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There are many benefits of building information modeling (BIM) to the construction industry when compared to the traditional approach to design and construction. To properly prepare students, many schools are introducing BIM in their coursework as a response to the current and future needs of the construction industry. The aim of this research was to evaluate the current implementation of BIM and to identify trends in the teaching of BIM in architecture and construction academic programs. A survey that investigated the implementation of BIM into accredited programs in architecture and construction education was sent to architecture and construction schools in the U.S. The survey results indicated that most architecture and construction schools either have an interest in or have already implemented BIM into their curriculum. The majority of the schools expected students to have a basic knowledge of BIM upon graduation; perceived BIM as important to industry; and planned to fully integrate BIM into their curriculum. The results show that more architecture than construction schools have implemented BIM into their curriculum. Construction schools were more likely to use four-dimensional (4D) and five-dimensional (5D) models in teaching construction scheduling and estimating when compared to architecture schools. [ABSTRACT FROM PUBLISHER]

BACKGROUND: Work hour regulations for house staff were intended in part to improve resident clinical and educational performance. OBJECTIVE: To characterize the effect of work hour regulation on internal medicine resident inpatient clinical experience and didactic education. DESIGN: Cross-sectional mall survey. PARTICIPANTS: Chief residents at all accredited U.S. internal medicine residency, programs outside New York. MEASUREMENTS AND MAIN RESULTS: The response rate was 62% (202/324). Most programs (72%) reported no change in average patient load per intern after work hour regulation. Many programs (48%) redistributed house staff admissions through the call cycle. The number of admissions per intern on long can (the day interns have the most admitting responsibility) decreased in 31% of programs, and the number of admissions on other days increased in 21% of programs. Residents on outpatient rotations were given new ward responsibilities in 36% of programs. Third-year resident ward and float time increased in 34% of programs, while third-year elective time decreased in 22% of programs. The mean weekly hours allotted to educational activities did not change significantly (12.7 vs 12.4. P=. 12). but 56% of programs reported a decrease in intern attendance at educational activities. CONCLUSIONS: In response to work hour regulation, many internal medicine programs redistributed rather than reduced residents' inpatient clinical experience. Hours allotted to educational activities did not change: however, most programs saw a decrease in intern attendance at conferences, and many reduced third-year elective time. [ABSTRACT FROM AUTHOR]

This article presents information on adult learners in the U.S. Before considering the more complex issue of teaching style as it relates to the case against mainstreaming, the authors' address the more common logistical concerns for adult learners such as time constraints and location of the educational offerings. While traditional students, especially full-time ones, more easily can attend class on campus at regular hours during weekdays, many adult learners have job commitments during that time, and might work considerable distance from campus. Scheduling becomes a key factor in such instances. The time conflict can be overcome by scheduling evening classes, which for some years has been an accommodation for adult learners, especially at urban campuses. To clear the hurdles of location and time, regular college credit courses have been made available for degree-seeking adults on a one-evening-per-week basis at high schools, libraries, and business locations.