectiveness of teaching sexuality education online, it is essential that formally trained sexuality educators participate proactively in this paradigm shift. By embracing…

  12. Reforming Teacher Education for Online Pedagogy Development

    ERIC Educational Resources Information Center

    Scheg, Abigail G.

    2014-01-01

    Online education is a long-term goal at most higher-education institutions in the United States, but very few faculty members have sufficient training or knowledge of online pedagogy. As a result, students are not receiving the highest quality education, and institutions are struggling with student retention and the improvement of their distance…

  13. Reforming Teacher Education for Online Pedagogy Development

    ERIC Educational Resources Information Center

    Scheg, Abigail G.

    2014-01-01

    Online education is a long-term goal at most higher-education institutions in the United States, but very few faculty members have sufficient training or knowledge of online pedagogy. As a result, students are not receiving the highest quality education, and institutions are struggling with student retention and the improvement of their distance…

  14. Foundational Best Practices for Online Sexuality Education

    ERIC Educational Resources Information Center

    Mckee, Ryan W.; Green, Eli R.; Hamarman, Amelia M.

    2012-01-01

    An increasing number of colleges and universities are moving toward online education (Allen & Seaman, 2011; Farnsworth & Bevis, 2006). While there are reservations about the effectiveness of teaching sexuality education online, it is essential that formally trained sexuality educators participate proactively in this paradigm shift. By embracing…

  15. Intelligent Agent-Supported Online Education

    ERIC Educational Resources Information Center

    Li, Xiaoqing

    2007-01-01

    With the development of Internet technologies, online distance education is becoming an important format for teaching, learning, and instruction. In the 21st century, bleeding edge technologies make it possible for more and more students, especially adults, to benefit from an online education. This new paradigm in education allows students to…

  16. Massive open online courses in nursing education.

    PubMed

    Goldschmidt, Karen; Greene-Ryan, Jane

    2014-01-01

    MOOCs are changing the face of higher education. Online programs provide nurses with access to technologies, networking with other professionals, and opportunities reflect on their practice. The changing climate of online, higher education provides access and flexibility to students balancing work, family, and financial responsibilities. Offering free courses may provide nursing students ambivalent about online learning the chance to experience otherwise unavailable educational opportunities including the chance to earn a BSN degree.

  17. A Delphi-Based Approach for Detecting Key E-Learning Trends in Postgraduate Education: The Spanish Case

    ERIC Educational Resources Information Center

    Lopez-Catalan, Blanca; Bañuls, Victor A.

    2017-01-01

    Purpose: The purpose of this paper is to present the results of national level Delphi study carried out in Spain aimed at providing inputs for higher education administrators and decision makers about key e-learning trends for supporting postgraduate courses. Design/methodology/approach: The ranking of the e-learning trends is based on a…

  18. Web 2.0 in Education: A Study of the Explorative Use of Blogs with a Postgraduate Class

    ERIC Educational Resources Information Center

    Churchill, Daniel

    2011-01-01

    This paper outlines a study that explored educational applications of blogs with a class of postgraduate students in a Hong Kong university over a period of one semester in 2006, and considers its outcomes. Rather than using the usual learning management system to support learning in the class, the facilitator-researcher organised a blog-based…

  19. A study of videoconferencing for postgraduate continuing education in dentistry in the UK--the teachers' view.

    PubMed

    Odell, E W; Francis, C A; Eaton, K A; Reynolds, P A; Mason, R D

    2001-08-01

    Videoconferencing is an established method for providing medical education over long distances. Our aims were to assess the feasibility of videoconferencing in dental postgraduate education, to evaluate its practicability, teacher satisfaction and evaluate equipment. Twenty-seven teachers from the 4 London Dental Schools provided 41 postgraduate dental education sessions on a range of topics to regional postgraduate centres and dental practices as part of the Thames Health Region's programme. Videoconferencing was carried out using a relatively inexpensive personal computer system link using ISDN2 telephone lines and Z350 protocol. Presenter views and assessment were obtained by questionnaire, interview and videotape. Teachers felt that minimal additional preparation time was required for videoconferencing and 21/27 preferred it to in-person teaching, most noting the saving in travel time. Only 3 of the teachers were dissatisfied with their ability to communicate, 4 were equivocal and 20 were either pleased or very pleased. The teachers largely enjoyed the experience and performed well in the new medium. However, sound quality proved inadequate in 5/41 links and most sessions included some periods of suboptimal sound. Only 4 teachers were satisfied with their ability to perform question and answer interaction with the audience. We conclude that experienced teachers adapt readily to videoconferencing and learn to communicate effectively very quickly. Teachers were positive about the medium despite its shortcomings and improvements in sound quality would allow a rapid expansion of postgraduate dental education by videoconference.

  20. Primary Teachers' Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience

    ERIC Educational Resources Information Center

    Gotsuliak, Kateryna

    2015-01-01

    Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service--Differentiation in Action, Ireland's official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick…

  1. Web 2.0 in Education: A Study of the Explorative Use of Blogs with a Postgraduate Class

    ERIC Educational Resources Information Center

    Churchill, Daniel

    2011-01-01

    This paper outlines a study that explored educational applications of blogs with a class of postgraduate students in a Hong Kong university over a period of one semester in 2006, and considers its outcomes. Rather than using the usual learning management system to support learning in the class, the facilitator-researcher organised a blog-based…

  2. Improving English proficiency of post-graduate international nursing students seeking further qualifications and continuing education in foreign countries.

    PubMed

    Chiang, Vico; Crickmore, Barbara-Lee

    2009-07-01

    Post-graduate international nursing students who seek continuing education are accepted by nursing programs in a number of Western countries. Teaching experience from an Australian school of nursing program reflected that although these students demonstrated the minimum English proficiency required by the university, advanced English and communication proficiency related to clinical practice was required when they received clinical placements in an unfamiliar environment.

  3. Primary Teachers' Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience

    ERIC Educational Resources Information Center

    Gotsuliak, Kateryna

    2015-01-01

    Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service--Differentiation in Action, Ireland's official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick…

  4. Key Concepts in Postgraduate Certificates in Higher Education Teaching and Learning in Australasia and the United Kingdom

    ERIC Educational Resources Information Center

    Kandlbinder, Peter; Peseta, Tai

    2009-01-01

    Since the first postgraduate certificate in higher education teaching and learning was offered in Australia in the late 1970s, similar courses have become a major part of academic development in universities in Australia, New Zealand and the United Kingdom. This paper describes the outcomes of a survey designed to determine the key higher…

  5. The Involuntary Push: University Mergers and Their Effect on Post-graduate Management Education in South Australia.

    ERIC Educational Resources Information Center

    Martin, Christopher D.

    1996-01-01

    In Australia, the 1987 Dawkins green paper supposedly set clear guidelines for merging institutions in the new unified national system. There was little government guidance in merger efforts. Now there are three universities--planners' least-preferred option. All offer postgraduate management education. The Dawkins paper has minimally influenced…

  6. The Involuntary Push: University Mergers and Their Effect on Post-graduate Management Education in South Australia.

    ERIC Educational Resources Information Center

    Martin, Christopher D.

    1996-01-01

    In Australia, the 1987 Dawkins green paper supposedly set clear guidelines for merging institutions in the new unified national system. There was little government guidance in merger efforts. Now there are three universities--planners' least-preferred option. All offer postgraduate management education. The Dawkins paper has minimally influenced…

  7. Best Practices for Online Business Education

    ERIC Educational Resources Information Center

    Grandzol, John R.; Grandzol, Christian J.

    2006-01-01

    This integrative review of literature on online educational best practices is intended to provide a quick reference for those interested in designing online business courses and programs. Primarily American in its perspective, this review may be helpful for business schools seeking optimal online course designs that foster quality learning…

  8. Conflicted: Faculty and Online Education, 2012

    ERIC Educational Resources Information Center

    Allen, I. Elaine; Seaman, Jeff

    2012-01-01

    This study focuses on attitudes and practices related to all aspects of online education--including views on the quality of learning outcomes, issues of institutional support, and institutional rewards. Even as online enrollments have grown exponentially, attitudes about online learning have remained conflicted. The study is based on the results…

  9. Approaching K-12 Online Education in Pennsylvania

    ERIC Educational Resources Information Center

    Vadell, Kathryn

    2013-01-01

    The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

  10. Approaching K-12 Online Education in Pennsylvania

    ERIC Educational Resources Information Center

    Vadell, Kathryn

    2013-01-01

    The purpose of this study is to determine how K-12 schools are addressing the need to accommodate online learners in Pennsylvania. It is built upon a review of literature focusing on educational legislation, the personalization of online learning and online learning solutions. The study posed 21 questions utilizing a mixed methods approach to…

  11. Postgraduate Emergency Medicine Training in India: An Educational Partnership with the Private Sector.

    PubMed

    Douglass, Katherine; Pousson, Amelia; Gidwani, Shweta; Smith, Jeffrey

    2015-11-01

    Emergency medicine (EM) is a recently recognized specialty in India, still in its infancy. Local training programs are developing, but remain very limited. Private, for-profit hospitals are an important provider of graduate medical education (GME) in India, and are partnering with United States (US) universities in EM to expand training opportunities. Our aim was to describe current private-sector programs affiliated with a US university providing postgraduate EM training in India, the evolution and structure of these programs, and successes and challenges of program implementation. Programs have been established in seven cities in India in partnership with a US academic institution. Full-time trainees have required didactics, clinical rotations, research, and annual examinations. Faculty members affiliated with the US institution visit each program monthly. Regular evaluations have informed program modifications, and a local faculty development program has been implemented. Currently, 240 trainees are enrolled in the EM postgraduate program, and 141 physicians have graduated. A pilot survey conducted in 2012 revealed that 93% of graduates are currently practicing EM, 82% of those in India; 71% are involved in teaching, and 32% in research. Further investigation into programmatic impacts is necessary. Challenges include issues of formal program recognition both in India and abroad. This unique partnership is playing a major early role in EM GME in India. Future steps include official program recognition, expanded numbers of training sites, and a gradual transition of training and education to local faculty. Similar partnership programs may be effective in other settings outside of India. Copyright © 2015 Elsevier Inc. All rights reserved.

  12. Perceived barriers to online education by radiologic science educators.

    PubMed

    Kowalczyk, Nina K

    2014-01-01

    Radiologic science programs continue to adopt the use of blended online education in their curricula, with an increase in the use of online courses since 2009. However, perceived barriers to the use of online education formats persist in the radiologic science education community. An electronic survey was conducted to explore the current status of online education in the radiologic sciences and to identify barriers to providing online courses. A random sample of 373 educators from radiography, radiation therapy, and nuclear medicine technology educational programs accredited by the Joint Review Committee on Education in Radiologic Technology and Joint Review Committee on Educational Programs in Nuclear Medicine Technology was chosen to participate in this study. A qualitative analysis of self-identified barriers to online teaching was conducted. Three common themes emerged: information technology (IT) training and support barriers, student-related barriers, and institutional barriers. Online education is not prevalent in the radiologic sciences, in part because of the need for the clinical application of radiologic science course content, but online course activity has increased substantially in radiologic science education, and blended or hybrid course designs can effectively provide opportunities for student-centered learning. Further development is needed to increase faculty IT self-efficacy and to educate faculty regarding pedagogical methods appropriate for online course delivery. To create an excellent online learning environment, educators must move beyond technology issues and focus on providing quality educational experiences for students.

  13. Improving the Quality of Postgraduate Education in Traditional Japanese Kampo Medicine for Junior Residents: An Exploratory Survey Conducted in Five Institutions in the Tohoku Area.

    PubMed

    Takayama, Shin; Kobayashi, Seiichi; Kaneko, Soichiro; Tabata, Masao; Sato, Shinya; Ishikawa, Keiichi; Suzuki, Saya; Arita, Ryutaro; Saito, Natsumi; Kamiya, Tetsuharu; Nishikawa, Hitoshi; Ikeno, Yuka; Tanaka, Junichi; Ohsawa, Minoru; Kikuchi, Akiko; Numata, Takehiro; Kuroda, Hitoshi; Abe, Michiaki; Ishibashi, Satoru; Yaegashi, Nobuo; Ishii, Tadashi

    2016-11-01

    Traditional Japanese (Kampo) medicine has been widely applied in general medicine in Japan. In 2001, the model core curriculum for Japanese medical education was revised to include Kampo medicine. Since 2007, all 80 Japanese medical schools have incorporated it within their programs. However, postgraduate training or instruction of Kampo medicine has not been recognized as a goal for the clinical training of junior residents by Japan's Ministry of Health, Labour and Welfare; little is known about postgraduate Kampo medicine education. This exploratory study investigated attitudes about Kampo medicine among junior residents in Japanese postgraduate training programs. A questionnaire survey was administered to junior residents at five institutions in the Tohoku area of Japan. Questions evaluated residents' experiences of prescribing Kampo medicines and their expectations for postgraduate Kampo education and training. As a result, 121 residents responded (response rate = 74%). About 96% of participants had previously received Kampo medicine education at their pre-graduate medical schools and 64% had prescribed Kampo medications. Specifically, daikenchuto was prescribed to prevent ileus and constipation after abdominal surgery and yokukansan was prescribed to treat delirium in the elderly. Residents received on-the-job instruction by attending doctors. Over 70% of participants indicated that there was a need for postgraduate Kampo medicine education opportunities and expected lectures and instruction on how to use it to treat common diseases. In conclusion, we have revealed that junior residents require Kampo medicine education in Japanese postgraduate training programs. The programs for comprehensive pre-graduate and postgraduate Kampo education are expected.

  14. Roles, tasks and educational functions of postgraduate programme directors: a qualitative study.

    PubMed

    Frydén, Hanna; Ponzer, Sari; Heikkilä, Kristiina; Kihlström, Lars; Nordquist, Jonas

    2015-10-01

    A programme director is often required to organise postgraduate medical education. This leadership role can include educational as well as managerial duties. Only a few published studies have explored programme directors' own perceptions of their role. There is a need to explore the use of theoretical frameworks to improve the understanding of educational roles. To explore programme directors' own perceptions of their role in terms of tasks and functions, and to relate these roles to the theoretical framework developed by Bolman and Deal. Semi-structured interviews were conducted with 17 programme directors between February and August 2013. The data were subjected to content analysis using a deductive approach. The various roles and tasks included by participants in their perceptions of their work could be categorised within the framework of functions described by Bolman and Deal. These included: structuring the education (structural function); supporting individuals and handling relations (human resource function); negotiating between different interests (political function); and influencing the culture at the departmental level (symbolic function). The functions most often emphasised by participants were the structural and human resource functions. Some tasks involved several functions which varied over time. Programme directors' own perceptions of their roles, tasks and functions varied widely. The theoretical framework of Bolman and Deal might be helpful when explaining and developing these roles. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  15. The educational environment: comparisons of the British and American postgraduate psychiatry training programmes in an Asian setting.

    PubMed

    Mahendran, Rathi; Broekman, Birit; Wong, John C M; Lai, Yew Min; Kua, Ee Heok

    2013-11-01

    An American styled residency programme for postgraduate psychiatry training introduced in parallel with an existing British-styled programme in Singapore has proved challenging at various levels. This study determined the educational environment of both programmes using the Postgraduate Hospital Educational Environment Measure (PHEEM) questionnaire. All residents and trainees were invited to participate in this cross-sectional study with a self-administered PHEEM questionnaire. Statistical analysis was done using SPSS version 16. Trainees and residents perceived training as "more positive than negative with room for improvement." The subscale score for Teaching was lowest. Residents were dissatisfied with their new structured programme. Perceptions of clinical teachers were low in both training programmes. The existence of two programmes impacts the educational environment. Those involved in introducing revisions to educational programmes and curricula must attend to change management.

  16. Planning for Online Education: A Systems Model

    ERIC Educational Resources Information Center

    Picciano, Anthony G.

    2015-01-01

    The purpose of this article is to revisit the basic principles of technology planning as applied to online education initiatives. While not meant to be an exhaustive treatment of the topic, the article is timely because many colleges and universities are considering the development and expansion of online education as part of their planning…

  17. Higher Ed Professionals' Perspectives on Online Education

    ERIC Educational Resources Information Center

    Heubeck, Elizabeth

    2008-01-01

    The recent growth of online education has added a new dimension to college learning that was unthinkable a few decades ago. Knocking down the traditional notion of the "ivory tower" college campus, online education presents an entirely new classroom paradigm, a shift resulting in more opportunities and challenges. In this article,…

  18. Higher Ed Professionals' Perspectives on Online Education

    ERIC Educational Resources Information Center

    Heubeck, Elizabeth

    2008-01-01

    The recent growth of online education has added a new dimension to college learning that was unthinkable a few decades ago. Knocking down the traditional notion of the "ivory tower" college campus, online education presents an entirely new classroom paradigm, a shift resulting in more opportunities and challenges. In this article,…

  19. Reconceptualising Higher Education Pedagogy in Online Learning

    ERIC Educational Resources Information Center

    Green, Nicole C.; Edwards, Helen; Wolodko, Brenda; Stewart, Cherry; Brooks, Margaret; Littledyke, Ros

    2010-01-01

    The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their…

  20. High Performance Work Systems for Online Education

    ERIC Educational Resources Information Center

    Contacos-Sawyer, Jonna; Revels, Mark; Ciampa, Mark

    2010-01-01

    The purpose of this paper is to identify the key elements of a High Performance Work System (HPWS) and explore the possibility of implementation in an online institution of higher learning. With the projected rapid growth of the demand for online education and its importance in post-secondary education, providing high quality curriculum, excellent…

  1. High Performance Work Systems for Online Education

    ERIC Educational Resources Information Center

    Contacos-Sawyer, Jonna; Revels, Mark; Ciampa, Mark

    2010-01-01

    The purpose of this paper is to identify the key elements of a High Performance Work System (HPWS) and explore the possibility of implementation in an online institution of higher learning. With the projected rapid growth of the demand for online education and its importance in post-secondary education, providing high quality curriculum, excellent…

  2. An Overview of Online Education in India

    ERIC Educational Resources Information Center

    Ibrar, Mohammad

    2012-01-01

    For over the past years, online education has been quite an option for several learners who have a hard time in going to school campuses due to several reasons such as financial resources or having a hectic schedule. There are several individuals who prefer to continue their higher educational learning through online system. Since, online…

  3. Effective Online Instruction in Higher Education

    ERIC Educational Resources Information Center

    Crawford-Ferre, Heather Glynn; Wiest, Lynda R.

    2012-01-01

    Online education has emerged as an effective and increasingly common alternative to face-to-face instruction in postsecondary education. This article is a summary of effective practices in online instructional methods, including course design, interaction among course participants, and instructor preparation and support.

  4. Effective Online Instruction in Higher Education

    ERIC Educational Resources Information Center

    Crawford-Ferre, Heather Glynn; Wiest, Lynda R.

    2012-01-01

    Online education has emerged as an effective and increasingly common alternative to face-to-face instruction in postsecondary education. This article is a summary of effective practices in online instructional methods, including course design, interaction among course participants, and instructor preparation and support.

  5. ESSReS-PEP, an international and interdisciplinary postgraduate education concept on Earth and Environmental Sciences

    NASA Astrophysics Data System (ADS)

    Grosfeld, Klaus; Lohmann, Gerrit; Ladstätter-Weißenmayer, Annette; Burrows, John

    2013-04-01

    Promoting young researchers is a major priority of the German Helmholtz Association. Since more than five years graduate and postgraduate education in the field of Earth System and Environmental Science has been established in Bremen and Bremerhaven, north-western Germany. Using the network and collaboration of experts and specialists on observational and paleoclimate data as well as on statistical data analysis and climate modelling from two Universities and the Helmholtz research institute on Polar and Marine Research, master and PhD students are trained to understand, decipher and cope with the challenges of recent climate change on an highly interdisciplinary and inter-institutional level. The existing research infrastructure at the Alfred Wegener Institute in Bremerhaven (AWI), University of Bremen, and Jacobs University Bremen offers a unique research environment to study past, present and future changes of the climate system, with special focus on high latitudinal processes. It covers all kind of disciplines, climate science, geosciences and biosciences, and provides a consistent framework for education and qualification of a new generation of expertly trained, internationally competitive master and PhD students. On postgraduate level, the Postgraduate Programme Environmental Physics (PEP) at the University of Bremen (www.pep.uni-bremen.de) educates the participants on the complex relationship between atmosphere, hydrosphere (ocean), cryosphere (ice region) and solid earth (land). Here, the learning of experimental methods in environmental physics at the most advanced level, numerical data analysis using supercomputers, and data interpretation via sophisticated methods prepare students for a scientific career. Within cooperation with the Ocean University of China (OUC) students are participating one year in the PEP programme during their master studies since 2006, to get finally a double degree of both universities. At the Alfred Wegener Institute for Polar

  6. Implant dentistry in postgraduate university education. Present conditions, potential, limitations and future trends.

    PubMed

    Mattheos, N; Wismeijer, D; Shapira, L

    2014-03-01

    In recent years, opportunities for postgraduate university education in implant dentistry have increased significantly, with an increase in both the number but also the complexity of available postgraduate programmes. However, there appears to be a lack of standards directing the learning outcomes of such programmes. A scientific literature search was conducted for publications reporting on university programmes within implant dentistry, including description of programmes and evaluation of learning outcomes. A separate Internet search was conducted to collect information on existing university programmes as presented on university websites. Implant dentistry has reached a critical mass of an independent, multidisciplinary and vibrant domain of science, which combines knowledge and discovery from many clinical and basic sciences. Many university programmes conclude with a master's or equivalent degree, but there appears to be a great diversity with regard to duration and learning objectives, as well as targeted skills and competences. The importance of implant dentistry has also increased within established specialist training programmes. There was little indication, however, that the comprehensive aspects of implant dentistry are present in all specialist training programmes where implants are being covered. Although universities should maintain the options of designing academic programmes as they best see fit, it is imperative for them to introduce some form of transparent and comparable criteria, which will allow the profession and the public to relate the degree and academic credentials to the actual skills and competences of the degree holder. With regard to established specialist training programmes, the interdisciplinary and comprehensive nature of implant dentistry needs to be emphasised, covering both surgical and restorative aspects. Finally, implant dentistry is not, at present, a dental specialty. The profession has not reached a consensus as to whether

  7. Thresholds of Principle and Preference: Exploring Procedural Variation in Postgraduate Surgical Education

    PubMed Central

    Apramian, Tavis; Cristancho, Sayra; Watling, Chris; Ott, Michael; Lingard, Lorelei

    2017-01-01

    Background Expert physicians develop their own ways of doing things. The influence of such practice variation in clinical learning is insufficiently understood. Our grounded theory study explored how residents make sense of, and behave in relation to, the procedural variations of faculty surgeons. Method We sampled senior postgraduate surgical residents to construct a theoretical framework for how residents make sense of procedural variations. Using a constructivist grounded theory approach, we used marginal participant observation in the operating room across 56 surgical cases (146 hours), field interviews (38), and formal interviews (6) to develop a theoretical framework for residents’ ways of dealing with procedural variations. Data analysis used constant comparison to iteratively refine the framework and data collection until theoretical saturation was reached. Results The core category of the constructed theory was called thresholds of principle and preference and it captured how faculty members position some procedural variations as negotiable and others not. The term thresholding was coined to describe residents’ daily experiences of spotting, mapping, and negotiating their faculty members’ thresholds and defending their own emerging thresholds. Conclusions Thresholds of principle and preference play a key role in workplace-based medical education. Postgraduate medical learners are occupied on a day-to-day level with thresholding and attempting to make sense of the procedural variations of faculty. Workplace-based teaching and assessment should include an understanding of the integral role of thresholding in shaping learners’ development. Future research should explore the nature and impact of thresholding in workplace-based learning beyond the surgical context. PMID:26505105

  8. Teaching and assessment of implant dentistry in undergraduate and postgraduate education: a European consensus.

    PubMed

    Mattheos, N; Albrektsson, T; Buser, D; De Bruyn, H; Donos, N; Hjørting Hansen, E; Lang, N P; Sanz, M; Nattestad, A

    2009-02-01

    This paper constitutes a summary of the consensus documents agreed at the First European Workshop on Implant Dentistry University Education held in Prague on 19-22 June 2008. Implant dentistry is becoming increasingly important treatment alternative for the restoration of missing teeth, as patients expectations and demands increase. Furthermore, implant related complications such as peri-implantitis are presenting more frequently in the dental surgery. This consensus paper recommends that implant dentistry should be an integral part of the undergraduate curriculum. Whilst few schools will achieve student competence in the surgical placement of implants this should not preclude the inclusion of the fundamental principles of implant dentistry in the undergraduate curriculum such as the evidence base for their use, indications and contraindications and treatment of the complications that may arise. The consensus paper sets out the rationale for the introduction of implant dentistry in the dental curriculum and the knowledge base for an undergraduate programme in the subject. It lists the competencies that might be sought without expectations of surgical placement of implants at this stage and the assessment methods that might be employed. The paper also addresses the competencies and educational pathways for postgraduate education in implant dentistry.

  9. Survey of current trends in postgraduate musculoskeletal ultrasound education in the United States.

    PubMed

    Berko, Netanel S; Goldberg-Stein, Shlomit; Thornhill, Beverly A; Koenigsberg, Mordecai

    2016-04-01

    To determine current trends in postgraduate musculoskeletal ultrasound education across various medical specialties in the United States. A survey regarding musculoskeletal ultrasound education was sent to all program directors for diagnostic radiology and physical medicine rehabilitation residency programs, as well as adult rheumatology and sports medicine fellowship programs in the United States. The survey, sent in July 2015, queried the presence of formal musculoskeletal ultrasound training, the components of such training and case volume for trainees. Response rates were 23, 25, 28 and 33% for physical medicine and rehabilitation, radiology, rheumatology and sports medicine programs, respectively. Among respondents, musculoskeletal ultrasound training was present in 65% of radiology programs, 88% of sports medicine programs, 90% of rheumatology programs, and 100% of physical medicine and rehabilitation programs. Most programs utilized didactic lectures, followed by hands-on scanning. The majority of programs without current training intend to implement such training within 5 years, although radiology programs reported the lowest likelihood of this happening. Most program directors believed that musculoskeletal ultrasound education is important for their trainees, and is of greater importance than it was 10 years ago. Case volume was lowest for radiology trainees and highest for sports medicine trainees. Among respondents, the majority of diagnostic radiology programs offer musculoskeletal ultrasound training. However, this experience is even more widespread in other medical specialties, and hands-on training and experience tend to be greater in other specialties than in radiology.

  10. Online Sexuality Education Pedagogy: Translating Five In-Person Teaching Methods to Online Learning Environments

    ERIC Educational Resources Information Center

    Green, Eli R.; Hamarman, Amelia M.; McKee, Ryan W.

    2015-01-01

    As higher education expands online course offerings, it is essential that sexuality educators strive to translate success from in-person courses into online pedagogy. While many educators remain anxious about, or sceptical of, the benefits of online sexuality education, the popularity of online courses demands engagement if educators are not to…

  11. Online Sexuality Education Pedagogy: Translating Five In-Person Teaching Methods to Online Learning Environments

    ERIC Educational Resources Information Center

    Green, Eli R.; Hamarman, Amelia M.; McKee, Ryan W.

    2015-01-01

    As higher education expands online course offerings, it is essential that sexuality educators strive to translate success from in-person courses into online pedagogy. While many educators remain anxious about, or sceptical of, the benefits of online sexuality education, the popularity of online courses demands engagement if educators are not to…

  12. The return on investment in online education.

    PubMed

    Bishop, Tana M

    2007-01-01

    In the decade since online education emerged in higher education, digital learning has become increasingly commonplace. Various models exist-from those offered fully online to others that combine traditional classroom time with some online activities. This article identifies the dominant emergent models, provides examples of their implementation across higher-education institutions, and evaluates the cost analyses conducted to date on this relatively new teaching and learning model. The ways in which we determine the return on investment depend upon the cost indicators selected, the measures of effectiveness used, and the indices by which institutions mark progress toward their educational and cost objectives.

  13. Development of a Procurement Management Framework in Ghana: A New Paradigm for Interdisciplinary Postgraduate Education

    ERIC Educational Resources Information Center

    Owusu-Manu, D.; Badu, E.; Edwards, D. J.

    2011-01-01

    Procurement in the corporate world is increasingly complex, multi-faceted and interdisciplinary. This paper explores existing knowledge specifications relating to procurement management competencies and proposes a new procurement management competency framework (PMCF) and a competency-based postgraduate programme for postgraduate students in…

  14. Development of a Procurement Management Framework in Ghana: A New Paradigm for Interdisciplinary Postgraduate Education

    ERIC Educational Resources Information Center

    Owusu-Manu, D.; Badu, E.; Edwards, D. J.

    2011-01-01

    Procurement in the corporate world is increasingly complex, multi-faceted and interdisciplinary. This paper explores existing knowledge specifications relating to procurement management competencies and proposes a new procurement management competency framework (PMCF) and a competency-based postgraduate programme for postgraduate students in…

  15. What You Do and Where You Are: A Comparative Analysis of Postgraduate Education Research (1995-2004) from Three South African Higher Education Institutions

    ERIC Educational Resources Information Center

    Madiya, N.; Bengesai, A. V.; Karlsson, J.

    2011-01-01

    This article explores the postgraduate educational research undertaken at three South African higher education institutions during the period 1995 to 2004. The institutions are Rhodes University in the Eastern Cape, the University of the Witwatersrand in Gauteng, and the University of Zululand in KwaZulu-Natal. They are located in geographical and…

  16. What You Do and Where You Are: A Comparative Analysis of Postgraduate Education Research (1995-2004) from Three South African Higher Education Institutions

    ERIC Educational Resources Information Center

    Madiya, N.; Bengesai, A. V.; Karlsson, J.

    2011-01-01

    This article explores the postgraduate educational research undertaken at three South African higher education institutions during the period 1995 to 2004. The institutions are Rhodes University in the Eastern Cape, the University of the Witwatersrand in Gauteng, and the University of Zululand in KwaZulu-Natal. They are located in geographical and…

  17. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students.

    PubMed

    Rosenbaum, Paul-Erik Lillholm; Mikalsen, Oyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

    2012-01-01

    Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher's role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components.

  18. A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

    PubMed Central

    Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

    2012-01-01

    Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

  19. Design Education Online: Learning Delivery and Evaluation

    ERIC Educational Resources Information Center

    Park, Ji Yong

    2011-01-01

    Online learning has been recognised as an effective pedagogical method and tool, and is broadly integrated into various types of teaching and learning strategies in higher education. In practice, the use of Virtual Learning Environment (VLE) in higher education has become an integral strategy for quality education. The field of design education,…

  20. A model of quality assurance and quality improvement for post-graduate medical education in Europe.

    PubMed

    Da Dalt, Liviana; Callegaro, Silvia; Mazzi, Anna; Scipioni, Antonio; Lago, Paola; Chiozza, Maria L; Zacchello, Franco; Perilongo, Giorgio

    2010-01-01

    The issue of quality assurance (QA) and quality improvement (QI), being the quality of medical education intimately related to the quality of the health care, is becoming of paramount importance worldwide. To describe a model of implementing a system for internal QA and QI within a post-graduate paediatric training programme based on the ISO 9001:2000 standard. For the ISO 9001:2000 standard, the curriculum was managed as a series of interrelated processes and their level of function was monitored by ad hoc elaborated objective indicators. The training programme was fragmented in 19 interlinked processes, 15 related procedures and 24 working instructions. All these materials, along with the quality policy, the mission, the strategies and the values were made publicly available. Based on the measurable indicators developed to monitor some of the processes, areas of weakness of the system were objectively identified and consequently QI actions implemented. The appropriateness of all this allowed the programme to finally achieve an official ISO 9000:2001 certification. The application of the ISO 9001:2000 standard served to develop an internal QA and QI system and to meet most of the standards developed for QA in higher and medical education.

  1. Employer-based support for registered nurses undertaking postgraduate study via distance education.

    PubMed

    Black, Kirsten E; Bonner, Ann

    2011-02-01

    Previous literature has focused on the need for support of undergraduate nursing students during clinical placements. Little is known about the support provided by employers for registered nurses (RNs) who pursue further education. This study sought to identify and describe the types, levels and perceived need for support in the workplace for RNs as they undertake further postgraduate nursing study by distance education (DE). Using an exploratory descriptive design a self-report questionnaire was distributed to a convenient sample of 270 RNs working in one acute care public hospital in Tasmania, Australia. 92 questionnaires (response rate 34%) were returned with 26 (28%) reporting being currently enrolled in further study by DE and a further 50 (54)% of RNs planning future study. Results revealed that 100% of participants with a Masters degree completed this by DE. There were differences between the support sought by RNs to that offered by employers, and 16 (34%) who had done or were currently doing DE study, received no support to undertake DE. There was an overwhelming desire by RNs for support; 87 (94%), with a majority believing some support should be mandatory 76 (83%). This study may encourage employers to introduce structured support systems that will actively assist nurses to pursue further study.

  2. An Overview of Online Educational Delivery Applications.

    ERIC Educational Resources Information Center

    Marsh, George E., II; Price, Barrie Jo; McFadden, Anna C.

    This paper is a report on the types of online delivery applications used in institutions of higher education (IHEs) to develop and implement World Wide Web-based courses. Many IHEs are grappling with ways to implement and manage online instruction by using local personnel and resources, purchasing some components of management, or outsourcing…

  3. The Online Bully in Higher Education

    ERIC Educational Resources Information Center

    Reigle, Rosemary R.

    2007-01-01

    The purpose of the research was to define online bullying, determine its incidence in higher education, and survey methods instructors used to respond to those students who use the online forum to intimidate or offend their classmates or instructors. The study extended Tattum and Tattum's (1992) definition of bullying to define the term…

  4. Amateur Online Interculturalism in Foreign Language Education

    ERIC Educational Resources Information Center

    Alm, Antonie

    2016-01-01

    This paper discusses the animated web series "Lifeswap" as an example for "amateur online interculturism" and investigates its potential for intercultural language education. Drawing on Dervin's (2015) discussion on the "amateur interculturist", I suggest that online publications of personal encounters of…

  5. Online Continuing Medical Education in Saudi Arabia

    ERIC Educational Resources Information Center

    Alwadie, Adnan D.

    2013-01-01

    As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is…

  6. Teacher Autonomy Defined in Online Education

    ERIC Educational Resources Information Center

    Reigle, Rosemary R.

    2008-01-01

    The purpose of the study was to determine how online instructors interpret the extent to which they exercise autonomy in an online setting and the subsequent effect it has on perceived teaching quality. In April and May of 2008 a confidential Web survey was e-mailed to randomly selected higher education instructors across the country who were…

  7. Online Computer Science Education in Australasia

    ERIC Educational Resources Information Center

    Bower, M.

    2007-01-01

    This paper reviews contemporary research literature in the area of online computer science education that has emanated from Australasia. First the literature is summarized, initially categorized by content as relating to course design, assessment, collaboration, teaching, and learning through online environments. On the basis of the themes and…

  8. Multiple Intelligences and Online Teacher Education

    ERIC Educational Resources Information Center

    Green, Catherine; Tanner, Rosie

    2005-01-01

    Colleagues ask us, "What are the applications of multiple intelligence (MI) theory to teacher education?" And since we have both recently been developing online materials, a further question to ourselves has been, "What are the applications of MI theory to online training and teaching?" In this article, we examine some applications of MI theory to…

  9. Student Perceptions of On-Line Education

    ERIC Educational Resources Information Center

    Scherrer, Christina R.; Butler, Renee J.; Burns, Shekinah

    2010-01-01

    The purpose of this research is to study general student perceptions of online education and characterize the differences that exist between various student demographic groups, with a focus on differences between those who have and have not previously taken courses online. We surveyed more than 300 students and analyzed their responses. Although…

  10. Value Creation in Online Communities for Educators

    ERIC Educational Resources Information Center

    Booth, Sharon E.; Kellogg, Shaun B.

    2015-01-01

    The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of…

  11. Asynchronous Discussions in Online Multicultural Education

    ERIC Educational Resources Information Center

    Licona, Miguel M.; Gurung, Binod

    2011-01-01

    With the proliferation of technological innovations, especially information and communication technologies, there is a rapidly increasing trend for universities to offer online courses (Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, & Liu, 2006). Rationalized within the premises of cost and time efficiency, online education promises a new mode…

  12. Value Creation in Online Communities for Educators

    ERIC Educational Resources Information Center

    Booth, Sharon E.; Kellogg, Shaun B.

    2015-01-01

    The popularity and pervasiveness of online communities have led researchers and practitioners alike to closely examine the utility of online communities for supporting and facilitating professional learning. As economic constraints leave fewer resources available for professional development, educators in particular are examining the potential of…

  13. Online Continuing Medical Education in Saudi Arabia

    ERIC Educational Resources Information Center

    Alwadie, Adnan D.

    2013-01-01

    As the largest country in the Middle East, Saudi Arabia and its health care system are well positioned to embark on an online learning intervention so that health care providers in all areas of the country have the resources for updating their professional knowledge and skills. After a brief introduction, online continuing medical education is…

  14. Is there need for a transformational change to overcome the current problems with postgraduate medical education in India?

    PubMed

    Ananthakrishnan, N; Arora, N K; Chandy, G; Gitanjali, B; Sood, R; Supe, A; Nagarajan, S

    2012-01-01

    In spite of the existence of a dual system of postgraduation, one under the Medical Council of India (MCI) and the other on a parallel track under the National Board of Examinations, postgraduate medical education in India is beset with several problems. For example, the curriculum has not been revised comprehensively for several decades. The diploma course under the MCI has become unpopular and is largely a temporary refuge for those who do not get admission to degree courses. The level of skills of the outgoing graduate is falling and the increase in the number of seats is taking place in a haphazard manner, without reference to the needs. In spite of increase in seats, there is a shortage of specialists at the secondary and tertiary care levels, especially in medical colleges, to share teaching responsibilities. Further, the distribution of specialists is skewed, with some states having far more than others. To remedy these ills and fulfil the requirements of the country over the next two decades, a working group appointed by the erstwhile governors of the MCI was asked to suggest suitable modifications to the existing postgraduate system. After an extensive review of the lacunae in the present system, the needs at various levels and the pattern of postgraduate education in other countries, it was felt that a competency-based model of a 2-year postgraduate course across all specialties, the use of offsite facilities for training and a criterion-based evaluation system entailing continuous monitoring would go a long way to correct some of the deficiencies of the existing system. The details of the proposal and its merits are outlined for wider discussion and to serve as a feedback to the regulatory agencies engaged in the task of improving the medical education system in India. We feel that the adoption of the proposed system would go a long way in improving career options, increasing the availability of teachers and dissemination of specialists to the secondary

  15. Scaling Online Education: Increasing Access to Higher Education

    ERIC Educational Resources Information Center

    Moloney, Jacqueline F.; Oakley, Burks, II

    2010-01-01

    Over the past decade, online courses and entire online degree programs have been made available, serving millions of students in higher education. These online courses largely have been designed and taught using the theoretical concepts and practical strategies of Asynchronous Learning Networks (ALN). During 2003-04, approximately two million…

  16. Education and training among Italian postgraduate medical schools in public health: a comparative analysis.

    PubMed

    Garavelli, E; Marcantoni, C; Costantino, C; Tedesco, D; Burrai, V; Giraldi, G; D'Andrea, E

    2014-01-01

    The postgraduate medical Schools in Public Health (locally known as School of Hygiene and Preventive Medicine) should ensure adequate scientific and technical knowledge and professional skills in preventive medicine, health promotion and healthcare planning as provided by Ministerial Decree 285/2005. The Italian Committee of Medical Residents in Hygiene, Preventive Medicine and Public Health of the Italian Society of Hygiene, Public Health and Preventive Medicine - S.It.I. (Consulta Nazionale dei medici in formazione specialistica S.It.I.) has always been engaged in monitoring activities on public health teaching, guaranteeing the homogeneity of educational proposals among all national Schools in Public Health. The purpose of this study is to provide a 'snapshot' of public health education and training in Italy and to identify the improvement actions needed for implementing an innovative and homogeneous public health training. A cross-sectional study was carried out over a period of three months (March to May 2013). A self-administered questionnaire was e-mailed to local Committee's delegates of all 32 postgraduate medical Schools in Public Health in Italy. The questionnaire was structured in four sections: general information, University education and training, extra-University training, interdisciplinary activities. The majority of local Committee's delegates have agreed to be enrolled in the survey. A total of 28 questionnaires were returned (88% response rate). The number of residents in each Italian School in Public Health ranged from 7 to 31. The distribution of professors in relation to residents is not similar for each University Schools. The ratio professors/residents spanning from 0.2 to 2. About teaching, only 4 University Schools offered all courses requested by Ministerial Decree 285/2005. Most of them offered at least 75% of the requested courses, but there were Schools in which the courses were less than 50%. The vast majority of schools held more

  17. The Technical Codes of Online Education

    ERIC Educational Resources Information Center

    Hamilton, Edward; Feenberg, Andrew

    2005-01-01

    This article addresses an impasse in debates about online education in university education. One side presents a story of the progressive development of technology as it is applied to the organisation of higher education, leading to pedagogical advances and to the new forms of administration required for the realisation of the technology's full…

  18. Online Discussion about Sexuality Education in Schools

    ERIC Educational Resources Information Center

    Broadbear, James T.; Broadbear, Barbara C.

    2012-01-01

    Sexuality education in schools continues to be a controversial issue although public debate has seemingly calmed in recent years. Dialogue about the value and purpose of sexuality education for adolescents can provide health education specialists a better understanding of public opinion and online discussion may be a potentially ideal way to…

  19. Lessons learned in a European-Latin American collaboration for developing postgraduate education in public health.

    PubMed

    2001-06-01

    New funding from the European Union (EU) allowed the collaborative development of postgraduate education in public health between five countries in South America and Europe. A planning meeting, two workshops, a final meeting and the use of e-mail and faxes for discussing curricula were employed. One new master of public health in Argentina has begun, plans for new masters in Chile have been developed. A new collaborative module using the Internet was started and is now in its third year, new European plans for distance learning are being developed. Possibilities for collaborative research have been identified and those involved developed a broader horizon and international contacts. The planned grant from the EU was 72,040 Euros. Staff time spent administering the project was much greater than time spent discussing curricula. This is the only publication. Although the aims were achieved, the opportunity costs were great, as methods of assessing European research do not value such work highly and the administrative burden of small EU grants is high. Once a network is established greater efforts should be put into electronic communication, but European programmes currently do not fund such 'remote' support.

  20. A qualitative study on trainees' and supervisors' perceptions of assessment for learning in postgraduate medical education.

    PubMed

    Dijksterhuis, Marja G K; Schuwirth, Lambert W T; Braat, Didi D M; Teunissen, Pim W; Scheele, Fedde

    2013-08-01

    Recent changes in postgraduate medical training curricula usually encompass a shift towards more formative assessment, or assessment for learning. However, though theoretically well suited to postgraduate training, evidence is emerging that engaging in formative assessment in daily clinical practice is complex. We aimed to explore trainees' and supervisors' perceptions of what factors determine active engagement in formative assessment. Focus group study with postgraduate trainees and supervisors in obstetrics and gynaecology. Three higher order themes emerged: individual perspectives on feedback, supportiveness of the learning environment and the credibility of feedback and/or feedback giver. Engaging in formative assessment with a genuine impact on learning is complex and quite a challenge to both trainees and supervisors. Individual perspectives on feedback, a supportive learning environment and credibility of feedback are all important in this process. Every one of these should be taken into account when the utility of formative assessment in postgraduate medical training is evaluated.

  1. A Board's-Eye View of Online Education

    ERIC Educational Resources Information Center

    Oblinger, Diana

    2007-01-01

    The increasingly common term "online education" includes distance education as well as traditional courses with online components. The success of online education suggests that most institutions can serve more students, offer unique programs, and better serve working adults. This article discusses why more students consider online education. Keys…

  2. Postgraduate education in laboratory medicine and certification/re-certification of clinical pathologists in Taiwan.

    PubMed

    Sun, Chien-Feng

    2004-04-01

    The Taiwan Society of Clinical Pathologists (TSCP) plays a central role in postgraduate education of laboratory medicine and the certification/re-certification of clinical pathologists in Taiwan. For the certification of clinical pathologists, TSCP establishes "Guidelines and Scope of Resident Training" and "Standards for Training Hospitals in Clinical Pathology(CP)", administers board examinations, and issues board certifications/re-certifications. There are two types of CP resident training programs, including a straight CP program with 3 years of CP training for a CP certificate and a combined program with 3 years of Anatomic Pathology training and 2 years of CP training for both the CP and AP certificates. The core curriculum for CP training includes: (1) Clinical Chemistry (at least 4 months), (2) Clinical Microscope with Parasitology (at least 3 months), (3) Clinical Hematology (at least 4 months), and (4) Clinical Microbiology with Clinical Virology (at least 4 months), (5) Immunohematology and Blood Banking (Transfusion Medicine) (at least 3 months), (6) Clinical Serology and Immunology(at least 4 months), and (7) Laboratory Management (at least 2 months). The curriculum for third-year training is not specified and may be in any field. In recent years, the board examination has emphasized the topics of Molecular Biology and Laboratory Informatics. The TSCP has also established an accreditation and inspection program for the CP resident raining hospitals. Each accredited CP training hospital is required to have a detailed teaching protocol of CP training. Quotas are assigned according to the available CPs of the accredited hospitals. The accreditation period is 3 years. Through sponsoring scientific and educational programs, the TSCP offers credit hours of education in laboratory medicine, which are required for re-certification of CPs in Taiwan. The members of the TSCP meet at least twice a year for scientific presentations and seminars. In addition, two to

  3. Online education: needs assessment for faculty development.

    PubMed

    Ali, Nagia S; Hodson-Carlton, Kay; Ryan, Marilyn; Flowers, James; Rose, Mary Annette; Wayda, Valerie

    2005-01-01

    The rapidly evolving paradigm of technology-based education has increased the number of faculty teaching online. The role of faculty has changed from the traditional classroom instruction format to an online community of learning. Therefore, faculty development in online education becomes a critical component during this transitional period. A survey of faculty of the College of Applied Science and Technology in a midwestern university was conducted to identify their level of perceived expertise in online teaching and the priorities of areas to be addressed in faculty development sessions. Benner's five-stage sequential transformation from novice to expert was used to construct the questionnaire. Results showed that faculty who taught online perceived their level of expertise to range from advanced beginner to competent, whereas faculty who had not taught online were at the novice and advanced beginner levels. Redesigning and rethinking faculty roles emerged as the number one priority area to be addressed in continuing education sessions. Implications for faculty development for online education sessions are presented.

  4. Supporting Writing for Assessment in Online Learning

    ERIC Educational Resources Information Center

    Goodfellow, Robin; Lea, Mary R.

    2005-01-01

    This article explores some specific issues involved in online learning and assessment. It draws on data from a postgraduate course for professional educators, delivered globally online, and highlights the relationship between students' online discussion and their written assessed work, arguing that we need to focus on both of these in terms of the…

  5. [Conceptual and methodological rationales for the use of innovational and traditional educational technologies for the postgraduate training of physicians in the area of anesthesiology and reanimatology].

    PubMed

    Buniatian, A A; Vyzhigina, M A; Sizova, Zh M

    2008-01-01

    Implementation of an innovational educational space program by the I. M. Sechenov Moscow Medical Academy envisages for the specialty "Anesthesiology and Reanimatology "first of all the development of a new-generation state educational standard, that considers the underlying principles of the Bologna Declaration, its introduction into educational process practice, and the maintenance of the high competence of a physician throughout his/her professional activity. The subject of the study was a system for controlling the educational process of continuous postgraduate training of anesthetists-resuscitation experts, by developing a model of the state educational standard taking into account the European educational traditions that adequately unified in form and content and the specific features of the Russian national school of higher medical postgraduate education. The object of the study was to modernize approaches to transforming the continuous postgraduate educational system for physicians in the area of anesthesiology and reanimatology, which had been laid down and vested in the new-generation state educational standard taking into account the new forms and technologies of an educational process in accordance with the principles of the European educational system. The aim of the study was to provide conceptual and methodological rationales for the use of innovational and traditional educational technologies for the postgraduate training of physicians in the area of anesthesiology and reanimatology according to the measure schedule within the general plan "Development of draft new state standards projects, including the state certification in the specialties "Internal Medicine", "Pharmacy", "Nursing", "Medical and Preventive Science", "Dentistry", "Pedagogics", etc., to elaborate plans of training and subjects, a range of specialties, as well as qualification characteristics in a specialty, etc." within the innovational educational space program by the I. M

  6. Postgraduate Education in Quality Improvement Methods: Initial Results of the Fellows' Applied Quality Training (FAQT) Curriculum.

    PubMed

    Winchester, David E; Burkart, Thomas A; Choi, Calvin Y; McKillop, Matthew S; Beyth, Rebecca J; Dahm, Phillipp

    2016-06-01

    Training in quality improvement (QI) is a pillar of the next accreditation system of the Accreditation Committee on Graduate Medical Education and a growing expectation of physicians for maintenance of certification. Despite this, many postgraduate medical trainees are not receiving training in QI methods. We created the Fellows Applied Quality Training (FAQT) curriculum for cardiology fellows using both didactic and applied components with the goal of increasing confidence to participate in future QI projects. Fellows completed didactic training from the Institute for Healthcare Improvement's Open School and then designed and completed a project to improve quality of care or patient safety. Self-assessments were completed by the fellows before, during, and after the first year of the curriculum. The primary outcome for our curriculum was the median score reported by the fellows regarding their self-confidence to complete QI activities. Self-assessments were completed by 23 fellows. The majority of fellows (15 of 23, 65.2%) reported no prior formal QI training. Median score on baseline self-assessment was 3.0 (range, 1.85-4), which was significantly increased to 3.27 (range, 2.23-4; P = 0.004) on the final assessment. The distribution of scores reported by the fellows indicates that 30% were slightly confident at conducting QI activities on their own, which was reduced to 5% after completing the FAQT curriculum. An interim assessment was conducted after the fellows completed didactic training only; median scores were not different from the baseline (mean, 3.0; P = 0.51). After completion of the FAQT, cardiology fellows reported higher self-confidence to complete QI activities. The increase in self-confidence seemed to be limited to the applied component of the curriculum, with no significant change after the didactic component.

  7. Adventure Learning: Transformative Hybrid Online Education

    ERIC Educational Resources Information Center

    Doering, Aaron

    2006-01-01

    Adventure learning (AL) is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This article defines this online distance education approach, outlines an AL framework, and showcases an AL archetype. In AL…

  8. Educating the Citizen of Academia Online?

    ERIC Educational Resources Information Center

    Solberg, Mariann

    2011-01-01

    The Arctic is a vast, sparsely populated area. The demographic situation points to online distance education as a solution to support lifelong learning and to build competence in the region. An overall aim of all university education is what Hans Georg Gadamer calls "Bildung", what we in Norwegian call "dannelse" and what…

  9. Enhancing Online Education Using Collaboration Solutions

    ERIC Educational Resources Information Center

    Ge, Shuzhi Sam; Tok, Meng Yong

    2003-01-01

    With the advances in Internet technologies, online education is fast gaining ground as an extension to traditional education. Webcast allows lectures conducted on campus to be viewed by students located at remote sites by streaming the audio and video content over Internet Protocol (IP) networks. However when used alone, webcast does not provide…

  10. Online PBL: A Route to Sustainability Education?

    ERIC Educational Resources Information Center

    Tomkinson, Bland; Hutt, Ian

    2012-01-01

    Purpose: The purpose of this paper is to investigate online problem-based learning (PBL) as a route to achieving sustainability education using sponsored projects. Design/methodology/approach: The Royal Academy of Engineering sponsored project at Manchester; to foster education in sustainability through inter-disciplinary problem-based approaches,…

  11. Online Experiential Education for Technological Entrepreneurs

    ERIC Educational Resources Information Center

    Ermolovich, Thomas R.

    2011-01-01

    Technological Entrepreneurship is both an art and a science. As such, the education of a technological entrepreneur requires both an academic and an experiential component. One form of experiential education is creating real new ventures with student teams. When these ventures are created in an online modality, students work in virtual teams and…

  12. Online Experiential Education for Technological Entrepreneurs

    ERIC Educational Resources Information Center

    Ermolovich, Thomas R.

    2011-01-01

    Technological Entrepreneurship is both an art and a science. As such, the education of a technological entrepreneur requires both an academic and an experiential component. One form of experiential education is creating real new ventures with student teams. When these ventures are created in an online modality, students work in virtual teams and…

  13. Online Educational Delivery Models: A Descriptive View

    ERIC Educational Resources Information Center

    Hill, Phil

    2012-01-01

    Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago--a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems. Since that…

  14. Online Educational Delivery Models: A Descriptive View

    ERIC Educational Resources Information Center

    Hill, Phil

    2012-01-01

    Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago--a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems. Since that…

  15. Does Online Education Rest on a Mistake?

    ERIC Educational Resources Information Center

    Verene, Donald Phillip

    2013-01-01

    This article presents the author's view that online education mistakes information for education and training for teaching. He presents a historical look at "distance learning" as the original correspondence courses offered through the mail, and he observes that the past and present technologies were missing the main piece of…

  16. Customization of Education through Online Learning

    ERIC Educational Resources Information Center

    Rayburn, Kalim

    2011-01-01

    The educational opportunities provided through connectivity to the internet that did not previously exist make way for many opportunities to expand curricular options. Through the use of technology and the internet students are able to receive education through a tailored learning approach delivered via online resources. The purpose of this study…

  17. Online PBL: A Route to Sustainability Education?

    ERIC Educational Resources Information Center

    Tomkinson, Bland; Hutt, Ian

    2012-01-01

    Purpose: The purpose of this paper is to investigate online problem-based learning (PBL) as a route to achieving sustainability education using sponsored projects. Design/methodology/approach: The Royal Academy of Engineering sponsored project at Manchester; to foster education in sustainability through inter-disciplinary problem-based approaches,…

  18. Does Online Education Rest on a Mistake?

    ERIC Educational Resources Information Center

    Verene, Donald Phillip

    2013-01-01

    This article presents the author's view that online education mistakes information for education and training for teaching. He presents a historical look at "distance learning" as the original correspondence courses offered through the mail, and he observes that the past and present technologies were missing the main piece of…

  19. Unequal Classrooms: Online Higher Education and Non-Cognitive Skills

    ERIC Educational Resources Information Center

    Morton, Jennifer M.

    2016-01-01

    In this paper, I reflect on the changing role of higher education by focusing on the case of online education. I consider the promise of online education as a means to mitigate educational inequalities. Based on the available empirical evidence, I argue that this promise is unlikely to be fulfilled because online education is not well-suited to…

  20. Lost in Translation: Importance of Effective Communication in Online Education

    ERIC Educational Resources Information Center

    Betts, Kristen

    2009-01-01

    Approximately 3.9 million students enrolled in at least one online course in fall 2007. According to Allen and Seaman (2008), online education growth rates have continued to outpace total higher education growth rates and there are no signs of online growth slowing down. As higher education institutions offer increasing numbers of online and…

  1. Lost in Translation: Importance of Effective Communication in Online Education

    ERIC Educational Resources Information Center

    Betts, Kristen

    2009-01-01

    Approximately 3.9 million students enrolled in at least one online course in fall 2007. According to Allen and Seaman (2008), online education growth rates have continued to outpace total higher education growth rates and there are no signs of online growth slowing down. As higher education institutions offer increasing numbers of online and…

  2. [Education in postgraduate surgical schools: the role of the surgical tutor as supervisor in the operating room].

    PubMed

    Alloni, Rossana; Binetti, Paola; Coppola, Roberto; Arullani, Augusto

    2005-01-01

    The Postgraduate Surgical education is in an era of transition, in order to create physicians with skills and attitudes needed by modern health care. Many studies have examined the impact of surgical tutoring in surgical residency programs in USA Medical Schools, while few experiences are reported from European Universities. The new Italian guidelines for post-graduate education require a structured clinical learning with the supervision of a tutor ("attending surgeon" for surgical residency); it is a challenge to describe the role of this teacher and educator, and to implement an effective evaluation of operating room teachers. Confidential survey was administered to 14 surgical residents of the Authors' University. Questions were related to their surgical activity and their perception of educational role of tutors in operating room and tutors' teaching behaviors. Residents pointed out five behaviors they perceive as signs of tutor excellence in clinical and operating room setting. According with studies from other Universities, residents need a tutor with competency but also with good teaching skills and a mature self-perception as educator. Faculty would provide training programs for surgeons in order to improve their teaching skills and behaviors.

  3. Validation of the Postgraduate Hospital Educational Environment Measure (PHEEM) in a sample of 731 Greek residents.

    PubMed

    Koutsogiannou, Persa; Dimoliatis, Ioannis D K; Mavridis, Dimitris; Bellos, Stefanos; Karathanos, Vassilis; Jelastopulu, Eleni

    2015-11-30

    The Greek version of the Postgraduate Hospital Educational Environment Measure (PHEEM) was evaluated to determine its psychometric properties, i.e., validity, internal consistency, sensitivity and responsiveness to be used for measuring the learning environment in Greek hospitals. The PHEEM was administered to Greek hospital residents. Internal consistency was measured using Cronbach's alpha. Root Mean Square Error of Approximation (RMSEA) was used to evaluate the fit of Structural Equation Models. Content validity was addressed by the original study. Construct validity was tested using confirmatory (to test the set of underlying dimensions suggested by the original study) and exploratory (to explore the dimensions needed to explain the variability of the given answers) factor analysis using Varimax rotation. Convergent validity was calculated by Pearson's correlation coefficient regarding the participant's PHEEM score and participant's overall satisfaction score of the added item "Overall, I am very satisfied with my specialization in this post". Sensitivity was checked by comparing good versus poor aspects of the educational environment and by satisfied versus unsatisfied participants. A total of 731 residents from 83 hospitals and 41 prefectures responded to the PHEEM. The original three-factor model didn't fit better compared to one factor model that is accounting for 32% of the variance. Cronbach's α was 0.933 when assuming one-factor model. Using a three-factor model (autonomy, teaching, social support), Cronbach's α were 0.815 (expected 0.830), 0.908 (0.839), 0.734 (0.793), respectively. The three-factor model gave an RMSEA value of 0.074 (90% confidence interval 0.071, 0.076), suggesting a fair fit. Pearson's correlation coefficient between total PHEEM and global satisfaction was 0.765. Mean question scores ranged from 19.0 (very poor) to 73.7 (very good), and mean participant scores from 5.5 (very unsatisfied) to 96.5 (very satisfied). The Greek version

  4. Academic Dishonesty in Online Education

    ERIC Educational Resources Information Center

    Mills, Wren Allen

    2010-01-01

    This dissertation examined cheating attitudes and behaviors of undergraduates, especially those enrolled in online courses. While cheating is an established problem within the academy, it is also an issue on the job and has been in the spotlight in recent years, with ethics scandals in corporate America and plagiarism in the media. With this in…

  5. Medical residents’ interest in and current status of Japanese postgraduate education in acupuncture and moxibustion: a follow-up survey

    PubMed Central

    Nakada, Yoshinobu; Takashi, Masanori; Arai, Katsuhiko; Arai, Makoto

    2017-01-01

    Background Japanese traditional medicine (Kampo medicine) is an important subject in Japanese medical schools. Acupuncture and moxibustion (AM), essential categories of Kampo medicine, are taught in a few medical schools today. However, the current state of postgraduate AM education is unknown. Objective To compare medical residents’ awareness of AM before their AM education in the 4th year of medical school with that after completion of their 2-year postgraduate medical residency. Methods We conducted a postal questionnaire survey of medical residents at the end of their 2-year residency. We required a signature on this questionnaire so that we could examine for changes in their awareness of AM with those determined by similar, signed, former questionnaire surveys conducted before and at the end of their 4th-year AM lectures in medical school (reported previously). The completed questionnaires were returned by mail or facsimile. Results Among 93 residents, there were 72 (77.4%) effective responses. Only three residents (4%) had opportunities to learn AM during residency. Among the 68 residents who were not afforded the opportunity to do so, after completing their two-year residency, 32(47%) stated that they would like to study AM. Interest in AM was significantly less than that of the proportion of medical students (81%) who were initially interested in AM when surveyed just before their fourth year lectures on AM. Conclusions Postgraduate AM education for medical residents appears to be relatively scarce in Japan. Moreover, medical residents’ levels of interest in AM were lower than those demonstrated before their 4th-year AM lectures in medical school. PMID:28495839

  6. Composite Reliability of a Workplace-Based Assessment Toolbox for Postgraduate Medical Education

    ERIC Educational Resources Information Center

    Moonen-van Loon, J. M. W.; Overeem, K.; Donkers, H. H. L. M.; van der Vleuten, C. P. M.; Driessen, E. W.

    2013-01-01

    In recent years, postgraduate assessment programmes around the world have embraced workplace-based assessment (WBA) and its related tools. Despite their widespread use, results of studies on the validity and reliability of these tools have been variable. Although in many countries decisions about residents' continuation of training and…

  7. Composite Reliability of a Workplace-Based Assessment Toolbox for Postgraduate Medical Education

    ERIC Educational Resources Information Center

    Moonen-van Loon, J. M. W.; Overeem, K.; Donkers, H. H. L. M.; van der Vleuten, C. P. M.; Driessen, E. W.

    2013-01-01

    In recent years, postgraduate assessment programmes around the world have embraced workplace-based assessment (WBA) and its related tools. Despite their widespread use, results of studies on the validity and reliability of these tools have been variable. Although in many countries decisions about residents' continuation of training and…

  8. Investing in Higher Education Abroad: The Experience of Chinese Postgraduate Students in Britain

    ERIC Educational Resources Information Center

    Monk, Des

    2012-01-01

    This paper presents the results of an examination of the value of business postgraduate courses undertaken by Chinese students at UK universities: such courses cost many thousands of pounds in tuition fees alone. It seemed worthwhile to attempt to assess the benefits that might accrue to such students, especially in terms of their subsequent…

  9. Post-Graduate Education for Librarianship at Yugoslavia's University of Zagreb

    ERIC Educational Resources Information Center

    Cveljo, Katherine

    1977-01-01

    The development and present state of the Center for Post-Graduate Study in Librarianship, Documentation and Information Sciences is described. At present the center offers two graduate degrees in the areas of 1.) librarianship; 2.) museology; 3.) archivistics; and 4.) information sciences and services. This paper centers primarily on librarianship…

  10. The Role of Nonphysician Consultants as Health-Care Educators in Postgraduate Programs of Anesthesiology.

    ERIC Educational Resources Information Center

    Rosenberg, Henry; Polonsky, Binnie

    1990-01-01

    Advantages of using non-physician consultants in postgraduate anesthesiology training programs are presented, including using their expertise in teaching, training, curriculum design, evaluation, program planning, and interpersonal communications. Successful use of a nonphysician consultant by the Department of Anesthesiology at Hahnemann…

  11. The Role of Nonphysician Consultants as Health-Care Educators in Postgraduate Programs of Anesthesiology.

    ERIC Educational Resources Information Center

    Rosenberg, Henry; Polonsky, Binnie

    1990-01-01

    Advantages of using non-physician consultants in postgraduate anesthesiology training programs are presented, including using their expertise in teaching, training, curriculum design, evaluation, program planning, and interpersonal communications. Successful use of a nonphysician consultant by the Department of Anesthesiology at Hahnemann…

  12. Partnerships in Medical Education: An Exploration of Library Service Models for Postgraduate Medicine at Macquarie University

    ERIC Educational Resources Information Center

    Simons, Mary

    2008-01-01

    Macquarie University's new medical school, The Australian School of Advanced Medicine (ASAM), is developing a postgraduate program that incorporates a partnership with Macquarie University Library. The curriculum encompasses contemporary models of competency-based assessment, teamwork and lifelong learning that are integrated with research and…

  13. Part One--The Shift toward Online Education

    ERIC Educational Resources Information Center

    Dykman, Charlene A.; Davis, Charles K.

    2008-01-01

    This is the first in a series of three papers about online pedagogy and educational practice as part of the JISE "Online Education Forum." This paper deals with the question: "Why is the shift toward online education happening?" This is a complex issue that involves questions of educational access, paradigms for teaching and…

  14. Cases on Critical and Qualitative Perspectives in Online Higher Education

    ERIC Educational Resources Information Center

    Orleans, Myron, Ed.

    2014-01-01

    Online education continues to permeate mainstream teaching techniques in higher education settings. Teaching upper-level classes in an online setting is having a major impact on education as a whole and is fundamentally altering global learning. "Cases on Critical and Qualitative Perspectives in Online Higher Education" offers a…

  15. Cases on Critical and Qualitative Perspectives in Online Higher Education

    ERIC Educational Resources Information Center

    Orleans, Myron, Ed.

    2014-01-01

    Online education continues to permeate mainstream teaching techniques in higher education settings. Teaching upper-level classes in an online setting is having a major impact on education as a whole and is fundamentally altering global learning. "Cases on Critical and Qualitative Perspectives in Online Higher Education" offers a…

  16. Distant, On-line Education: Effects, Principles and Practices

    ERIC Educational Resources Information Center

    Clardy, Alan

    2009-01-01

    The purpose of this paper was to identify the characteristics and history of online education, to examine research on the effectiveness of online learning, and to note the principles and practices indicated for maximizing the effectiveness of online learning. Leading articles and studies on online education were identified and examined for this…

  17. An Online Learning Model to Facilitate Learners' Rights to Education

    ERIC Educational Resources Information Center

    Lin, Lin

    2008-01-01

    This paper connects an online learning model to the rights to education that the online educational environments can provide. The model emerges from a study of ninety-two online learners and is composed of three kinds of inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge. Online learners…

  18. Pre-graduate and post-graduate education in personalized medicine in the Czech Republic: statistics, analysis and recommendations.

    PubMed

    Polivka, Jiri; Polivka, Jiri; Karlikova, Marie; Topolcan, Ondrej

    2014-01-01

    The main goal of personalized medicine is the individualized approach to the patient's treatment. It could be achieved only by the integration of the complexity of novel findings in diverse "omics" disciplines, new methods of medical imaging, as well as implementation of reliable biomarkers into the medical care. The implementation of personalized medicine into clinical practice is dependent on the adaptation of pre-graduate and post-graduate medical education to these principles. The situation in the education of personalized medicine in the Czech Republic is analyzed together with novel educational tools that are currently established in our country. The EPMA representatives in the Czech Republic in cooperation with the working group of professionals at the Faculty of Medicine in Pilsen, Charles University in Prague have implemented the survey of personalized medicine awareness among students of Faculty of Medicine in Pilsen-the "Personalized Medicine Questionnaire". The results showed lacking knowledge of personalized medicine principles and students' will of education in this domain. Therefore, several educational activities addressed particularly to medical students and young physicians were realized at our facility with very positive evaluation. These educational activities (conferences, workshops, seminars, e-learning and special courses in personalized medicine (PM)) will be a part of pre-graduate and post-graduate medical education, will be extended to other medical faculties in our country. The "Summer School of Personalized Medicine in Plzen 2015" will be organized at the Faculty of Medicine and Faculty Hospital in Pilsen as the first event on this topic in the Czech Republic.

  19. Postgraduate Education and Training in Public Health. Report of a WHO Expert Committee. World Health Organization Technical Report Series No. 533.

    ERIC Educational Resources Information Center

    World Health Organization, Geneva (Switzerland).

    A World Health Organization expert committee on Postgraduate Education and Training in Public Health met in Geneva from 25 April to 1 May 1973. It was vital to take a fresh look at the situation because of the far reaching changes that have occurred since 1960. There have been extensive revisions of undergraudate medical education. Major…

  20. An Exploration of Student Teachers' Perspectives at the Start of a Post-Graduate Master's Programme on Inclusive and Special Education

    ERIC Educational Resources Information Center

    Kamenopoulou, Leda; Buli-Holmberg, Jorun; Siska, Jan

    2016-01-01

    In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the…

  1. An Exploration of Student Teachers' Perspectives at the Start of a Post-Graduate Master's Programme on Inclusive and Special Education

    ERIC Educational Resources Information Center

    Kamenopoulou, Leda; Buli-Holmberg, Jorun; Siska, Jan

    2016-01-01

    In this article we explore the perspectives of a group of teaching professionals starting a post-graduate master's programme on inclusive and special education. Set in the current context of growing interest over the preparation of teachers for inclusive education worldwide, this exploration is part of research that looks more broadly at the…

  2. A regional and multi-faceted approach to postgraduate water education - the WaterNet experience in Southern Africa

    NASA Astrophysics Data System (ADS)

    Jonker, L.; van der Zaag, P.; Gumbo, B.; Rockström, J.; Love, D.; Savenije, H. H. G.

    2012-11-01

    This paper reports the experience of a regional network of academic departments involved in water education that started as a project and evolved, over a period of 12 yr, into an independent network organisation. The paper pursues three objectives. First, it argues that it makes good sense to organise postgraduate education and research on water resources on a regional scale and presents the WaterNet experience as an example that a regional approach can work. Second, it presents preliminary findings and conclusions that the regional approach presented by WaterNet did make a contribution to the capacity needs of the region both in terms of management and research capacity. Third, it draws two generalised lessons from the WaterNet experience. Lesson one pertains to the importance of legitimate ownership and an accountability structure for network effectiveness. Lesson two is related to the financial and intellectual resources required to jointly developing educational programmes through shared experience.

  3. Critical Thinking among Post-Graduate Diploma in Education Students in Higher Education: Reality or Fuss?

    ERIC Educational Resources Information Center

    Moeti, Bakadzi; Mgawi, Rabson Killion; Moalosi, Waitshega Tefo Smitta

    2017-01-01

    Critical thinking is recognised as an influential attribute to achieve quality learning and teaching in higher education institutions world over. This interpretive research study explored the critical thinking among PGDE students at the University of Botswana. The aim of the study was to identify factors contributing to the application of critical…

  4. How Much? Cost Models for Online Education.

    ERIC Educational Resources Information Center

    Lorenzo, George

    2001-01-01

    Reviews some of the research being done in the area of cost models for online education. Describes a cost analysis handbook; an activity-based costing model that was based on an economic model for traditional instruction at the Indiana University Purdue University Indianapolis; and blending other costing models. (LRW)

  5. Statistics Online Computational Resource for Education

    PubMed Central

    Dinov, Ivo D.; Christou, Nicolas

    2011-01-01

    Summary The Statistics Online Computational Resource (www.SOCR.ucla.edu) provides one of the largest collections of free Internet-based resources for probability and statistics education. SOCR develops, validates and disseminates two core types of materials – instructional resources and computational libraries. PMID:21297884

  6. Online Language Teacher Education: TESOL Perspectives

    ERIC Educational Resources Information Center

    England, Liz, Ed.

    2012-01-01

    More and more, ESL/EFL teachers are required by their employers to obtain a Master's degree in TESOL. Thousands of ESL/EFL teachers are acquiring professional skills and knowledge through online and distance education instructional models. Filling a growing need and making an important contribution, this book is a forerunner in addressing some of…

  7. The Reliability and Legality of Online Education

    ERIC Educational Resources Information Center

    Agbebaku, C. A.; Adavbiele, A. Justina

    2016-01-01

    Today, the classroom beyond the border through online Open University education in Nigeria has made it possible for many students to obtain university degrees. However, the reliability and legality of such degrees have become questionable. This paper is a descriptive exploratory case study regarding the public and private sector end-users, whose…

  8. Online Language Teacher Education: TESOL Perspectives

    ERIC Educational Resources Information Center

    England, Liz, Ed.

    2012-01-01

    More and more, ESL/EFL teachers are required by their employers to obtain a Master's degree in TESOL. Thousands of ESL/EFL teachers are acquiring professional skills and knowledge through online and distance education instructional models. Filling a growing need and making an important contribution, this book is a forerunner in addressing some of…

  9. Leading Online Learning Initiatives in Adult Education

    ERIC Educational Resources Information Center

    Olesen-Tracey, Kathy

    2010-01-01

    Adult learners often face barriers to participation in traditional classroom instruction. As technology access grows and adults naturally incorporate technology into their daily lives, adult education programs are finding innovative ways to blend technology with instruction through quality online learning opportunities. This article highlights the…

  10. Embracing Online Education: Exploring Options for Success

    ERIC Educational Resources Information Center

    Robinson, Leroy

    2017-01-01

    As the marketplace for higher education changes, attracting and retaining students is of utmost importance. Providing successful course delivery methods (e.g. face-to-face, fully online, hybrid) offers an opportunity for universities to differentiate from each other. This research investigates the relationships involved in student acceptance of…

  11. Counselor Education Curriculum and Online Counseling

    ERIC Educational Resources Information Center

    Pipoly, Laura

    2013-01-01

    Research has demonstrated that the online counseling field is a growing industry. It has now become a viable career choice for beginning counselors entering the field, yet it remains to be covered in traditional counselor education programs. Current instructional modalities are explored and recommendations are made on how these can be incorporated…

  12. How Much? Cost Models for Online Education.

    ERIC Educational Resources Information Center

    Lorenzo, George

    2001-01-01

    Reviews some of the research being done in the area of cost models for online education. Describes a cost analysis handbook; an activity-based costing model that was based on an economic model for traditional instruction at the Indiana University Purdue University Indianapolis; and blending other costing models. (LRW)

  13. Statistics Online Computational Resource for Education

    ERIC Educational Resources Information Center

    Dinov, Ivo D.; Christou, Nicolas

    2009-01-01

    The Statistics Online Computational Resource (http://www.SOCR.ucla.edu) provides one of the largest collections of free Internet-based resources for probability and statistics education. SOCR develops, validates and disseminates two core types of materials--instructional resources and computational libraries. (Contains 2 figures.)

  14. The Distancing Question in Online Education

    ERIC Educational Resources Information Center

    Russell, Glenn

    2005-01-01

    Intellectuals in many fields have long argued that, as the distance between people increases, the possibility for genuine empathy between them decreases. In this article, the author argues that distancing has as-yet unexplored pragmatic consequences in online education. As he has argued elsewhere (Russell 2004), distancing can be understood as…

  15. Guidelines for Online Assessment for Educators

    ERIC Educational Resources Information Center

    Westhuizen, Duan vd

    2016-01-01

    This work starts with a brief overview of education in developing countries, to contextualise the use of the guidelines. Although this document is intended to be a practical tool, it is necessary to include some theoretical analysis of the concept of online assessment. This is given in Sections 3 and 4, together with the identification and…

  16. Technology and Online Education: Models for Change

    ERIC Educational Resources Information Center

    Cook, Catherine W.; Sonnenberg, Christian

    2014-01-01

    This paper contends that technology changes advance online education. A number of mobile computing and transformative technologies will be examined and incorporated into a descriptive study. The object of the study will be to design innovative mobile awareness models seeking to understand technology changes for mobile devices and how they can be…

  17. Mapping of the Academic Production at Science and Mathematics Education Postgraduate about the Theory of Social Representations

    NASA Astrophysics Data System (ADS)

    Barbosa, José Isnaldo de Lima; Curi, Edda; Voelzke, Marcos Rincon

    2016-12-01

    The theory of social representations, appeared in 1961, arrived in Brazil in 1982, and since then has advanced significantly, been used in various areas of knowledge, assumed a significant role also in education. Thus, the aim of this article is to make a mapping of theses and dissertations in post-graduation programs, whose basic area is the Teaching of Science and Mathematics, and used as the theoretical foundation the theory of social representations, highlighted the social groups that are subject of this research. This is a documentary research, and lifting to the "state of knowledge" of two theses and 36 dissertations, defended in ten of the 37 existing programs in the basic area of Science and Mathematics Teaching, with the delimitation of academic masters and doctorates. The data collection was executed on December 2014 and was placed in the virtual libraries of these masters and doctoral programs, these elements were analysed according to some categories established after reading the summaries of the work, and the results showed that the theory of social representations has been used as a theoretical framework in various research groups, established in postgraduate programs in this area, for almost the entire Brazil. As for the subjects involved in this research, three groups were detected, which are: Middle school and high school students, teachers who are in full swing, spread from the early years to higher education, and undergraduates in Science and Mathematics.

  18. Enterprise Implementations of Wireless Network Technologies at the Naval Postgraduate School and Other Military Educational Institutions

    DTIC Science & Technology

    2002-09-01

    Warfare), and the creation of a robust mobile secure network (e.g., 802.11). The heart of this research will focus on the last element. Future wars...will be fought using wireless mobile networks. Wireless research is being realized at the Naval Postgraduate School (NPS) Wireless Warrior Group. The...multiplier. Wireless mobility is the future of warfare, and usable, supportable, secure mobile communication is what wins wars. This thesis

  19. Medical teacher and his pedagogical training (experience with Bratislavian system of training the assistants for pedagogical activity in postgraduate education of physicians and pharmacists).

    PubMed

    Badalík, L; Paniaková, M

    1984-01-01

    System of training the medical teachers for pedagogical activity, used in the Institute for Postgraduate Education of Physicians and Pharmacists (IPEPP) in Bratislava, have not had long tradition as yet. We do not want this training to be understood as universal instruction to prepare the assistants for pedagogical activity, which is in a final consequence always dependent on the concrete conditions and social needs. It should serve as information on one of the possibilities to secure the systematic training of medical teachers for pedagogical activity in postgraduate education of physicians and pharmacists.

  20. Distance, Online and Campus Higher Education: Reflections on Learning Outcomes

    ERIC Educational Resources Information Center

    McPhee, Iain; Soderstrom, Tor

    2012-01-01

    Purpose: The purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students' performance by study mode, differences in students' performance by length of study, and finally comparing performance by study mode between modules in…

  1. Distance, Online and Campus Higher Education: Reflections on Learning Outcomes

    ERIC Educational Resources Information Center

    McPhee, Iain; Soderstrom, Tor

    2012-01-01

    Purpose: The purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students' performance by study mode, differences in students' performance by length of study, and finally comparing performance by study mode between modules in…

  2. Constructivist strategies in online distance education in nursing.

    PubMed

    Legg, Timothy J; Adelman, Deborah; Mueller, Dale; Levitt, Cheryle

    2009-02-01

    This article reviews the use of constructivism in traditional brick-and-mortar classrooms, as opposed to the online learning environment. The applicability of constructivism to nursing education is discussed. The article concludes with recommendations for online nursing education programs, offering ways that constructivist methodologies can be applied to online distance education.

  3. Pentexonomy: A Multi-Dimensional Taxonomy of Educational Online Technologies

    ERIC Educational Resources Information Center

    Tuapawa, Kimberley; Sher, William; Gu, Ning

    2014-01-01

    Educational online technologies (EOTs) have revolutionised the delivery of online education, making a large contribution towards the global increase in demand for higher learning. Educationalists have striven to adapt through knowledge development and application of online tools, but making educationally sound choices about technology has proved…

  4. Learning on Demand: Online Education in the United States, 2009

    ERIC Educational Resources Information Center

    Allen, I. Elaine; Seaman, Jeff

    2010-01-01

    "Learning on Demand: Online Education in the United States, 2009" represents the seventh annual report on the state of online learning among higher education institutions in the United States. The study is aimed at answering some of the fundamental questions about the nature and extent of online education. Based on responses from over…

  5. Online IS Education for the 21st Century

    ERIC Educational Resources Information Center

    He,Wu; Xu, Guandong; Kruck, S. E.

    2014-01-01

    Online teaching and learning have become increasingly common in higher educational institutions. These higher educational institutions realize the growing importance of online learning in information systems/information technology (IS/IT) education and are now offering online IS/IT courses and programs to students. However, designing, developing,…

  6. Online IS Education for the 21st Century

    ERIC Educational Resources Information Center

    He,Wu; Xu, Guandong; Kruck, S. E.

    2014-01-01

    Online teaching and learning have become increasingly common in higher educational institutions. These higher educational institutions realize the growing importance of online learning in information systems/information technology (IS/IT) education and are now offering online IS/IT courses and programs to students. However, designing, developing,…

  7. Levels of Interaction Provided by Online Distance Education Models

    ERIC Educational Resources Information Center

    Alhih, Mohammed; Ossiannilsson, Ebba; Berigel, Muhammet

    2017-01-01

    Interaction plays a significant role to foster usability and quality in online education. It is one of the quality standard to reveal the evidence of practice in online distance education models. This research study aims to evaluate levels of interaction in the practices of distance education centres. It is aimed to provide online distance…

  8. Staying the Course: Online Education in the United States, 2008

    ERIC Educational Resources Information Center

    Allen, I. Elaine; Seaman, Jeff

    2008-01-01

    "Staying the Course: Online Education in the United States, 2008" represents the sixth annual report on the state of online learning in U.S. higher education. This year's study, like those for the previous five years, is aimed at answering some of the fundamental questions about the nature and extent of online education. Supported by the…

  9. Pentexonomy: A Multi-Dimensional Taxonomy of Educational Online Technologies

    ERIC Educational Resources Information Center

    Tuapawa, Kimberley; Sher, William; Gu, Ning

    2014-01-01

    Educational online technologies (EOTs) have revolutionised the delivery of online education, making a large contribution towards the global increase in demand for higher learning. Educationalists have striven to adapt through knowledge development and application of online tools, but making educationally sound choices about technology has proved…

  10. Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan.

    PubMed

    Tokuda, Yasuharu; Goto, Eiji; Otaki, Junji; Jacobs, Joshua; Omata, Fumio; Obara, Haruo; Shapiro, Mina; Soejima, Kumiko; Ishida, Yasushi; Ohde, Sachiko; Takahashi, Osamu; Fukui, Tsuguya

    2010-05-20

    We investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE). Data were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire. Only 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05). Different educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE.

  11. Undergraduate educational environment, perceived preparedness for postgraduate clinical training, and pass rate on the National Medical Licensure Examination in Japan

    PubMed Central

    2010-01-01

    Background We investigated the views of newly graduating physicians on their preparedness for postgraduate clinical training, and evaluated the relationship of preparedness with the educational environment and the pass rate on the National Medical Licensure Examination (NMLE). Methods Data were obtained from 2429 PGY-1 physicians-in-training (response rate, 36%) using a mailed cross-sectional survey. The Dundee Ready Education Environment Measure (DREEM) inventory was used to assess the learning environment at 80 Japanese medical schools. Preparedness was assessed based on 6 clinical areas related to the Association of American Medical Colleges Graduation Questionnaire. Results Only 17% of the physicians-in-training felt prepared in the area of general clinical skills, 29% in basic knowledge of diagnosis and management of common conditions, 48% in communication skills, 19% in skills associated with evidence-based medicine, 54% in professionalism, and 37% in basic skills required for a physical examination. There were substantial differences among the medical schools in the perceived preparedness of their graduates. Significant positive correlations were found between preparedness for all clinical areas and a better educational environment (all p < 0.01), but there were no significant associations between the pass rate on the NMLE and perceived preparedness for any clinical area, as well as pass rate and educational environment (all p > 0.05). Conclusion Different educational environments among universities may be partly responsible for the differences in perceived preparedness of medical students for postgraduate clinical training. This study also highlights the poor correlation between self-assessed preparedness for practice and the NMLE. PMID:20487536

  12. Improving the quality of educational strategies in postgraduate dental education using student and graduate feedback: findings from a qualitative study in New Zealand.

    PubMed

    Subramanian, J; Anderson, V R; Morgaine, K C; Thomson, W M

    2013-02-01

    Research suggests that students' perceptions should be considered in any discussion of their education. However, to date, there has been no systematic examination of New Zealand postgraduate dental students' learning processes in both the research and clinical settings. This study aimed to obtain in-depth qualitative insights into student and graduate perspectives of effective and ineffective learning experiences during their postgraduate dental education. Data were collected in 2010 using semi-structured individual interviews. Participants included 2010 final-year students and 2009 graduates of the University of Otago Doctor of Clinical Dentistry programme. Using the Critical Incident Technique, participants were asked to describe at least one effective and one ineffective learning experience in detail. Interview transcripts were analysed using a general inductive approach. Broad themes which emerged included supervisory approaches, characteristics of the learning process and characteristics of the physical learning environment. The focus of this article is to report and discuss the learning processes that participants identified as promoting and precluding effective learning experiences in the clinical and research settings. Students and graduates in the study had largely similar perspectives of learning processes likely to result in effective clinical and research learning. These included self-directed and collaborative learning; timely, constructive and detailed feedback with directions for further improvement; and discreet clinical feedback. Learning processes that precluded effective learning included unsupported and isolated learning, delayed and overly critical/destructive feedback and open criticism in the clinical context. The in-depth findings of this study contribute to the scientific literature that identifies learning process characteristics which facilitate effective learning from New Zealand postgraduate students' and graduates' perspectives

  13. Quality of online pediatric orthopaedic education materials.

    PubMed

    Feghhi, Daniel P; Komlos, Daniel; Agarwal, Nitin; Sabharwal, Sanjeev

    2014-12-03

    Increased availability of medical information on the Internet empowers patients to look up answers to questions about their medical conditions. However, the quality of medical information available on the Internet is highly variable. Various tools for the assessment of online medical information have been developed and used to assess the quality and accuracy of medical web sites. In this study we used the LIDA tool (Minervation) to assess the quality of pediatric patient information on the AAOS (American Academy of Orthopaedic Surgeons) and POSNA (Pediatric Orthopaedic Society of North America) web sites. The accessibility, usability, and reliability of online medical information in the "Children" section of the AAOS web site and on the POSNA web site were assessed with use of the LIDA tool. Flesch-Kincaid (FK) and Flesch Reading Ease (FRE) values were also calculated to assess the readability of the pediatric education material. Patient education materials on each web site scored in the moderate range in assessments of accessibility, usability, and reliability. FK and FRE values indicated that the readability of each web site remained at a somewhat higher (more difficult) level than the recommended benchmark. The quality and readability of online information for children on the AAOS and POSNA web sites are acceptable but can be improved further. The quality of online pediatric orthopaedic patient education materials may affect communication with patients and their caregivers, and further investigation and modification of quality are needed. Copyright © 2014 by The Journal of Bone and Joint Surgery, Incorporated.

  14. Evaluating Standards-Based Assessment Rubrics in a Postgraduate Public Health Subject

    ERIC Educational Resources Information Center

    Kite, James; Phongsavan, Philayrath

    2017-01-01

    Standards-based assessment rubrics are recognised as an important tool for ensuring clear criteria in higher education. Most of the available evidence on rubrics comes from studies with face-to-face undergraduate students. Our study evaluated the introduction of rubrics into a postgraduate subject that included both online and face-to-face…

  15. Teachers' ideas versus experts' descriptions of 'the good teacher' in postgraduate medical education: implications for implementation. A qualitative study

    PubMed Central

    2011-01-01

    Background When innovations are introduced in medical education, teachers often have to adapt to a new concept of what being a good teacher includes. These new concepts do not necessarily match medical teachers' own, often strong beliefs about what it means to be a good teacher. Recently, a new competency-based description of the good teacher was developed and introduced in all the Departments of Postgraduate Medical Education for Family Physicians in the Netherlands. We compared the views reflected in the new description with the views of teachers who were required to adopt the new framework. Methods Qualitative study. We interviewed teachers in two Departments of Postgraduate Medical Education for Family Physicians in the Netherlands. The transcripts of the interviews were analysed independently by two researchers, who coded and categorised relevant fragments until consensus was reached on six themes. We investigated to what extent these themes matched the new description. Results Comparing the teachers' views with the concepts described in the new competency-based framework is like looking into two mirrors that reflect clearly dissimilar images. At least two of the themes we found are important in relation to the implementation of new educational methods: the teachers' identification and organisational culture. The latter plays an important role in the development of teachers' ideas about good teaching. Conclusions The main finding of this study is the key role played by the teachers' feelings regarding their professional identity and by the local teaching culture in shaping teachers' views and expectations regarding their work. This suggests that in implementing a new teaching framework and in faculty development programmes, careful attention should be paid to teachers' existing identification model and the culture that fostered it. PMID:21711507

  16. Public Health Genomics education in post-graduate schools of hygiene and preventive medicine: a cross-sectional survey.

    PubMed

    Ianuale, Carolina; Leoncini, Emanuele; Mazzucco, Walter; Marzuillo, Carolina; Villari, Paolo; Ricciardi, Walter; Boccia, Stefania

    2014-10-10

    The relevance of Public Health Genomics (PHG) education among public health specialists has been recently acknowledged by the Association of Schools of Public Health in the European Region. The aim of this cross-sectional survey was to assess the prevalence of post-graduate public health schools for medical doctors which offer PHG training in Italy. The directors of the 33 Italian public health schools were interviewed for the presence of a PHG course in place. We stratified by geographical area (North, Centre and South) of the schools. We performed comparisons of categorical data using the chi-squared test. The response rate was 73% (24/33 schools). Among respondents, 15 schools (63%) reported to have at least one dedicated course in place, while nine (38%) did not, with a significant geographic difference. Results showed a good implementation of courses in PHG discipline in Italian post-graduate public health schools. However further harmonization of the training programs of schools in public health at EU level is needed.

  17. Fostering integrity in postgraduate research: an evidence-based policy and support framework.

    PubMed

    Mahmud, Saadia; Bretag, Tracey

    2014-01-01

    Postgraduate research students have a unique position in the debate on integrity in research as students and novice researchers. To assess how far policies for integrity in postgraduate research meet the needs of students as "research trainees," we reviewed online policies for integrity in postgraduate research at nine particular Australian universities against the Australian Code for Responsible Conduct of Research (the Code) and the five core elements of exemplary academic integrity policy identified by Bretag et al. (2011 ), i.e., access, approach, responsibility, detail, and support. We found inconsistency with the Code in the definition of research misconduct and a lack of adequate detail and support. Based on our analysis, previous research, and the literature, we propose a framework for policy and support for postgraduate research that encompasses a consistent and educative approach to integrity maintained across the university at all levels of scholarship and for all stakeholders.

  18. A Structured Educational Curriculum Including Online Training Positively Impacts American Board of Surgery In-Training Examination Scores.

    PubMed

    Kelly, Dympna M; London, Daniel A; Siperstein, Allan; Fung, John J; Walsh, Matthew R

    2015-01-01

    To assess the effect of a structured postgraduate year 1 educational curriculum, including online surgical training, on American Board of Surgery In-Training Examination (ABSITE) scores. This was a retrospective cohort study. The study was performed in an academic surgical residency program in a tertiary care hospital, Cleveland Clinic Foundation, Cleveland, Ohio. The participants were 140 surgical postgraduate year 1 residents from 2000 to 2009. Interns from 2000 to 2004 were grouped together and completed a self-directed learning curriculum. Interns from 2005 to 2009 participated in a structured educational curriculum that included lectures and the use of an online program. Lectures were based on the American College of Surgeons curriculum. The online program consisted of 8 to 12 hours of assigned tutorials and quizzes that corresponded to the lectures and 3 multiple-choice (MC) examinations. Use of a structured educational curriculum led to improved ABSITE scores (66 ± 9%) compared with that of those who had no curriculum (55 ± 10%, p < 0.001). Several variables positively correlated with the ABSITE score: United States Medical Licensing Examination step 1 score (p < 0.001), monthly quiz scores (p = 0.003), average MC examination scores (p = 0.005), lecture attendance (p = 0.02), and time spent online (p = 0.04). Multivariable analysis demonstrated that the step 1 United States Medical Licensing Examination score, time spent online, and MC examination score are predictive of total the ABSITE score. When ABSITE subscores (basic science and clinical science) were compared, the online curriculum had a greater effect on basic science subscores, whereas lectures had a greater effect on clinical science subscores. Providing surgery residents a structured curriculum with lectures and an online component positively impacts ABSITE scores. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  19. An evaluation of the current patterns and practices of educational supervision in postgraduate medical education in the UK.

    PubMed

    Patel, Priyank

    2016-08-01

    Globally, clinical supervision has been widely adopted and studied. But in the UK, another variant of supervision has developed in the form of educational supervision. The quality of supervision remains highly variable and inadequate time, investment and guidance hinders its ability to actually benefit trainees. Therefore, undertaking a detailed study of the patterns and practices in educational supervision to inform developments in supervisory practice would be extremely beneficial. In this mixed methods study, educational supervisors and trainees working within a large London Trust were surveyed online about their experiences of educational supervision. In addition, observations of supervision sessions with a small group of supervisor and trainee pairs followed-up by semi-structured interviews were conducted. The quantitative data were analyzed using statistical software via descriptive statistics. The qualitative data underwent thematic framework analysis. Both the qualitative and quantitative data revealed that whilst most junior doctors and supervisors value the ideal of educational supervision as a process for engaging in mentoring dialogues, it can become a tick box exercise, devaluing its usefulness and purpose. Trainees highlighted the need for more frequent formal meeting along with better preparation by supervisors. Supervisors would appreciate more support from trusts to help them enhance supervision for trainees. The effectiveness of educational supervision can be improved with trainees and supervisors engaging in meaningful preparation and proactive communication before meetings. During these formal meetings, improving the quality of feedback and ensuring that regular mentoring dialogues occurred would be highly valuable.

  20. Online Higher Education in the Natural Sciences

    NASA Astrophysics Data System (ADS)

    Pearson, Karen; Liddicoat, Joseph

    2013-04-01

    Online courses in higher education allow traditional and non-traditional students to complete course work in all disciplines with great flexibility. Courses in the Natural Sciences are no exception because the online environment allows students to collapse time and space; to access a course anywhere; to get immediate feedback, tutoring and coaching; and to receive real-time interaction between themselves and the instructor. This presentation will highlight successful examples of course content from the areas of astronomy, environmental, and earth and physical sciences. Content examples will focus on helping students use their 'environment' as part of the laboratory experience in courses traditionally thought of as lecture and laboratory courses. These examples will include real and virtual field trips, use of multimedia content, collaboration between students and faculty to design and conduct experiments and field work, and modifications to traditional lecture methods for the online environment. Dr. Karen Pearson former director of Online-Learning and Academic Technologies and Professor Science and Mathematics at the Fashion Institute of Technology (SUNY) and Dr. Joseph Liddicoat will focus on how courses in the Natural Sciences can be delivered in the online environment while maintaining high academic standards and not losing the "hands" on experience students need while completing a laboratory science course as part of a liberal arts curriculum.

  1. Integrity in Postgraduate Research: The Student Voice.

    PubMed

    Mahmud, Saadia; Bretag, Tracey

    2015-12-01

    There is a limited understanding of the student perspective of integrity in postgraduate research. This is of concern given that 'research trainees' may have a vulnerable position in formal investigations of research misconduct. This paper analyses qualitative data drawn from an Australian online academic integrity survey in a mixed methods research study. This analysis complements the quantitative survey data analysed earlier and sought to explore factors contributing to postgraduate research students' satisfaction with policy and process, the ways institutions can support students' understandings and practice, suggestions for improving breach processes, and students' concerns. We found that integrity training and modelling of ethical behaviour by staff were key factors contributing to students' satisfaction. Students would have liked more 'hands-on' integrity training, accompanied by consistent and transparent enforcement of policy. Respondents expressed concern about the credibility of research output and educational standards. We call for recommendations from the extensive literature on academic integrity policy and practice to be extended to the postgraduate research sphere.

  2. Online education: a survey of faculty and students.

    PubMed

    Britt, Rebecca

    2006-01-01

    This study examines faculty and student perspectives related to online learning. Baccalaureate-degree radiologic technology students and graduate nursing students were surveyed to determine their support for online education. Additionally, faculty at the same institution who were experienced in online teaching were surveyed. The results in this study agreed with some aspects from the body of knowledge on online learning.

  3. Evaluation of the learning environment of urology residency training using the postgraduate hospital educational environment measure inventory.

    PubMed

    Binsaleh, Saleh; Babaeer, Abdulrahman; Alkhayal, Abdullah; Madbouly, Khaled

    2015-01-01

    The educational environment plays a crucial role in the learning process. We aimed to evaluate the educational-environment perceptions of Saudi urology residents using the postgraduate hospital educational environment measure (PHEEM) inventory, and to investigate associations of their perception with stages of residency program, regions of Saudi Arabia, and main sectors of the health care system. We used PHEEM to measure the educational environment of Saudi urology residents. Respondents' perception was compared regarding different levels of residency training, regions of Saudi Arabia, and sectors of the health care system. Internal reliability of the inventory was assessed using Cronbach's alpha coefficient. Out of 72 registered residents, 38 (53%) completed the questionnaire. The residents did not perceive their environment positively (77.7±16.5). No significant differences in perception were found among residents of different program stages or Saudi regions. Residents from different health care sectors differed significantly regarding the total PHEEM score (P=0.024) and the teaching subscale (P=0.017). The inventory showed a high internal consistency with Cronbach's alpha of 0.892. Saudi urology residents perceived the educational environment as less than satisfactory. Perception of the educational environment did not change significantly among different stages of the program or different regions of Saudi Arabia. However, some sectors of the health care system are doing better than others.

  4. [Learning in online education: analysis of concept].

    PubMed

    de Holanda, Viviane Rolim; Pinheiro, Ana Karina Bezerra; Pagliuca, Lorita Marlena Freitag

    2013-01-01

    This work aimed at clarifying the concept learning in online education, expressed by the literature in the area of health. It is a study of analysis of concept, based on the Evolutionary Model, being highlighted attributes, background, consequents and substitute terms. Learning in the context of online education is characterized by a dynamic and continuous process of active construction of knowledge and acquisition of skills, with physical separation between students and teachers. Among the background events discussed stood out: interest and motivation in learning; dedication and time self-management; and interaction and communication tools. The main evident consequents were: student's autonomy; independent and active study; and construction of own knowledge. The prevailing substitute terms were collaborative learning and self-learning. The understanding of the concept can contribute to its implementation in nursing teaching activities in virtual environments.

  5. Curriculum, Technology, and Education Reform (CTER) Online: Evaluation of an Online Master of Education Program.

    ERIC Educational Resources Information Center

    Levin, Sandra R.; Levin, James A.; Guell, James G.; Waddoups, Gregory L.

    2002-01-01

    Describes a Master of Education program at the University of Illinois, Urbana-Champaign called Curriculum, Technology, and Education Reform OnLine (CTER) that is aimed at K-12 teachers. The evaluation based on program stakeholders includes interface design; instructional design; faculty satisfaction; student attitudes; economic viability;…

  6. Constructing a Criterion-Referenced Test for Measuring the Statistical Competencies of the Postgraduate Students in Education Colleges in Yemeni Universities

    ERIC Educational Resources Information Center

    Qasem, Mamun Ali Naji; Altrairy, Abdulrhman; Govil, Punita

    2012-01-01

    This research has aimed at constructing Criterion Referenced Test to measure the statistical competencies of the Post-graduate Students in Education Colleges in Yemeni Universities, at examining the validity of the test's grades (the descriptive validity and the Domain Selection Validity), at examining the test's grades Reliability according to…

  7. Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: A South African Experience

    ERIC Educational Resources Information Center

    Schoeman, Sonja

    2015-01-01

    This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners' academic engagement and performance. A non-experimental survey research…

  8. ESSReS-PEP-POLMAR, an international and interdisciplinary postgraduate education concept on Earth and Environmental Sciences

    NASA Astrophysics Data System (ADS)

    Meggers, Helge; Hanfland, Claudia; Sprengel, Claudia; Grosfeld, Klaus; Lohmann, Gerrit; Bijma, Jelle; Ladstätter-Weißenmayer, Annette; Burrows, John

    2014-05-01

    Postgraduate education is gaining increasing importance and has been identified as one instrument to foster quality and promote networking, both in research and in education. Exchange and co-operation between graduate programmes that have related topics produce added value for all. Students have access to a range of research facilities, course offers, and a broad scientific community from which they can start building their individual scientific network. Larger events like PhD conferences, career symposia or cost-intensive trainings are more easily tackled by joining forces of various players. The postgraduate programmes ESSReS-PEP-POLMAR are part of a larger network of marine and climate science programmes in the north-western region of Germany and together host up 180 (23 ESSReS, 130 POLMAR, 30 PEP) PhD/Master students in their respective programmes. Here, we will present a number of joint activities from this collaboration. Today, the PhD education is completely different to that from 15 years ago due to a variety of different scientific offerings including e.g. excursions, soft skill courses and special seminars. In the framework of the ESSReS-PEP-POLMAR concept the Postgraduate Programme Environmental Physics (PEP) at the University of Bremen educates the participants on the complex relationship between atmosphere, hydrosphere (ocean), cryosphere (ice region) and solid earth (land). Here, the learning of experimental methods in environmental physics at the most advanced level, numerical data analysis using supercomputers, and data interpretation via sophisticated methods prepare students for a scientific career. Within cooperation with the Ocean University of China (OUC) students are participating one year in the PEP programme during their master studies since 2006, to get finally a double degree of both universities. Two different ways to further graduation are currently possible at the Alfred Wegener Institute. The Helmholtz Graduate School for Polar and

  9. Physical Education Teacher Educator's Attitudes toward and Understanding of Online Physical Education

    ERIC Educational Resources Information Center

    Daum, David Newman

    2012-01-01

    K-12 online physical education (OLPE) is as an educational opportunity in at least 22 states in the US (NASPE, 2006; 2010). Clearly, teachers play important roles in these online educational experiences, so gaining a better understanding of these teachers is critical. The purpose of this study was to examine physical education teacher…

  10. Pedagogy and Practice for Online English Language Teacher Education

    ERIC Educational Resources Information Center

    Pawan, Faridah; Wiechart, Kelly A.; Warren, Amber N.; Park, Jaehan

    2016-01-01

    Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and…

  11. Pedagogy and Practice for Online English Language Teacher Education

    ERIC Educational Resources Information Center

    Pawan, Faridah; Wiechart, Kelly A.; Warren, Amber N.; Park, Jaehan

    2016-01-01

    Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and…

  12. Building a Conceptual Framework for Online Educator Dispositions

    ERIC Educational Resources Information Center

    Kirwan, Jeral R.; Roumell, Elizabeth Anne

    2015-01-01

    It has been argued that online instruction is distinctive from the conventional classroom. If an effective online practice is to emerge, the roles, characteristics and dispositions of the educators themselves should be studied more closely. The aim of this paper was to present an online educator dispositions model that addresses the underlying…

  13. Interactive Learning in an Urban Environmental Education Online Course

    ERIC Educational Resources Information Center

    Li, Yue; Krasny, Marianne; Russ, Alex

    2016-01-01

    Online courses play an increasing role in professional development of environmental educators, yet little information is available on the interactive processes involved in online learning. We examined the relationship of three types of interactions in an urban environmental education online course--participant-participant, participant-instructor,…

  14. Students' Readiness for On-Line Distance Education in Slovenia.

    ERIC Educational Resources Information Center

    Sulcic, Viktorija; Lesjak, Dusan

    Online distance education is being introduced at the Faculty of Economics and Business, University of Maribor (Slovenia) for an e-business course within which an experience about students' acceptability of online distance education was conducted. In spring 2001, an experiment with online materials (in place of regular lectures) for an e-business…

  15. Unbundling Faculty Roles in Online Distance Education Programs

    ERIC Educational Resources Information Center

    Neely, Patricia W.; Tucker, Jan P.

    2010-01-01

    Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to…

  16. Students' Readiness for On-Line Distance Education in Slovenia.

    ERIC Educational Resources Information Center

    Sulcic, Viktorija; Lesjak, Dusan

    Online distance education is being introduced at the Faculty of Economics and Business, University of Maribor (Slovenia) for an e-business course within which an experience about students' acceptability of online distance education was conducted. In spring 2001, an experiment with online materials (in place of regular lectures) for an e-business…

  17. Twelve tips for effective online discussions in continuing medical education.

    PubMed

    Sandars, John

    2006-11-01

    Online discussions for continuing medical education are increasing but many are ineffective. Close attention needs to be paid to the requirements of the learner and the wider healthcare organizational context within which continuing medical education takes place. There is a preference for structured and facilitated online discussions by this group of doctors. The essential skills for effective online facilitation are outlined.

  18. Future of Online Education in Crisis: A Call to Action

    ERIC Educational Resources Information Center

    Nash, Julie Ann

    2015-01-01

    Online education is growing rapidly and there is little doubt that it will continue to expand until it one day encompasses the majority of higher education course offerings. Higher education leaders agree that online education will continue to grow even in the face of a slight recent decline (Allen & Seaman, 2013). As the rise of online…

  19. Future Directions for Research on Online Technical Education

    ERIC Educational Resources Information Center

    Horvitz, Brian S.

    2017-01-01

    Most research on online learning in higher education has been focused on general education at four-year institutions. There is a need for more research that focuses on online and hybrid education at community colleges in technical education fields. This issue includes articles from eight National Science Foundation funded projects doing innovative…

  20. [A Perspective on Innovation for Efficient Medical Practice in View of Undergraduate and Postgraduate Education and Training in Laboratory Medicine].

    PubMed

    Kawai, Tadashi

    2015-10-01

    Continuous advances in medical laboratory technology have driven major changes in the practice of laboratory medicine over the past two decades. The importance of the overall quality of a medical laboratory has been ever-increasing in order to improve and ensure the quality and safety of clinical practice by physicians in any type of medical facility. Laboratory physicians and professional staff should challenge themselves more than ever in various ways to cooperate and contribute with practicing physicians for the appropriate utilization of laboratory testing. This will certainly lead to a decrease in inappropriate or unnecessary laboratory testing, resulting in reducing medical costs. In addition, not only postgraduate, but also undergraduate medical education/training systems must be markedly innovated, considering recent rapid progress in electronic information and communication technologies.

  1. Evaluation of a novel scoring and grading model for VP-based exams in postgraduate nurse education.

    PubMed

    Forsberg, Elenita; Ziegert, Kristina; Hult, Håkan; Fors, Uno

    2015-12-01

    For Virtual Patient-based exams, several scoring and grading methods have been proposed, but none have yet been validated. The aim of this study was to evaluate a new scoring and grading model for VP-based exams in postgraduate paediatric nurse education. The same student group of 19 students performed a VP-based exam in three consecutive courses. When using the scoring and grading assessment model, which contains a deduction system for unnecessary or unwanted actions, a progression was found in the three courses: 53% of the students passed the first exam, 63% the second and 84% passed the final exam. The most common reason for deduction of points was due to students asking too many interview questions or ordering too many laboratory tests. The results showed that the new scoring model made it possible to judge the students' clinical reasoning process as well as their progress. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. The future of postgraduate training.

    PubMed

    Walsh, Kieran

    2014-01-01

    Improvements to postgraduate training have included newly designed postgraduate curricula, new forms of delivery of learning, more valid and reliable assessments, and more rigorous evaluation of training programmes. All these changes have been necessary and have now started to settle in. Now therefore is an appropriate time to look to the future of postgraduate training. Predicting the future is difficult in any course of life-however an examination of recent trends is often a good place to start. In this regard the recent trend to start to produce more doctors and healthcare professionals of the type that the population needs is likely to continue for some time to come. Medical education will also need to be more flexible in the future. The more flexible that training programmes are, the more likely that we will have experts that are sufficiently flexible to meet a range of different challenges throughout the rest of their careers. Medical education will also become more seamless in the future (at present there are probably too many major milestones and transitions in medical education). In the future educators will make much more use of technology enhanced learning, e-learning and simulation in postgraduate medical education. There will also be more pressure on postgraduate training programmes to offer value for money and to be able to demonstrate such value for money. Postgraduate medical education of the future will also be a more personalised and adaptive experience. It will be far more based on learners' individual needs and will be more responsive to those needs. Lastly postgraduate education will be much more closely supervised than it has been in the past. A common theme running through these changes will be patient centredness. This will mean safer training programmes that produce the type of doctors that patients and populations need.

  3. Best Practices in Online Education: Online Instructors, Courses, and Administrators

    ERIC Educational Resources Information Center

    Baghdadi, Ziad D.

    2011-01-01

    Learning and teaching online imposes certain challenges on both students and teachers. Teachers should be prepared to meet special requirements of teaching online. Teachers play an important role in teaching. Roles of teachers increase with introducing the online learning, contrary to an early assumption perceived with the invention of the…

  4. Expanding Demand for Online Higher Education: Surveying Prospective Students

    ERIC Educational Resources Information Center

    Garrett, Richard

    2007-01-01

    The Eduventures survey examined next-generation demand for online postsecondary education, assessing online experience, delivery mode and marketing channels preferences, and perceptions of price, quality and location, identifying key takeaways in each area.

  5. SU-E-E-07: An Adaptable Approach for Education On Medical Physics at Undergraduate and Postgraduate Levels

    SciTech Connect

    Miller-Clemente, R; Mendez-Perez, L

    2015-06-15

    Purpose: To contribute to the professional profile of future medical physicists, technologists and physicians, and implement an adaptable educational strategy at both undergraduate and postgraduate levels. Methods: The Medical Physics Block of Electives (MPBE) designed was adapted to the Program of B.S. in Physics. The conferences and practical activities were developed with participatory methods, with interdisciplinary collaboration from research institutions and hospitals engaged on projects of Research, Development and Innovation (RDI). The scientific education was implemented by means of critical analysis of scientific papers and seminars where students debated on solutions for real research problems faced by medical physicists. This approach included courses for graduates not associated to educational programs of Medical Physics (MP). Results: The implementation of the MPBE began in September 2014, with the electives of Radiation MP and Introduction to Nuclear Magnetic Resonance. The students of second year received an Introduction to MP. This initiative was validated by the departmental Methodological Workshop, which promoted the full implementation of the MPBE. Both postgraduated and undergraduate trainees participated in practices with our DICOM viewer system, a local prototype for photoplethysmography and a home-made interface for ROC analysis, built with MATLAB. All these tools were designed and constructed in previous RDI projects. The collaborative supervision of University’s researchers with clinical medical physicists will allow to overcome the limitations of residency in hospitals, to reduce the workload for clinical supervisors and develop appropriate educational activities. Conclusion: We demonstrated the feasibility of adaptable educational strategies, considering available resources. This provides an innovative way for prospective medical physicists, technologists and radiation oncologists. This strategy can be implemented in several regions

  6. Health telematics in postgraduate study.

    PubMed

    Stempczyńska, J; Kacki, E; Małolepszy, A

    2000-01-01

    The paper presents a description of a system that exploits possibilities offered by WWW and assists postgraduate education of physicians preparing for examinations in their medical specialisation. The system, which is a modification of the educational oncological system ONCOL1 designed earlier by the authors, is constructed so as to operate within the Polish medical education structure.

  7. 1st, 2nd and 3rd Generation Implementations of an eLearning Design: Re-Use from Postgraduate Law to Block/Online Engineering Course

    ERIC Educational Resources Information Center

    Lambert, Sarah; Brewer, Chris

    2007-01-01

    In order to meet the demands of postgraduate students who were time poor and unable to regularly attend face-to-face classes, one lecturer in the Faculty Law at the University of Wollongong (UOW) sought the assistance of a Learning Designer to redesign the Postgraduate Practical Legal Training (PLT) program into a flexible blended learning format,…

  8. Does dental undergraduate education and postgraduate training enable intention to provide inhalation sedation in primary dental care? A path analytical exploration.

    PubMed

    Yuan, S; J Carson, S; Rooksby, M; McKerrow, J; Lush, C; Humphris, G; Freeman, R

    2017-08-01

    To examine how quality standards of dental undergraduate education, postgraduate training and qualifications together with confidence and barriers could be utilised to predict intention to provide inhalation sedation. All 202 dentists working within primary dental care in NHS Highland were invited to participate. The measures in the questionnaire survey included demographic information, undergraduate education and postgraduate qualifications, current provision and access to sedation service, attitudes towards confidence, barriers and intention to provide inhalation sedation. A path analytical approach was employed to investigate the fit of collected data to the proposed mediational model. One hundred and nine dentists who completed the entire questionnaire participated (response rate of 54%). Seventy-six per cent of dentists reported receiving lectures in conscious sedation during their undergraduate education. Statistically significantly more Public Dental Service dentists compared with General Dental Service (GDS) dentists had postgraduate qualification and Continuing Professional Development training experience in conscious sedation. Only twenty-four per cent of the participants stated that they provided inhalation sedation to their patients. The findings indicated that PDS dentists had higher attitudinal scores towards inhalation sedation than GDS practitioners. The proposed model showed an excellent level of fit. A multigroup comparison test confirmed that the level of association between confidence in providing inhalation sedation and intention varied by group (GDS vs. PDS respondents). Public Dental Service respondents who showed extensive postgraduate training experience in inhalation sedation were more confident and likely to provide this service. The quality standards of dental undergraduate education, postgraduate qualifications and training together with improved confidence predicted primary care dentists' intention to provide inhalation sedation.

  9. Africanising Scholarship: The Case of UDW, Natal and UKZN Postgraduate Educational Research (1995-2004)

    ERIC Educational Resources Information Center

    Karlsson, J.; Pillay, G.

    2011-01-01

    In 2004 the universities of Durban-Westville and Natal merged as part of the national restructuring of higher education in South Africa. These institutions' faculties and schools of education were, arguably, centres of excellence for research in adult education, teacher education and professional development, mathematics education and gender in…

  10. Africanising Scholarship: The Case of UDW, Natal and UKZN Postgraduate Educational Research (1995-2004)

    ERIC Educational Resources Information Center

    Karlsson, J.; Pillay, G.

    2011-01-01

    In 2004 the universities of Durban-Westville and Natal merged as part of the national restructuring of higher education in South Africa. These institutions' faculties and schools of education were, arguably, centres of excellence for research in adult education, teacher education and professional development, mathematics education and gender in…

  11. Foundations of Online Education at Tarleton State University

    ERIC Educational Resources Information Center

    Atchley, Wayne; Wingenbach, Gary

    2011-01-01

    Online course delivery has been used for many years in higher education. Like many institutions, Tarleton State University has used online education as a means to increase student enrollment and satisfy the changing education needs of both traditional and non-traditional students. The purpose of this study was to examine the origins of online…

  12. Online Learning Environments in Higher Education: Connectivism vs. Dissociation

    ERIC Educational Resources Information Center

    Reese, Sasha A.

    2015-01-01

    Over the last decade online education has emerged as a way for students and faculty to collaborate more freely, attain greater flexibility, and utilize new media to learn. The burning debate lies in whether online educational options are harmful to traditional education or offer endless benefits necessary to accommodate a 21st century learner.…

  13. Why a regional approach to postgraduate water education makes sense - the WaterNet experience in Southern Africa

    NASA Astrophysics Data System (ADS)

    Jonker, L.; van der Zaag, P.; Gumbo, B.; Rockström, J.; Love, D.; Savenije, H. H. G.

    2012-03-01

    This paper reports the experience of a regional network of academic departments involved in water education that started as a project and evolved, over a period of 12 yr, into an independent network organisation. The paper pursues three objectives. First, it argues that it makes good sense to organise postgraduate education and research on water resources on a regional scale. This is because water has a transboundary dimension that poses delicate sharing questions, an approach that promotes a common understanding of what the real water-related issues are, results in future water specialists speaking a common (water) language, enhances mutual respect, and can thus be considered an investment in future peace. Second, it presents the WaterNet experience as an example that a regional approach can work and has an impact. Third, it draws three generalised lessons from the WaterNet experience. Lesson 1: For a regional capacity building network to be effective, it must have a legitimate ownership structure and a clear mandate. Lesson 2: Organising water-related training opportunities at a regional and transboundary scale makes sense - not only because knowledge resources are scattered, but also because the topic - water - has a regional and transboundary scope. Lesson 3: Jointly developing educational programmes by sharing expertise and resources requires intense intellectual management and sufficient financial means.

  14. Adoption and correlates of Postgraduate Hospital Educational Environment Measure (PHEEM) in the evaluation of learning environments - A systematic review().

    PubMed

    Chan, Christopher Yi Wen; Sum, Min Yi; Lim, Wee Shiong; Chew, Nicholas Wuen Ming; Samarasekera, Dujeepa D; Sim, Kang

    2016-12-01

    The Postgraduate Hospital Educational Environment Measure (PHEEM) is a highly reliable and valid instrument to measure the educational environment during post graduate medical training. This review extends earlier reports by evaluating the extant adoption of PHEEM in various international clinical training sites, and its significant correlations in order to expand our understanding on the use of PHEEM and facilitate future applications and research. A systematic literature review was conducted on all articles between 2005 and October 2015 that adopted and reported data using the PHEEM. Overall 30 studies were included, encompassing data from 14 countries internationally. Notable differences in the PHEEM scores were found between different levels of training, disciplines, and clinical training sites. Common strengths and weaknesses in learning environments were observed and there were significant correlations between PHEEM scores and In-Training Exam (ITE) performance (positive correlation) and level of burnout (negative correlation), respectively. PHEEM is widely adopted in different learning settings, and is a useful tool to identify the strengths and weaknesses of an educational environment. Future research can examine other correlates of PHEEM and longitudinal changes in interventional studies.

  15. Performance of Cooperative Learning Groups in a Postgraduate Education Research Methodology Course: The Role of Social Interdependence

    ERIC Educational Resources Information Center

    Onwuegbuzie, Anthony J.; Collins, Kathleen M. T.; Jiao, Qun G.

    2009-01-01

    This study investigated the degree that social interdependence predicted the achievement of 26 cooperative learning groups. Social interdependence was assessed in terms of postgraduate students' individual orientation (that is, cooperative, competitive, and individualistic). Participants were 84 postgraduate students enrolled in an…

  16. Performance of Cooperative Learning Groups in a Postgraduate Education Research Methodology Course: The Role of Social Interdependence

    ERIC Educational Resources Information Center

    Onwuegbuzie, Anthony J.; Collins, Kathleen M. T.; Jiao, Qun G.

    2009-01-01

    This study investigated the degree that social interdependence predicted the achievement of 26 cooperative learning groups. Social interdependence was assessed in terms of postgraduate students' individual orientation (that is, cooperative, competitive, and individualistic). Participants were 84 postgraduate students enrolled in an…

  17. Composite reliability of a workplace-based assessment toolbox for postgraduate medical education.

    PubMed

    Moonen-van Loon, J M W; Overeem, K; Donkers, H H L M; van der Vleuten, C P M; Driessen, E W

    2013-12-01

    In recent years, postgraduate assessment programmes around the world have embraced workplace-based assessment (WBA) and its related tools. Despite their widespread use, results of studies on the validity and reliability of these tools have been variable. Although in many countries decisions about residents' continuation of training and certification as a specialist are based on the composite results of different WBAs collected in a portfolio, to our knowledge, the reliability of such a WBA toolbox has never been investigated. Using generalisability theory, we analysed the separate and composite reliability of three WBA tools [mini-Clinical Evaluation Exercise (mini-CEX), direct observation of procedural skills (DOPS), and multisource feedback (MSF)] included in a resident portfolio. G-studies and D-studies of 12,779 WBAs from a total of 953 residents showed that a reliability coefficient of 0.80 was obtained for eight mini-CEXs, nine DOPS, and nine MSF rounds, whilst the same reliability was found for seven mini-CEXs, eight DOPS, and one MSF when combined in a portfolio. At the end of the first year of residency a portfolio with five mini-CEXs, six DOPS, and one MSF afforded reliable judgement. The results support the conclusion that several WBA tools combined in a portfolio can be a feasible and reliable method for high-stakes judgements.

  18. What is wrong with assessment in postgraduate training? Lessons from clinical practice and educational research.

    PubMed

    Driessen, Erik; Scheele, Fedde

    2013-07-01

    Workplace-based assessment is more commonly given a lukewarm than a warm welcome by its prospective users. In this article, we summarise the workplace-based assessment literature as well as our own experiences with workplace-based assessment to derive lessons that can facilitate acceptance of workplace-based assessment in postgraduate specialty training. We propose to shift the emphasis in workplace-based assessment from assessment of trainee performance to the learning of trainees. Workplace-based assessment should focus on supporting supervisors in taking entrustment decisions by complementing their "gut feeling" with information from assessments and focus less on assessment and testability. One of the most stubborn problems with workplace-based assessment is the absence of observation of trainees and the lack of feedback based on observations. Non-standardised observations are used to organise feedback. To make these assessments meaningful for learning, it is essential that they are not perceived as summative by their users, that they provide narrative feedback for the learner and that there is a form of facilitation that helps to integrate the feedback in trainees' self-assessments.

  19. The On-Line Experience: The State of Australian On-Line Education and Training Practices. Review of Research.

    ERIC Educational Resources Information Center

    Harper, Barry; Hedberg, John; Bennett, Susan; Lockyer, Lori

    The state of Australian online education and training practices was examined through a literature review and interviews. Special attention was paid to the following aspects of online vocational and technical education (VET) and technical and further education (TAFE): current online implementations; online teaching strategies; issues for online…

  20. The On-Line Experience: The State of Australian On-Line Education and Training Practices. Review of Research.

    ERIC Educational Resources Information Center

    Harper, Barry; Hedberg, John; Bennett, Susan; Lockyer, Lori

    The state of Australian online education and training practices was examined through a literature review and interviews. Special attention was paid to the following aspects of online vocational and technical education (VET) and technical and further education (TAFE): current online implementations; online teaching strategies; issues for online…

  1. Online Role-Play Environments for Higher Education

    ERIC Educational Resources Information Center

    Russell, Carol; Shepherd, John

    2010-01-01

    As online environments and tools have evolved over the last 15-20 years, their use for role-based learning has expanded. This analysis draws on work for an Australian project that has been sharing and developing knowledge about the use of online role-plays in higher education. We describe the learning needs that online role-play can meet, and give…

  2. Effective Pedagogical Practices in Online English Language Teacher Education

    ERIC Educational Resources Information Center

    Rodriguez, Migdalia Elizabeth

    2016-01-01

    Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on…

  3. Effective Pedagogical Practices in Online English Language Teacher Education

    ERIC Educational Resources Information Center

    Rodriguez, Migdalia Elizabeth

    2016-01-01

    Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on…

  4. The Allure of Online Education for the Millennial Student

    ERIC Educational Resources Information Center

    Andrus, Ward H.

    2009-01-01

    Purpose. The purpose of the study was to identify and describe learning preferences of current high school students enrolled in online courses. The study further identified the students' perceived benefits and academic attractions to online education. The study also addressed the degree of satisfaction with their online courses. The study's final…

  5. Student Views of Effective Online Teaching in Higher Education

    ERIC Educational Resources Information Center

    Young, Suzanne

    2006-01-01

    This study investigated student views of online instruction in higher education courses. Data were collected from 199 online students using a Web-based instrument. The instrument consisted of items that were expected to be associated with effective online teaching. One overall effective teaching item was regressed onto twenty-five items in order…

  6. Promoting Community for Online Learners in Special Education

    ERIC Educational Resources Information Center

    West, Elizabeth; Jones, Phyllis; Semon, Sarah

    2012-01-01

    This study examined the sense of community in an online course for special education teachers enrolled in a master's program. The sense of community in an online environment may contribute to students' success and satisfaction (Knapczyk, Chapman, Rodes, & Chung, 2001). This article provides an example of a process for online community development…

  7. Online Education: Where Is It Going? What Should Boards Know?

    ERIC Educational Resources Information Center

    Green, Kenneth C.; Wagner, Ellen

    2011-01-01

    Online learning is an increasingly prominent and legitimate presence in higher education--nearly one third of full-time and part time students at nonprofit and for-profit institutions took one or more online courses in 2009, according to the Sloan Consortium. While the value of taking a college or university "online" may be obvious and…

  8. Online Education for Adult Learners in South Korea.

    ERIC Educational Resources Information Center

    Jung, Insung

    2003-01-01

    Analyzes three applications of online learning and technology in South Korea: development of single-mode virtual universities; online education in conventional universities; and Web-based corporate training. Concludes with principles of online learning derived from experiences in implementing such environments. (AEF)

  9. Student Perceptions of Online Instructional Practices That Enhance Connectedness: Themes toward the Development of an Instrument

    ERIC Educational Resources Information Center

    Lamport, Mark A.; Bartolo, Paula J.

    2012-01-01

    This preliminary study examines online post-graduate students' sense of community. The purpose of the study is to identify salient themes toward the construction of an instrument assessing online community. Participants included volunteers from two online graduate courses (master's, specialist, and doctoral students) in a School of Education at a…

  10. An Examination of Motivating Factors on Faculty Participation in Online Higher Education

    ERIC Educational Resources Information Center

    Hoffman, Michael S.

    2013-01-01

    Online education has become a vital component of the American higher education system. Demand for online education is expected to grow, as online education offers a number of tangible benefits to potential students. Faculty member participation in online education has been found to be crucial to the success of new or expanded online education…

  11. Online social networking issues within academia and pharmacy education.

    PubMed

    Cain, Jeff

    2008-02-15

    Online social networking sites such as Facebook and MySpace are extremely popular as indicated by the numbers of members and visits to the sites. They allow students to connect with users with similar interests, build and maintain relationships with friends, and feel more connected with their campus. The foremost criticisms of online social networking are that students may open themselves to public scrutiny of their online personas and risk physical safety by revealing excessive personal information. This review outlines issues of online social networking in higher education by drawing upon articles in both the lay press and academic publications. New points for pharmacy educators to consider include the possible emergence of an "e-professionalism" concept; legal and ethical implications of using online postings in admission, discipline, and student safety decisions; how online personas may blend into professional life; and the responsibility for educating students about the risks of online social networking.

  12. Online Social Networking Issues Within Academia and Pharmacy Education

    PubMed Central

    2008-01-01

    Online social networking sites such as Facebook and MySpace are extremely popular as indicated by the numbers of members and visits to the sites. They allow students to connect with users with similar interests, build and maintain relationships with friends, and feel more connected with their campus. The foremost criticisms of online social networking are that students may open themselves to public scrutiny of their online personas and risk physical safety by revealing excessive personal information. This review outlines issues of online social networking in higher education by drawing upon articles in both the lay press and academic publications. New points for pharmacy educators to consider include the possible emergence of an “e-professionalism” concept; legal and ethical implications of using online postings in admission, discipline, and student safety decisions; how online personas may blend into professional life; and the responsibility for educating students about the risks of online social networking. PMID:18322572

  13. The development of a geriatric postgraduate education assessment instrument using a modified Delphi procedure.

    PubMed

    Singler, Katrin; Gordon, Adam Lee; Robertson, Gillian; Roller, Regina Elisabeth

    2016-09-01

    There is currently wide variation in the structure and content of higher medical training in geriatric medicine across Europe and no common framework within which existing efforts can be compared. We set out to develop an audit tool to compare training between countries. An initial review of indexed and grey literature was used to develop an audit tool which was used as the basis of an Internet-based modified Delphi process incorporating the views of 14 expert geriatricians from across Europe. Items in the audit tool were included or excluded when supported by ≥75% or <50% of respondents, respectively. Items supported by 50-74% of respondents were carried forward with additional suggestions and modifications included following Round 1. Thirteen experts representing 12 countries responded to both rounds. 40/45 items were supported at Round 1. Five items were carried forward. A further 13 elements were introduced for consideration at Round 2. Consensus was gained after the second round. The final tool describes 52 items across four domains: general considerations, topics referring to knowledge in patient care, different roles that should be considered in medical training and topics regarding assessment. The resulting tool can be used as a basis for comparing higher medical training programmes in geriatric medicine between countries. Individual countries can use this to audit current practice. At an European Union level, the insights gained through such audit will form the basis of future work to develop an agreed postgraduate curriculum in the specialty. © The Author 2016. Published by Oxford University Press on behalf of the British Geriatrics Society. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  14. Self-Assessment in CPD: Lessons From the UK Undergraduate and Postgraduate Education Domains

    ERIC Educational Resources Information Center

    Dornan, Tim

    2008-01-01

    UK continuing education is moving from credit-earning, taught continuing medical education (CME) to a continuing professional development (CPD) system that explicitly links education to change in practice, managed and monitored through mandatory peer appraisal. Alongside multisource feedback and consideration of issues of poor performance,…

  15. Understanding the Implications of Online Learning for Educational Productivity

    ERIC Educational Resources Information Center

    Bakia, Marianne; Shear, Linda; Toyama, Yukie; Lasseter, Austin

    2012-01-01

    The purpose of this report is to support educational administrators and policymakers in becoming informed consumers of information about online learning and its potential impact on educational productivity. The report provides foundational knowledge needed to examine and understand the potential contributions of online learning to educational…

  16. Developing Online Family Life Prevention and Education Programs

    ERIC Educational Resources Information Center

    Hughes, Robert, Jr.; Bowers, Jill R.; Mitchell, Elissa Thomann; Curtiss, Sarah; Ebata, Aaron T.

    2012-01-01

    Although numerous online family life education programs have been developed over the past few years, there has been little discussion about best practices in the development of these programs. This article presents a framework to assist family life educators in the development and improvement of online programs from the initial problem analysis…

  17. Online Education Vendor Partners: When and How to Select One

    ERIC Educational Resources Information Center

    Hoffman, Michael S.

    2012-01-01

    Higher education institutions are increasingly looking to online education as a means to broaden their market reach, increase student enrollments and ultimately realize increased tuition revenue. Many institutions, however, find that they have insufficient infrastructure resources to launch one or more fully online learning programs. A small…

  18. Learning Style, Culture and Delivery Mode in Online Distance Education

    ERIC Educational Resources Information Center

    Speece, Mark

    2012-01-01

    Adaptation to customer needs is a key component of competitiveness in any service industry. In online HE (higher education), which is increasingly worldwide, this adaptation must include consideration of learning styles. Most research shows that learning style has little impact on learning outcomes in online education. Nevertheless, students with…

  19. An Evaluation of Best Practices in Online Continuing Theological Education

    ERIC Educational Resources Information Center

    Raybon, Stephen Paul

    2012-01-01

    The principle purpose of this mixed methods case study was to evaluate the extent to which a wholly online continuing theological education program operated by an Association of Theological Schools accredited seminary modeled best practices of online education, as exemplified by the findings of the "Quality On the Line" study and the…

  20. Going the Distance: Online Education in the United States, 2011

    ERIC Educational Resources Information Center

    Allen, I. Elaine; Seaman, Jeff

    2011-01-01

    "Going the Distance: Online Education in the United States, 2011" is the ninth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those for…

  1. Online Career and Technical Education in the Community College

    ERIC Educational Resources Information Center

    Garza Mitchell, Regina L.

    2017-01-01

    Very little empirical research has been conducted about online career and technical education (CTE). Despite the continuing enrollment growth in online education (Lokken, 2016) and the national emphasis on CTE as a means of boosting the economy (D'Amico, Morgan, Katsinas, & Friedel, 2014), relatively little is understood about the scope and…

  2. Developing an Online Certification Program for Nutrition Education Assistants

    ERIC Educational Resources Information Center

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    Objective: To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. Design: An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and…

  3. Class Differences: Online Education in the United States, 2010

    ERIC Educational Resources Information Center

    Allen, I. Elaine; Seaman, Jeff

    2010-01-01

    "Class Differences: Online Education in the United States, 2010" represents the eighth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group with support from Alfred P. Sloan Foundation. Data collection is conducted in partnership with the…

  4. The Educational and Economic Value of Online Learning for Museums

    ERIC Educational Resources Information Center

    Crow, William B.; Din, Herminia

    2010-01-01

    Given the increasingly interactive, dynamic, and cost-effective online learning platforms that are available, as well as studies that demonstrate the efficacy of online and blended learning, museums should consider how these new formats may complement their existing educational programs. Besides offering new possibilities for education, online…

  5. Developing Online Family Life Prevention and Education Programs

    ERIC Educational Resources Information Center

    Hughes, Robert, Jr.; Bowers, Jill R.; Mitchell, Elissa Thomann; Curtiss, Sarah; Ebata, Aaron T.

    2012-01-01

    Although numerous online family life education programs have been developed over the past few years, there has been little discussion about best practices in the development of these programs. This article presents a framework to assist family life educators in the development and improvement of online programs from the initial problem analysis…

  6. Online Education and the Death of the Transient Delivery Mode

    ERIC Educational Resources Information Center

    Collier, Jocasta

    2009-01-01

    This paper addresses the need for educators to re-conceptualize the way we teach in an online environment. The call for this stems from a need to recognize the heterogeneous nature of the learners we engage. The online educator faces not just the challenge of meeting the needs of a multi-cultural audience and increasingly an audience of differing…

  7. A Technical/Strategic Paradigm for Online Executive Education

    ERIC Educational Resources Information Center

    Smith, Marlene A.; Keaveney, Susan M.

    2017-01-01

    This article discusses the development and delivery of online courses for the executive education audience. The goal is to introduce a new framework, the technical/strategic paradigm, that will help educators to identify the pedagogical needs of disparate executive groups and adjust their online course development plans accordingly. We describe…

  8. Community in Online Higher Education: Challenges and Opportunities

    ERIC Educational Resources Information Center

    Arasaratnam-Smith, Lily A.; Northcote, Maria

    2017-01-01

    Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype…

  9. Malaysian Education Index (MEI): An Online Indexing and Repository System

    ERIC Educational Resources Information Center

    Kabilan, Muhammad Kamarul; Ismail, Hairul Nizam; Yaakub, Rohizani; Yusof, Najeemah Mohd; Idros, Sharifah Noraidah Syed; Umar, Irfan Naufal; Arshad, Muhammad Rafie Mohd.; Idrus, Rosnah; Rahman, Habsah Abdul

    2010-01-01

    This "Project Sheet" describes an on-going project that is being carried out by a group of educational researchers, computer science researchers and librarians from Universiti Sains Malaysia, Penang. The Malaysian Education Index (MEI) has two main functions--(1) Online Indexing System, and (2) Online Repository System. In this brief…

  10. A Technical/Strategic Paradigm for Online Executive Education

    ERIC Educational Resources Information Center

    Smith, Marlene A.; Keaveney, Susan M.

    2017-01-01

    This article discusses the development and delivery of online courses for the executive education audience. The goal is to introduce a new framework, the technical/strategic paradigm, that will help educators to identify the pedagogical needs of disparate executive groups and adjust their online course development plans accordingly. We describe…

  11. Moving Online Physical Education from Oxymoron to Efficacy

    ERIC Educational Resources Information Center

    Kooiman, Brian J.; Sheehan, Dwayne P.; Wesolek, Michael; Retegui, Eliseo

    2017-01-01

    The use of the Internet within education has created an urgent need for research into online learning models, delivery methods and curriculum content modifications especially in online physical education (OLPE). Most secondary OLPE courses focus on the cognitive pieces of the curriculum, and to a lesser degree, fitness for life due to a lack of…

  12. Moving Online Physical Education from Oxymoron to Efficacy

    ERIC Educational Resources Information Center

    Kooiman, Brian J.; Sheehan, Dwayne P.; Wesolek, Michael; Retegui, Eliseo

    2017-01-01

    The use of the Internet within education has created an urgent need for research into online learning models, delivery methods and curriculum content modifications especially in online physical education (OLPE). Most secondary OLPE courses focus on the cognitive pieces of the curriculum, and to a lesser degree, fitness for life due to a lack of…

  13. Generating User-Tailored Descriptions of Online Educational Resources

    ERIC Educational Resources Information Center

    Bental, Diana; Cawsey, Alison; Eddy, Bruce

    2004-01-01

    Tailored descriptions of online educational resources can support users searching for educational resources on the World Wide Web (WWW) by helping them to assess for themselves the relevance and suitability of each resource. Suitable descriptions can be derived from the online metadata stored with each resource. The descriptions take into account…

  14. Online Teacher Education--What Are the Results

    ERIC Educational Resources Information Center

    Faulk, Neil

    2010-01-01

    This study examined Louisiana public school administrator perceptions of online teacher education. Of primary concern were superintendent and principal perceptions of online teacher education as it exists today. Data for the study were collected through the use of a survey questionnaire. The survey consisted of nine items where participants were…

  15. Perceptions of Texas Public School Superintendents regarding Online Teacher Education

    ERIC Educational Resources Information Center

    Faulk, Neil T.

    2011-01-01

    This study examined Texas public school administrator perceptions of online teacher education. Of primary concern were superintendent perceptions of online teacher education as it exists today. Data for the study were collected through the use of a survey questionnaire. The survey consisted of nine items where participants were asked to respond to…

  16. An Evaluation of Best Practices in Online Continuing Theological Education

    ERIC Educational Resources Information Center

    Raybon, Stephen Paul

    2012-01-01

    The principle purpose of this mixed methods case study was to evaluate the extent to which a wholly online continuing theological education program operated by an Association of Theological Schools accredited seminary modeled best practices of online education, as exemplified by the findings of the "Quality On the Line" study and the…

  17. Online Education Vendor Partners: When and How to Select One

    ERIC Educational Resources Information Center

    Hoffman, Michael S.

    2012-01-01

    Higher education institutions are increasingly looking to online education as a means to broaden their market reach, increase student enrollments and ultimately realize increased tuition revenue. Many institutions, however, find that they have insufficient infrastructure resources to launch one or more fully online learning programs. A small…

  18. Developing an Online Certification Program for Nutrition Education Assistants

    ERIC Educational Resources Information Center

    Christofferson, Debra; Christensen, Nedra; LeBlanc, Heidi; Bunch, Megan

    2012-01-01

    Objective: To develop an online certification program for nutrition education paraprofessionals to increase knowledge and confidence and to overcome training barriers of programming time and travel expenses. Design: An online interactive certification course based on Supplemental Nutrition Assistance Program-Education and Expanded Food and…

  19. Innovators and Laggards? Faculty Adoption of Online Distance Education

    ERIC Educational Resources Information Center

    Scott, Thomas Tailor

    2012-01-01

    Over the past decade, institutions of higher education have seen enrollments in distance education, especially in the form of online learning, proliferate in striking numbers. In fact, some traditional colleges and universities are only experiencing real institutional growth in the areas of online learning. Even though a major push to increase the…

  20. Online Formative Assessment in Higher Education: Its Pros and Cons

    ERIC Educational Resources Information Center

    Baleni, Zwelijongile Gaylard

    2015-01-01

    Online and blended learning have become common educational strategy in higher education. Lecturers have to re-theorise certain basic concerns of teaching, learning and assessment in non-traditional environments. These concerns include perceptions such as cogency and trustworthiness of assessment in online environments in relation to serving the…