Perceptions of admission committee members: some aspects on individual admission to dental education at Karolinska Institutet

The aim of the study was to generate an overall impression of the admission committee's (AC) perspective on individualised admission procedures, derived from some perceived experience of the individual committee members using semi-structured interviews. Qualitative research was used and data were collected by use of interviews. The results show that the committee members are highly committed to the task and try to identify desirable, non-cognitive attributes in the applicants, such as motivation, empathy, drive, and tenacity: 'emotional intelligence'. The committee members were of the opinion that it was possible to identify these attributes in an applicant. The AC further believes that the admissions procedure influences academic achievements because students regard themselves as specially selected and therefore aspire to higher achievements.     

医学院校非医学专业生理学课程教学内容设置探讨

生理学课程已成为医学院校中非医学专业重要的教学组成部分,但是还没有针对各种非医学专业的规范教材和相应的教学大纲,导致教学内容混乱,影响教学效果。本课题组根据非医学专业的属性和特点,不断探索适合非医学专业的生理学教学内容,注重常识性、实用性、系统性和灵活性的内容设置,以便促进非医学专业生理学教学工作的发展。     

英国医学信息学教育现状概述

目的：全面了解英国医学信息学教育现状,提出我国医学信息学教育的发展建议。方法：访问英国高校医学信息学专业相关网站,调查其教学目的、学位授予、课程设置、就业情况等情况。结果：英国医学信息学教育以研究生教育为主,对入学研究生的本科成绩、学科背景等均有较高要求。教学目的明确,教学模式为全日制研究型硕士和非全日制硕士两种教育方式并存,学生可以灵活选择。课程设置模块化,采用核心模块加选修模块的课程体系。就业形势较好,毕业生在以信息学为主导的卫生服务中扮演重要角色。结论：我国医学信息学教育应注重学生实践能力培养和师资力量培养,全力打造复合、高端的医学信息学专业人才。     

Professional Burnout:

This paper attempts to answer the question of why social caseworkers have ongoing supervision by exploring the historical evolution of social work supervision. Supervision has withstood the many changes in the field since its beginning in the late 1800s and has been reinterpreted to fit the prevailing theories guiding practice, thus avoiding obsolescence. Supervision began as an educational device, then evolved into a practice tool, later became a therapeutic method, and then became a separate entity from therapy.     

Patient safety and dentistry: what do we need to know? Fundamentals of patient safety,the safety culture and implementation of patient safety measures in dental practice

Although concern for patient safety is inherent to the practice of the health care professions, its transformation into a specific body of knowledge is relatively recent and thus patient safety may be considered as a comparatively ‘new’ discipline. Its main objectives are to avoid the occurrence of preventable adverse events (accidents, errors and complications) associated with health care and to limit the impact of inevitable adverse events. Despite these simple definitions, patient safety is multifaceted, quite complex in nature and includes many key elements. Thus, it cannot be simply defined as the provision of safe health care or the protection of patients from harm by health care providers because there are economic, fiscal, social, cultural and organisational aspects of a patient safety climate. It is essential for all health care practitioners and health care organisations to become more familiar with the general context of patient safety, to actively participate in efforts to implement patient safety measures in daily practice and to establish a patient safety culture.     

Incorporating Peer Assessments within a Clinical Practicum Course: Insights from a Clinical Faculty Initiative

IntroductionPeer assessments have been used within health professional programs to provide some degree of judgment of professional behavior and to facilitate feedback among peers. In an attempt to further support the clinical learning of our students, the clinical education team at the Odette Cancer Centre initiated a pilot to introduce peer assessments as a part of strategies for learning and engagement within laboratory sessions. The aim of our work was to retrospectively review peer assessments completed during these sessions in an attempt to identify professional behaviors, both positive and negative, and subsequently correlate the assessments with observed behaviors noted, both formally and anecdotally, within clinical faculty assessments. Further to this, our team attempted to explore student perceptions on the impact of peer assessments to their own learning.MethodsStudents in the final year of a 3-year undergraduate medical radiation sciences program were asked to assess their peers during laboratory sessions using a modified version of an assessment tool previously known to the students, the Assessment of Readiness for Clinical tool. Students (N = 14) were required to evaluate each of their peers who participated in the same session and provide supporting comments for their rating. For each student, responses from peer assessors were anonymized and collated. Comments and numerical ratings on the peer assessments were compared. The student assessments were subsequently compared with similar measures extracted from faculty assessments. Students also participated in a debriefing session to provide feedback regarding the integration of these assessments within the learning sessions and the potential impact they had on their own professional behaviors.ResultsThe majority of students rated their peers in all criteria at a score of 2 (performed or surpassed expectations). There was some correlation between numerical ratings and comments written in the assessments. Comments on peer assessments were in concordance with observations extracted from previous assessments by clinical faculty and teachers for 71% of the students. Students expressed a favorable attitude toward the use of the peer assessments but did not find the numerical ratings useful and instead valued supporting constructive comments that cited specific examples for improvement.ConclusionsPeer assessments were found to be of some benefit to the learning of our students, particularly the anecdotal supporting comments that accompanied the ratings. However, their use must be accompanied by formalized training and guidelines to teachers and learners as well as a careful consideration of the tool chosen to ensure the most purposeful impact on behavior change.     

Diversity and education of the nursing workforce 2006–2016

Background

The Institute of Medicine (IOM) report, The Future of Nursing, included recommendations to increase nurse diversity, the percent of nurses obtaining a bachelor’s degree, and inter-professional education.

护理教育理念

根据“理念”及护理教育“理念”：人、环境、健康、护理、护士、护理程序、教学的理论,论述了护理教育理念在现代护理教育课程设计中的指导作用;在护理教育“理念”的指导下,建立概念框架,设置课程目标,进行科目选择,确定科目目标,计划教学活动和评价;护理教育“理念”可以在护理教学实践中建立教师的认同感和信念,在共识的前提下更好地体现教师在护士培养中的价值和行为取向,利于克服教学中只见局部不见整体的盲目性和随意性,提高护理教育的整体性效益     

Developing common learning: the new generation project undergraduate curriculum model

This paper describes the curriculum model developed for an ambitious interprofessional education programme for health and social care professions implemented in two universities in the south of England (the New Generation Project). An outline of how the New Generation Project has interpreted the meaning of interprofessional learning is presented first. This is followed by an outline of the structure of the programme, describing both learning in common and interprofessional learning components. The pedagogies underpinning this curriculum initiative are presented and an integrated pedagogical model, facilitated collaborative interprofessional learning, is proposed. The New Generation Project curriculum is then discussed as an extension of an established typology of interprofessional education.     

Critical perspectives on user involvement

This paper presents evidence that first year students in the professions allied to medicine come to their course of study with well formed and fiercely defended models of therapeutic practice. These models are essentially traditional, skill based and contingent upon an ethic of cure and they reflect the “technical rationality” of which Schön (1992) speaks. It is argued that such models, which form the students' cognitive schemas, act as a filter or block through which the students accept or reject topics and concepts offered to them. In particular notions of reflective practice, negotiation and partnership and their predicates, psychology, medical sociology and methods of enquiry, may simply be too sophisticated for the student at this stage. It is further argued that reflection does not come naturally and must be introduced at an appropriate time, and carefully instilled and supported in training during initial clinical exposure.