Letters to the Editor Master's degrees in medical education Dear Sir It is with interest that we ... more Letters to the Editor Master's degrees in medical education Dear Sir It is with interest that we read the article by Cohen et al. on Master's degrees in Medical Education (Medical Teacher, 27(8), pp. 686-692). The overview of the programmes in medical education in the English-speaking world and the Netherlands will be of great value to those planning to undertake a master's degree in this field. It may be of relevance to some readers that there is a comparable programme conducted in English and German, which has a decidedly international focus, namely the Master of Medical Education programme in Bern, Switzerland. The programme was developed by the Faculty of Medicine of the University of Bern in cooperation with the Department of Medical Education at the University of Illinois, Chicago and was introduced in 1999. Six of the 11 modules (each of six days' duration) are held in English, the remainder being in German. The English language modules are also offered separately for non-German-speaking participants. The programme takes two years, consists of 11 weeks' face-to-face study and results in the degree 'Master of Medical Education'
June 3 session ("Comparative Adult Education 2021" ISCAE), participants/readers could use the dig... more June 3 session ("Comparative Adult Education 2021" ISCAE), participants/readers could use the digital link to the three examples of publication summaries (Gibson, distance learning; Pratt, teaching perspectives; Knox, program coordination). Printed books can also be accessible from ISCAE related University libraries; or from publishers of the three books.
A small but growing body of research focuses attention on how teacher assumptions, beliefs, and t... more A small but growing body of research focuses attention on how teacher assumptions, beliefs, and theories inform and shape teachers' actions within learning settings in adult and higher education. In this article, however, we suggest that teachers' rational conceptions and structuring of their work are grounded in emotional issues that cut across cultural and historical contexts. These emotional structures are manifest in familiar images, reflecting an underlying archetypal nature to teaching.
This study was conducted to elucidate how the learning environment and the student-preceptor rela... more This study was conducted to elucidate how the learning environment and the student-preceptor relationship influence student experiences of being assessed and receiving feedback on performance. Thus, we examined how long-term clinical clerkship placements influence students' experiences of and views about assessment and feedback. We took a constructivist grounded approach, using authentic assessment and communities of practice as sensitising concepts. We recruited and interviewed 13 students studying in longitudinal integrated clerkships across two medical schools and six settings, using a semi-structured interview framework. We used an iterative coding process to code the data and arrive at a coding framework and themes. Students valued the unstructured assessment and informal feedback that arose from clinical supervision, and the sense of progress derived from their increasing responsibility for patients and acceptance into the health care community. Three themes emerged from the data. Firstly, students characterised their assessment and feedback as integrated, developmental and longitudinal. They reported authenticity in the monitoring and feedback that arose from the day-to-day delivery of patient care with their preceptors. Secondly, students described supportive and caring relationships and a sense of safety. These enabled them to reflect on their strengths and weaknesses and to interpret critical feedback as supportive. Students developed similar relationships across the health care team. Thirdly, the long-term placement provided for multiple indicators of progress for students. Patient outcomes were perceived as representing direct feedback about students' development as doctors. Taking increasing responsibility for patients over time is an indicator to students of their increasing competence and contributes to the developing of a doctor identity. Clerkship students studying for extended periods in one environment with one preceptor perceive assessment and feedback as authentic because they are embedded in daily patient care, useful because they are developmental and longitudinal, and constructive because they occur in the context of a supportive learning environment and relationship.
Canadian Journal on Aging / La Revue canadienne du vieillissement, 2006
RÉSUMÉS'appuyant principalement sur une perspective politico-économique, ce livre vise à nous... more RÉSUMÉS'appuyant principalement sur une perspective politico-économique, ce livre vise à nous donner une meilleure idée de la question de l'apprentissage chez les aînés en adoptant pour ce faire deux perspectives principales: la théorie de l'apprentissage chez l'adulte et la gérontologie sociale. Avec comme toile de fond le vieillissement de la population et les défis associés à l'allongement de l'espérance de vie, le livre comprend neuf chapitres abordant la question de l'éducation et de l'apprentissage des aînés.Cet ouvrage offre une assise permettant un dialogue éclairé entre les secteurs des services sociaux et de l'éducation en ce qui a trait aux responsabilités individuelles, institutionnelles et étatique vis-à-vis la société vieillissante. Il pourrait sensibiliser les étudiants (et les professeurs) aux questions liées aux conditions matérielles des aînés, au contexte dans lequel ceux-ci évoluent, de même qu'à l'environnement politiq...
Twenty-two medical students and forty-one clinical faculty speculated on the results of an unusua... more Twenty-two medical students and forty-one clinical faculty speculated on the results of an unusual study. Their speculations resulted in fourteen factors and six propositions that describe the nature of highly effective clinical teaching.
The symposium will focus on trans-national constructions of the 'good' teacher through po... more The symposium will focus on trans-national constructions of the 'good' teacher through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation.
Many newly qualified specialists and subspecialists pursue additional training. Although their mo... more Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors’ experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level.
The symposium will focus on trans-national constructions of the 'good' teacher through popular cu... more The symposium will focus on trans-national constructions of the 'good' teacher through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation. We all recognise trends such as a focus on performance aspects of teachers' work; the development of competence models based on standards derived from industry; a resulting standardisation in ideas of the 'good' teacher; and dramatic increases in levels of teacher accountability. The professional standardisation of the 'good' teacher through specifications and norms is regulated through a wide range of mechanisms: performance measurement, technologies of professional development, quality assurance and inspection, as well as teacher competence frameworks, professional bodies, and so on. These measures are part of a response to global economic restructuring in which governments have sought to use education as 'a tool of micro-economic reform, through are-skilling of the workforce'(Smyth, 1995, p.3). Teaching is thus construed as a vehicle for implementing economic policy, with a wide range of measures to ensure that teachers do the business. Thus, not only do teachers have to guarantee their students' learning, with learning defined externally, but they are also responsible for changing the economic performance of countries through the training and retraining of workers. At the same time, the rhetoric of lifelong learning, so familiar to many of us transnationally, has brought with it a surge of both academic and policy interest in workplace learning. Broader conceptual understandings of learning as embodied and relational offer us a chance to explore teachers' identities as relational, and to think about teaching as a site of workplace learning (that is, the classroom, the community centre, the university and so on). Here, therefore, we focus on constructions of the 'good' teacher in a number of ways: through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation. We have chosen examples from the UK and North America, and from across educational sectors, because we believe that these illuminate trans-national trends. Adult educators are not-if they ever werean identifiable group of people, separate from those who work in schools, colleges and universities. Those teaching children may be working with parents; those teaching adults may find themselves working with adolescents; those teaching undergraduates are more likely than ever before to be teaching mature students. Boundaries between institutions, workplaces, sectors, disciplines are dissolving. Simultaneously, the trends we observed above affect all teachers. We therefore need to consider what we might learn about the construction of the 'good' teacher from across the educational terrain. We also recognise that teachers are adults-and we should be concerned with their education in the broadest sense. We want to expand the notion of 'education' here to include
‘Culture’ has been described as ‘one of the. . . most complicated words in the English language’.... more ‘Culture’ has been described as ‘one of the. . . most complicated words in the English language’. Chosen by Merriam-Webster as their ‘word of the year’ for 2014, it may also be a confusing concept. Whether complicated, confusing or both, ‘culture’ is increasingly used within medical education to denote differences or commonalities between health professions. Often articulated as ‘the culture of. . .’, one need only watch heads nod in agreement to suggest that ‘culture’ has now colonised our discourse without a second thought. However, as its use proliferates, a second thought may be necessary because, instead of realising its potential as a powerful analytical framework, ‘culture’ is in danger of becoming a vague referent signifying everything and nothing simultaneously.
... the whole (set of questions) and returned to the part as we interpreted each person&a... more ... the whole (set of questions) and returned to the part as we interpreted each person's surveyquestionnaire. ... it is because I had a good teacher; if I am a poor student, it is ... However, in this study Chinese respondents (faculty and students combined) were nearly equally divided in ...
Justice in oral health care: ethical and educational perspectives, 2006
Social responsibility and oral health disparities: a constructivist approach. S Dharamsi Justice ... more Social responsibility and oral health disparities: a constructivist approach. S Dharamsi Justice in oral health care: ethical and educational perspectives, 61-80, 2006.
... the whole (set of questions) and returned to the part as we interpreted each person&a... more ... the whole (set of questions) and returned to the part as we interpreted each person's surveyquestionnaire. ... it is because I had a good teacher; if I am a poor student, it is ... However, in this study Chinese respondents (faculty and students combined) were nearly equally divided in ...
Letters to the Editor Master's degrees in medical education Dear Sir It is with interest that we ... more Letters to the Editor Master's degrees in medical education Dear Sir It is with interest that we read the article by Cohen et al. on Master's degrees in Medical Education (Medical Teacher, 27(8), pp. 686-692). The overview of the programmes in medical education in the English-speaking world and the Netherlands will be of great value to those planning to undertake a master's degree in this field. It may be of relevance to some readers that there is a comparable programme conducted in English and German, which has a decidedly international focus, namely the Master of Medical Education programme in Bern, Switzerland. The programme was developed by the Faculty of Medicine of the University of Bern in cooperation with the Department of Medical Education at the University of Illinois, Chicago and was introduced in 1999. Six of the 11 modules (each of six days' duration) are held in English, the remainder being in German. The English language modules are also offered separately for non-German-speaking participants. The programme takes two years, consists of 11 weeks' face-to-face study and results in the degree 'Master of Medical Education'
Letters to the Editor Master's degrees in medical education Dear Sir It is with interest that we ... more Letters to the Editor Master's degrees in medical education Dear Sir It is with interest that we read the article by Cohen et al. on Master's degrees in Medical Education (Medical Teacher, 27(8), pp. 686-692). The overview of the programmes in medical education in the English-speaking world and the Netherlands will be of great value to those planning to undertake a master's degree in this field. It may be of relevance to some readers that there is a comparable programme conducted in English and German, which has a decidedly international focus, namely the Master of Medical Education programme in Bern, Switzerland. The programme was developed by the Faculty of Medicine of the University of Bern in cooperation with the Department of Medical Education at the University of Illinois, Chicago and was introduced in 1999. Six of the 11 modules (each of six days' duration) are held in English, the remainder being in German. The English language modules are also offered separately for non-German-speaking participants. The programme takes two years, consists of 11 weeks' face-to-face study and results in the degree 'Master of Medical Education'
June 3 session ("Comparative Adult Education 2021" ISCAE), participants/readers could use the dig... more June 3 session ("Comparative Adult Education 2021" ISCAE), participants/readers could use the digital link to the three examples of publication summaries (Gibson, distance learning; Pratt, teaching perspectives; Knox, program coordination). Printed books can also be accessible from ISCAE related University libraries; or from publishers of the three books.
A small but growing body of research focuses attention on how teacher assumptions, beliefs, and t... more A small but growing body of research focuses attention on how teacher assumptions, beliefs, and theories inform and shape teachers' actions within learning settings in adult and higher education. In this article, however, we suggest that teachers' rational conceptions and structuring of their work are grounded in emotional issues that cut across cultural and historical contexts. These emotional structures are manifest in familiar images, reflecting an underlying archetypal nature to teaching.
This study was conducted to elucidate how the learning environment and the student-preceptor rela... more This study was conducted to elucidate how the learning environment and the student-preceptor relationship influence student experiences of being assessed and receiving feedback on performance. Thus, we examined how long-term clinical clerkship placements influence students' experiences of and views about assessment and feedback. We took a constructivist grounded approach, using authentic assessment and communities of practice as sensitising concepts. We recruited and interviewed 13 students studying in longitudinal integrated clerkships across two medical schools and six settings, using a semi-structured interview framework. We used an iterative coding process to code the data and arrive at a coding framework and themes. Students valued the unstructured assessment and informal feedback that arose from clinical supervision, and the sense of progress derived from their increasing responsibility for patients and acceptance into the health care community. Three themes emerged from the data. Firstly, students characterised their assessment and feedback as integrated, developmental and longitudinal. They reported authenticity in the monitoring and feedback that arose from the day-to-day delivery of patient care with their preceptors. Secondly, students described supportive and caring relationships and a sense of safety. These enabled them to reflect on their strengths and weaknesses and to interpret critical feedback as supportive. Students developed similar relationships across the health care team. Thirdly, the long-term placement provided for multiple indicators of progress for students. Patient outcomes were perceived as representing direct feedback about students' development as doctors. Taking increasing responsibility for patients over time is an indicator to students of their increasing competence and contributes to the developing of a doctor identity. Clerkship students studying for extended periods in one environment with one preceptor perceive assessment and feedback as authentic because they are embedded in daily patient care, useful because they are developmental and longitudinal, and constructive because they occur in the context of a supportive learning environment and relationship.
Canadian Journal on Aging / La Revue canadienne du vieillissement, 2006
RÉSUMÉS'appuyant principalement sur une perspective politico-économique, ce livre vise à nous... more RÉSUMÉS'appuyant principalement sur une perspective politico-économique, ce livre vise à nous donner une meilleure idée de la question de l'apprentissage chez les aînés en adoptant pour ce faire deux perspectives principales: la théorie de l'apprentissage chez l'adulte et la gérontologie sociale. Avec comme toile de fond le vieillissement de la population et les défis associés à l'allongement de l'espérance de vie, le livre comprend neuf chapitres abordant la question de l'éducation et de l'apprentissage des aînés.Cet ouvrage offre une assise permettant un dialogue éclairé entre les secteurs des services sociaux et de l'éducation en ce qui a trait aux responsabilités individuelles, institutionnelles et étatique vis-à-vis la société vieillissante. Il pourrait sensibiliser les étudiants (et les professeurs) aux questions liées aux conditions matérielles des aînés, au contexte dans lequel ceux-ci évoluent, de même qu'à l'environnement politiq...
Twenty-two medical students and forty-one clinical faculty speculated on the results of an unusua... more Twenty-two medical students and forty-one clinical faculty speculated on the results of an unusual study. Their speculations resulted in fourteen factors and six propositions that describe the nature of highly effective clinical teaching.
The symposium will focus on trans-national constructions of the 'good' teacher through po... more The symposium will focus on trans-national constructions of the 'good' teacher through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation.
Many newly qualified specialists and subspecialists pursue additional training. Although their mo... more Many newly qualified specialists and subspecialists pursue additional training. Although their motivations are many, the pursuit of further training as an alternative to unemployment is an emerging trend. Paradoxically, doctors continue as trainees with a consultant's credentials, and without the guarantee of eventual employment. This study explores seven doctors’ experiences, the effects of further training on their professional identity formation (PIF), and how these effects are reconciled on a personal and professional level.
The symposium will focus on trans-national constructions of the 'good' teacher through popular cu... more The symposium will focus on trans-national constructions of the 'good' teacher through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation. We all recognise trends such as a focus on performance aspects of teachers' work; the development of competence models based on standards derived from industry; a resulting standardisation in ideas of the 'good' teacher; and dramatic increases in levels of teacher accountability. The professional standardisation of the 'good' teacher through specifications and norms is regulated through a wide range of mechanisms: performance measurement, technologies of professional development, quality assurance and inspection, as well as teacher competence frameworks, professional bodies, and so on. These measures are part of a response to global economic restructuring in which governments have sought to use education as 'a tool of micro-economic reform, through are-skilling of the workforce'(Smyth, 1995, p.3). Teaching is thus construed as a vehicle for implementing economic policy, with a wide range of measures to ensure that teachers do the business. Thus, not only do teachers have to guarantee their students' learning, with learning defined externally, but they are also responsible for changing the economic performance of countries through the training and retraining of workers. At the same time, the rhetoric of lifelong learning, so familiar to many of us transnationally, has brought with it a surge of both academic and policy interest in workplace learning. Broader conceptual understandings of learning as embodied and relational offer us a chance to explore teachers' identities as relational, and to think about teaching as a site of workplace learning (that is, the classroom, the community centre, the university and so on). Here, therefore, we focus on constructions of the 'good' teacher in a number of ways: through popular culture, through professional development orthodoxies and through professional practices such as professional growth plans, inspection and teacher regulation. We have chosen examples from the UK and North America, and from across educational sectors, because we believe that these illuminate trans-national trends. Adult educators are not-if they ever werean identifiable group of people, separate from those who work in schools, colleges and universities. Those teaching children may be working with parents; those teaching adults may find themselves working with adolescents; those teaching undergraduates are more likely than ever before to be teaching mature students. Boundaries between institutions, workplaces, sectors, disciplines are dissolving. Simultaneously, the trends we observed above affect all teachers. We therefore need to consider what we might learn about the construction of the 'good' teacher from across the educational terrain. We also recognise that teachers are adults-and we should be concerned with their education in the broadest sense. We want to expand the notion of 'education' here to include
‘Culture’ has been described as ‘one of the. . . most complicated words in the English language’.... more ‘Culture’ has been described as ‘one of the. . . most complicated words in the English language’. Chosen by Merriam-Webster as their ‘word of the year’ for 2014, it may also be a confusing concept. Whether complicated, confusing or both, ‘culture’ is increasingly used within medical education to denote differences or commonalities between health professions. Often articulated as ‘the culture of. . .’, one need only watch heads nod in agreement to suggest that ‘culture’ has now colonised our discourse without a second thought. However, as its use proliferates, a second thought may be necessary because, instead of realising its potential as a powerful analytical framework, ‘culture’ is in danger of becoming a vague referent signifying everything and nothing simultaneously.
... the whole (set of questions) and returned to the part as we interpreted each person&a... more ... the whole (set of questions) and returned to the part as we interpreted each person's surveyquestionnaire. ... it is because I had a good teacher; if I am a poor student, it is ... However, in this study Chinese respondents (faculty and students combined) were nearly equally divided in ...
Justice in oral health care: ethical and educational perspectives, 2006
Social responsibility and oral health disparities: a constructivist approach. S Dharamsi Justice ... more Social responsibility and oral health disparities: a constructivist approach. S Dharamsi Justice in oral health care: ethical and educational perspectives, 61-80, 2006.
... the whole (set of questions) and returned to the part as we interpreted each person&a... more ... the whole (set of questions) and returned to the part as we interpreted each person's surveyquestionnaire. ... it is because I had a good teacher; if I am a poor student, it is ... However, in this study Chinese respondents (faculty and students combined) were nearly equally divided in ...
Letters to the Editor Master's degrees in medical education Dear Sir It is with interest that we ... more Letters to the Editor Master's degrees in medical education Dear Sir It is with interest that we read the article by Cohen et al. on Master's degrees in Medical Education (Medical Teacher, 27(8), pp. 686-692). The overview of the programmes in medical education in the English-speaking world and the Netherlands will be of great value to those planning to undertake a master's degree in this field. It may be of relevance to some readers that there is a comparable programme conducted in English and German, which has a decidedly international focus, namely the Master of Medical Education programme in Bern, Switzerland. The programme was developed by the Faculty of Medicine of the University of Bern in cooperation with the Department of Medical Education at the University of Illinois, Chicago and was introduced in 1999. Six of the 11 modules (each of six days' duration) are held in English, the remainder being in German. The English language modules are also offered separately for non-German-speaking participants. The programme takes two years, consists of 11 weeks' face-to-face study and results in the degree 'Master of Medical Education'
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