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第87回東京女子医科大学学会総会 2021年9月25日(土) オンライン会場

Relationships between faculty and clinical preceptors are crucial to nurse practitioner student education. Developing partnerships between faculty and preceptors is challenging for schools of nursing. One large nursing school invited 531 preceptors to participate in a survey identifying barriers and benefits to precepting nurse practitioner students. The survey-identified top barriers were related to effects on workload and productivity. Benefits to precepting included having a strong desire to teach and grow the profession and incentives such as access to educational programs and recognition through academic relationships. Survey information led to the development of a preceptor-centered portal on the school’s website.

Актуальность применения типологического подхода в учебном процессе в вузе обусловлена множеством персональных особенностей, влияющих на формирование умений и навыков будущего специалиста. Целью данного исследования является выявление возможностей применения соционики в процессе обучения студентов, что важно для решения проблем системы образования. Авторы делают вывод о том, что методика преподавания, построенная на типологическом подходе, гарантирует интенсив-ное вовлечение в процесс обучения каждого студента, дает им возможность реализовать весь свой внутренний потенциал, что свидетельствует о результативности учеб-ного процесса., The relevance of the typological approach in the educational process at the university is due to a variety of personal characteristics that affect the formation of skills and abilities of a future specialist. The purpose of this study is to identify the possibilities of using socionics in the process of teaching students, which is important for solving the problems of the education system. The authors conclude that the teaching methodology based on a typological approach guarantees the intensive involvement of each student in the learning process, gives them the opportunity to realize their full inner potential, which indicates the effec-tiveness of the educational process.

Background: A Conversation Partner Scheme (CPS) can provide an opportunity for students to learn about acquired communication disorders, develop skills to support adults in conversations and reflect on their personal attitudes about communication disability. It can also enhance communication, facilitate social inclusion and participation and increase well-being for CPS partners with acquired communication disabilities. The format of a CPS generally includes conversation-training workshops followed by face-to-face supported conversations. The COVID-19 pandemic and associated public health guidance necessitated the transition of all components of the scheme (training and conversations) to an online format. Aims: The aim of this case study was to investigate the feasibility of an online CPS and explore the participants’ experience of this format. Methods & Procedures: A case study design was undertaken with feasibility objectives examining Implementation, Practicality, Adaption, Integration and Acceptability of the online CPS. Data was gathered from students using questionnaires. Online semi-structured interviews were carried out with seven persons with aphasia (PwA) who participated as CPS partners. Technical challenges, duration of conversations and topics of conversations were also recorded. Results and Conclusions: Twenty-seven speech and language therapy students and 14 CPS partners took part in the CPS. Eighty-five online conversation sessions were carried out. All seven PwA and many of the students (87.5%) perceived an online format as suitable for CPS conversations. However, many students high-lighted the value of in-person contact and reported that the online format constrained the use of some communication ramps. The PwA repeatedly commended their student conversation partners and noted the CPS provided an opportunity for increased social interaction during the public health restrictions. The online CPS provided a timely opportunity for students to practice supported communication skills and was perceived to be important for student training and communication skills development.

The continuous emergence of digital technologies and the strong trend of digitization in numerous segments of human activity imposes the need to devote additional attention to better adaptation of the educational process. The special focus is on improving competencies of the new generation of employees through the modernization of educational methods. This article contributes to the wider debate of bigger involvement of virtual reality (VR) as modern pedagogical tool in student engineering education. VR as computer-generated environment allows its users better understanding of real or imaginary scenarios, processes and interaction like one in real conditions. Numerous research on the application of VR for educational purposes is devoted mainly to the detection of the final effects on the mental or physical performance of the examinee. However, insufficient attention is paid to the basic precondition for the successful application of VR technology in teaching, namely the way of its use and the credibility of the replicated content. Therefore, the article explains in more detail the process of creating realistic VR models for managing container terminal equipment designed using equipment technical data provided by Adriatic Gate Container Terminal in Rijeka, the strategically most important and largest seaport in the Republic of Croatia. In the end, potential directions of future research with the developed VR model among different interest groups and interviewees are listed.

INTRODUCTION There are limited data on the status of faculty development (FD) in the United States. Through a national survey of pediatric educators, we explored the frequency and topics of FD on teaching skills offered at US medical schools, as well as the strategies' schools use to encourage and track participation. METHODS Five piloted questions were included in the 2017 Annual Council on Medical Student Education in Pediatrics Survey. We used descriptive statistics. RESULTS Ninety-seven (66%) of the 148 surveyed US medical schools responded to at least one FD question. Ninety-eight percent of respondents reported being offered FD on teaching, with 97% of those respondents reporting that FD occurred at least annually. A variety of FD topics were reported, with feedback and precepting being most common. Incentives included continuing medical education (CME credit) (39%) and being relieved of clinical duties (23%). However, 29% reported little support for FD. Only 20% of schools reported their department tracked FD participation outside the department. DISCUSSION Our data suggest that the majority of medical schools offer FD on teaching skills at least yearly, with a variety of topics. Institutions utilize a variety of incentives for participation. However, a significant minority of respondents reported little support for FD. Further, departments rarely track faculty FD participation.

Background Pharmacy practice education requires the development of proficiencies and an understanding of clinical microbiology. Learning in this area could be delivered using practical laboratory exercises, or potentially, simulation-based education. Simulation has previously successfully enhanced learning in health professional education. The current global climate due to COVID-19 has further highlighted the important role of technology-enhanced learning in delivering outcomes that meet the requisite learning objectives of a course. The aim of the present study was to compare the impact of a commercially available virtual microbiology simulation (VUMIE™) with a traditional wet laboratory (wetlab) on learner knowledge, skills and confidence in a second-year integrated pharmacotherapeutics course for Bachelor of Pharmacy students. Methods A randomised, crossover study was employed to determine whether the simulation intervention (VUMIE™) improves learning outcomes (knowledge, skills and confidence) of pharmacy students, when compared to a traditional wetlab intervention. Each student completed three 1–2 h length sessions, for both the wetlab and VUMIE™ interventions (6 sessions total). Data was collected using surveys deployed at baseline (pre-interventions), post-intervention 1 or 2 (VUMIE™ or wetlab) and endpoint (post-interventions 1 and 2). Statistical analysis was conducted using SPSS Statistics 25 and Instat™ software. Results Response rates were approximately 50% at initial survey and approximately 25% at endpoint survey. VUMIE™ produced higher post-intervention knowledge scores for the multiple-choice questions compared to the wetlab, however, the highest score was achieved at endpoint. Both interventions produced statistically significant differences for mean scores compared to baseline (pre-VUMIE™ and wetlab) across the domains of knowledge, skills and confidence. VUMIE™ produced higher post-intervention mean scores for knowledge, skills and confidence compared to post-intervention mean scores for the wetlab, however there was no statistical significance between the mean score for the two interventions, thus the VUMIE™ activity produced learning outcomes comparable to the wetlab activity. Conclusion These findings suggest VUMIE™ provides similar effects on students’ knowledge, skills, and confidence as a wetlab. The simulation’s implementation was not cost-prohibitive, provided students with a physically and psychologically safe learning environment, and the benefit of being able to repeat activities, supporting deliberate practice.

Background: The US Medical Licensing Examination (USMLE) Step 1 change to pass/fail has been met with mixed reviews, and the impact on medical student education and residency match is unknown. We surveyed medical school student affairs deans regarding their thoughts on the upcoming transition of Step 1 to pass/fail. Methods: A questionnaire was emailed to medical school deans. Deans were asked to rank the importance of the following after the Step 1 reporting change: Step 2 Clinical Knowledge (Step 2 CK), clerkship grades, letters of recommendation, personal statement, medical school reputation, class rank, Medical Student Performance Evaluation, and research. They were asked how the score change will affect curriculum, learning, diversity, and student mental health. Deans were asked to select 5 specialties they thought would be most affected. Results: Regarding perceived importance of residency applications following the scoring change, the most frequent number 1 choice was Step 2 CK. The majority of deans (93.5%, n = 43) felt that the change to pass/fail would benefit medical student education/learning environment; however, most (68.2%, n = 30) did not believe their school curriculum would change. Students applying to dermatology, neurosurgery, orthopedic surgery, ENT, and plastic surgery were felt to be most affected by the scoring change; 58.7% (n = 27) felt it would not adequately address future diversity. Conclusion: The majority of deans feel the USMLE Step 1 change to pass/fail would benefit medical student education. Deans feel that students applying to traditionally more competitive specialties (ie, programs with fewer overall residency positions available) will be most affected.

This paper contextualizes the Graduate Program in Design at the Feder-al University of Maranhao (PPGDg-UFMA) in the city of Sao Luis, Maranhao, and presents, in a historical perspective, the changes around the lines of research in line with the faculty and the impacts on student education, encompassing the description of the quadrennium activities between 2017 and 2020. Institutional initiatives and actions for its maintenance and qualification as a graduate program are discussed, following the new CAPES guidelines. From the partnerships at the local and national level, over the years, a vision and positioning of a program that impacts socially and culturally its surroundings emerges and, through the strengthening of the teaching, research and extension tripod, it is articulated in favor of sustainable and interdisciplinary ways of doing and thinking about design at the graduate level. Finally, it brings the debate on the implications and challenges for the qualification and consolidation of a program located in the Legal Amazon, considering the regional, historical and technological characteristics.

Background The primary aim of the study was to evaluate mini implant (MDI) survival, prosthodontic maintenance, and patient-reported outcome measures after conducting an optional pregraduate academic course on patients with mandibular edentulism including fabrication of overdentures and MDI planning and placement as well as chair-side incorporation of the respective restauration. In a prospective clinical study, 20 patients received 80 MDIs that were restored with mandibular overdentures. All treatment steps including placement of 40 MDIs were conducted by undergraduate students under strict guidance of a consultant. Next to students’ perceptions after participation, survival of MDIs, and prosthodontic maintenance, patients’ perceptions as well as peri-implant parameters were assessed after 4 weeks and 3 and 12 months. Results Three MDIs fractured (two during insertion and one after 3 months; total survival 96.25%). Two overdentures fractured and a total of 23 cases of minor prosthodontic maintenance were required. Over time, patients’ satisfaction significantly increased. Besides, questionnaires showed a high rate of students’ positive perception and high self-confidence to include MDI therapy into own practice. Conclusions The results are in accordance to those reported by postgraduate dentists. In accordance, therapy with MDI-retained mandibular overdentures seems to be feasible and successful at pregraduate level if the students receive guidance.

This research was motivated by the conditions of the covid-19 pandemic in Indonesia and changing the education system from face to face to online. This is coupled with the number of campus activities and online assignments, especially for students of the 2017 PJKR study program at PGRI Semarang University. The purpose of this study was to determine the physical activity of students of the PJKR study program at PGRI Semarang University during the pandemic. This research uses survey research with descriptive analysis method with percentage technique. The sampling technique used is the Simple Random Sampling technique. The results of this study, according to the description of the data and the discussion studied by the researcher, are that the 2017 PJKR PGRI Semarang University students are aware and consider it important to carry out physical sports activities during this pandemic. This is evidenced because on average they do various types of sports, jogging is the most popular choice. Suggestions that can be given are in the form of collaboration between lecturers and students to work together in socializing related to breaking the chain of the spread of Covid-19 through the role of student education in their families and the environment around their respective homes or villages.

Purpose This study aimed to outline the changing forms of speech-language pathology practices, for both clinical services, as well as the profession's education and practicum training in the time of COVID-19 at the European University Cyprus (EUC). This study also aimed to document the steps taken to continue service delivery safely and effectively for both the EUC's Speech, Language and Hearing Clinic's clients and the speech-language therapy students completing their practicum. Method The steps for the access to and continuity of speech-language therapy services and education/training are outlined chronologically, throughout the different phases of the COVID-19 pandemic status in the country. The rise of telepractice, telesupervision, and distance learning, adapted as solutions to the obstacles caused by the pandemic, are explained in detail, while the benefits and limitations are discussed at each step. The professional development that had to take place before this rise is also described. Conclusions The utilization of online/telecommunication technology for education, practical training, and speech-language pathologist service delivery during the time of COVID-19 in Cyprus is here to stay and will probably affect the future of the profession's clinical practice, and consequently, training programs in Cyprus in the years to come. It is uncertain if the effects of such adaptations can generalize in other populations or countries, especially where regulations and policies are already in place, or where the technological foundation is not similar. Through the benefits and limitations presented, conclusions are drawn for the future applications of telepractice, telesupervision, and distance learning post–COVID-19. Suggestions are made for the possible areas of future research, concerning clinical practice and clinical practicum training, as well as for the need to define regulations and establish these types of services in the country. Supplemental Material https://doi.org/10.23641/asha.15057396

Besides that, school is also a product where humans are educated and nurtured to become smart, productive, and qualifield human beings. The main purpose of education is to help students develop every potential that exsists in them so that they can become human beings who are balanced between their personal and social lives. The quality of student education outcomes can be determined by many factors, one of the most important is student motivation. Student motivation to learn greatly determines the success achieved by these student. Student who have high learning motivation will be able to achieve high learning achievement as well, but conversely, stuydent who have low motivation tend to get low learning achievement as well and will experience higher learning disabilities. To help increase a student’s motivation to learn, it is necessary to know the level of student motivation to learn. The phenomenon in the field shows that the level of student learning motivation is very important to know so that it can help these student to improve it, this is known after the researcher conducted interviews with supervisors at the school, according to the supervisor some students in the school had low motivation. To actively participate in teaching and learning activities in the classroom. Student motivation in this study is related to motivation, driving, change, and goals of motivation it self. The school that was taken as the research location was MI I’anatusshibyan 02 Parung. The students referred to in this study were all students of MI I’anatusshibyan 02 Parung.

Several healthcare organizations across Minnesota have developed formal pharmacogenomic (PGx) clinical programs to increase drug safety and effectiveness. Healthcare professional and student education is strong and there are multiple opportunities in the state for learners to gain workforce skills and develop advanced competency in PGx. Implementation planning is occurring at several organizations and others have incorporated structured utilization of PGx into routine workflows. Laboratory-based and translational PGx research in Minnesota has driven important discoveries in several therapeutic areas. This article reviews the state of PGx activities in Minnesota including educational programs, research, national consortia involvement, technology, clinical implementation and utilization and reimbursement, and outlines the challenges and opportunities in equitable implementation of these advances.

Microaggressions in the learning environment have been documented at various levels of medical training. However, there is lack of data detailing the prevalence and effects of racial microaggressions in medical school. This limits interventions that might improve the learning environment for underrepresented minority medical students (URMMS). This study describes the creation and validation of a survey instrument characterizing the experience of microaggressions in medical school and their impact on medical student education and burnout.An anonymous survey instrument was adapted for medical students from the validated Racial and Ethnic Microaggressions Scale (REMS) and distributed to the national listservs of the Student National Medical Association (SNMA), Latino Medical Student Association (LMSA), and the Asian Pacific American Medical Student Association. Responses were categorized into two cohorts: under-represented minority (URM) and non-URM based on self-reported race or ethnicity.A total of 217 responses were collected from medical students across the United States, with 148 (68.2%) students identifying as URM. URM respondents were significantly (p 0.05) more likely to report experiencing race-related microaggressions during medical school (55% vs 31%), and to report that these microaggressions contributed to feelings of burnout (62% vs 29%) and compromised learning (64% vs 49%). URM students were significantly less likely to feel that adequate resources were available to address microaggressions (26% vs 39%, p 0.05).Our results suggest that microaggressions experienced by URMMS can be evaluated using an adapted REMS. Additionally, the experience of microaggressions negatively impact the learning environment, and students feel the availability of sufficient resources to address microaggressions and their effects are lacking. Further research is needed to evaluate microaggressions and their impact on a larger scale. This should be followed by interventions to minimize the frequency and impact of these microaggressions.

Background Direct experience with medical procedures is an important component of medical school training, yet opportunities for medical students have dwindled for various reasons. To offset this, simulated procedures are being integrated into training. However, this comes with additional time commitments required of teaching surgeons regarding assessment of simulation. A solution to this could be peer assessment. We hypothesize that there will be no significant difference between peer assessment when compared to that of a teaching surgeon. Methods Third-year medical students were shown 3 simulated procedures by teaching surgeon and provided a grading rubric. Student performances were independently graded by peer assessment and by teaching surgeons. All peer assessment grades and surgeon grades were compared. Results Four hundred fifty-nine medical students completed the simulation procedures. Comparisons between the teaching surgeons and peer assessment evaluations demonstrated a 99% interobserver agreement for pass-fail designation and 98% agreement for individual data points (kappa = .78). Survey results demonstrated a significant increase in confidence in performing the tested items and comfort with peer assessment. Discussion This analysis demonstrates that the inclusion of peer assessment within medical school is highly comparable to teaching surgeon assessments.

The development of educational tools is a very important target, encourage us to seek methods to improve and increase student education level. In this paper, the method to keep pace with the developments in technology is discussed and investigated in this field. On the other hand, it has compatibility with teaching methods in general, by using hypermedia technology to improve the student education level in preparatory school. This study is on the theoretical approach to specify and design the suggested prototype, ten schools randomly had been chosen in Karbala governorate as a sample within the boundaries spatial of study, select criteria prototype's work, because of it cannot replace the teacher, made a questionnaire for choosing schools which are covered in this work domain in prototype.

Background: The Preceptorship model has different rules in clinical practice learning for health students at a midwifery clinic. The purpose of this literature review is to find out the perspective of the implementation of preceptorship from various groups of student education levels on midwifery care as a whole. Method: This article takes databases from PubMed, Wiley, Google Scholar, and ScienceDirect published between 2010-2019 with the keywords "preceptorship", "perspective" and "student" in combination. The inclusion criteria in this article are primary research, articles between the years 2000-2019, in English and Indonesian. This article uses the PRISMA flow diagram framework. Results: Preceptorship can help preceptors to improve the effectiveness of their teaching and learning environment so that they can perform clinical skills to improve the quality of education. Appears tools or instruments used to evaluate Preceptorship. However, this evaluation is known to have not been standardized. Conclusion: The application of preceptorship in midwifery clinical practice varies. This is due to the absence of a standard preceptorship instrument.

The announcement of the closure of Philadelphia's Hahnemann University Hospital in June 2019 sent shock waves through the academic community. The closure had a devastating impact on the residents and fellows who trained there, the patients who had long received their care there, and faculty and staff who had provided care there for decades. Since its beginnings, the hospital, established as part of Hahnemann Medical College in 1885, was a major site for medical student education. The authors share the planning before and actions during the crisis that protected the educational experiences of third- and fourth-year medical students at Drexel University College of Medicine assigned to Hahnemann University Hospital. The lessons they learned can be helpful to leadership in academic health systems in the United States facing a diminishing number of clinical training sites for medical and other health professions students, a situation that is likely to worsen as the COVID-19 pandemic continues to weaken the health care ecosystem.

The COVID-19 pandemic has caused rushed digitalization of primary and secondary (K12) student education, and cyber-risks such as bullying, technology addiction, and misinformation must be addressed. There is an urgent need to coordinate global efforts for digital skills education and training, which can help students succeed in the digital age while curbing risks and inequality.

Neste trabalho buscamos explicitar questoes que possam comprometer o bom relacionamento profissional entre docentes com formacao em pedagogia e os docentes de disciplinas especificas, com enfase no professor de musica, debater como estas relacoes pessoais e profissionais podem interferir diretamente no processo de ensino e aprendizagem. Por meio da pesquisa bibliografica, procuramos entender os aspectos que podem levar a uma aproximacao ou distanciamento de profissionais com mesmo proposito/objetivos de trabalho, assim como entender os elementos culturais e historicos que podem afastar estes profissionais, levando em conta a carga horaria, a burocracia, as normas regimentais e o entendimento do papel do professor de musica dentro da organizacao. Assim, percebemos que refletir sobre a identidade do profissional docente pode contribuir para a reducao dos ruidos de comunicacao, favorecendo a execucao de projetos interdisciplinares. Alem disso, neste processo de aproximacao das praticas docentes, de disciplinas diferentes, dentro da organizacao/escola, a inteligencia emocional pode ser uma importante ferramenta, inclusive para o desenvolvimento pessoal do docente, como tambem pode ser considerada como um importante conteudo do curriculo oculto. E preciso perceber que o principal beneficiario do bom relacionamento entre os docentes de disciplinas diferentes e seus projetos e o aluno que aprende tambem atraves do exemplo. Palavras-chaves: Identidade Docente. Inteligencia Emocional. Comunicacao. Interdisciplinaridade. Processo de Ensino e Aprendizagem. ABSTRACT In this work we seek to explain issues that may compromise the good professional relationship between teachers with training in pedagogy and teachers of specific disciplines, with an emphasis on the music teacher, to discuss how these personal and professional relationships can directly interfere in the teaching and learning process. Through bibliographic research, we seek to understand the aspects that can lead to an approximation or distancing of professionals with the same purpose / work objectives, as well as to understand the cultural and historical elements that can distance these professionals, taking into account the workload, the bureaucracy, rules of procedure and understanding of the role of the music teacher within the organization. Thus, we realize that reflecting on the identity of the teaching professional, can contribute to the reduction of communication noise, favoring the execution of interdisciplinary projects. Furthermore, in this process of approximation of teaching practices, from different disciplines, within the organization / school, emotional intelligence can be an important tool, including for the personal development of the teacher, as it can also be considered as an important content of the hidden curriculum. It is necessary to realize that the main beneficiary of the good relationship between teachers from different disciplines and their projects is the student who also learns by example. Keywords: Teaching Identity. Emotional Intelligence. Communication. Interdisciplinarity. Teaching and Learning Process.

Submitted by Sandra Mendonça (sandra.mendonca@unioeste.br) on 2022-10-14T18:23:13Z No. of bitstreams: 2 Ines_R_S_Tonello_2022.pdf: 1384586 bytes, checksum: 31a3c3ba31a5ee844ccdbe42ad24efc3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2022-10-14T18:23:13Z (GMT). No. of bitstreams: 2 Ines_R_S_Tonello_2022.pdf: 1384586 bytes, checksum: 31a3c3ba31a5ee844ccdbe42ad24efc3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-06-24 This dissertation is part of research line “Society, Knowledge and Education” and was developed with the support of studies and participation in the Research Group “Representations, Spaces, Times and Languages in Educational Experiences” (RETLEE). The research brings discussions regarding the integral formation of Students who attend Full-Time Education (FTE) schools, based on studies that contribute to the analysis of possible pedagogical contributions of Anton Semiónovitch Makarenko on colletive Educational Practices in the contexto of these schools. Thus, the general objective of the research was to analyze the pedagogical contributions of Anton Semiónovitch Makarenko to the collective practices of training Students in the School organization of FTE. As specific objectives, which will guide the reflections of the chapters of this dissertation, we have: to understand the School education of ETI Students, its implementation and implementation; to discuss Makarenki’s contributions to colletive educational practices in the formation of students and to know the pedagogical organization proposed by this educator; to identify pedagogical proposals that develop the collectivety in the formation of Students in experiences of FTE schools based on Makarenko’s contributions. This is a bibliographical research of a theoretical-conceptual nature, with an approach that seeks tobe based on the theoretical-methodological conception of historical and dialectical materialism, being possible to situate in a Maxist perspective of analysis from the relationship between the object and the research problem with Mkarenko’s socialista thought. Therefore, it implies reflections on educational Practices in the perspective of the omnilateral formation of the human being in extended School time to guarantee differentiated quality in the integral education of the subjects. This study is divided into three chapters, starting with na analysis of the oficial documents that guide the ETI Brazil, observing what they consider in relation to the training of Students. The second chapter discusses the Makarenkian pedagogical experience, pointing out the possible contributions to the formation of students in contemporary times who attend School for a longer time. In the third chapter, studies and reflections related to the contributions that the Societ pedagogue can provide to education today were contemplated, with the perspective of promoting the formation of the ETI student in all dimensions. This research aims to encourage education professionals to commit to the Collective education of Students with a focus on the community. In this way, possible relationships are sought in the organization of pedagogical work that is established in the perspective of integral development, which involves the cognitive, physical, emotional, cultural and social aspects, which depend on innovative educational practices proposed in the use of this extended School time. It is believed that this research can motivate and serve as a subsidy for the implementation of the differentiated ETI and committed to the integral formation of its Students. Esta dissertação insere-se na linha de pesquisa “Sociedade, Conhecimento e Educação” e foi desenvolvida com o apoio dos estudos e participação no Grupo de Pesquisa “Representações, Espaços, Tempos e Linguagens em Experiências Educativas” (RETLEE). A pesquisa traz discussões relativas à formação integral dos estudantes que frequentam as escolas de Educação em Tempo Integral (ETI), fundamentadas em estudos que contribuem com a análise das possíveis contribuições pedagógicas de Anton Semiónovitch Makarenko sobre as práticas educativas coletivas no contexto dessas escolas. Assim, a pesquisa teve como objetivo geral analisar as contribuições pedagógicas de Anton Semiónovitch Makarenko para as práticas educativas coletivas de formação dos estudantes na organização escolar de ETI. Como objetivos específicos, os quais nortearão as reflexões dos capítulos desta dissertação, temos: compreender a formação escolar dos estudantes da ETI, sua implantação e implementação; discutir as contribuições makarenkianas para as práticas educativas coletivas na formação dos estudantes e conhecer a organização pedagógica proposta por este educador; identificar propostas pedagógicas que desenvolvam a coletividade na formação dos estudantes em experiências de escolas de ETI a partir das contribuições de Makarenko. Trata-se de uma pesquisa bibliográfica de cunho teórico-conceitual, com abordagem que busca se fundamentar na concepção teórico-metodológica do materialismo histórico e dialético, sendo possível situar numa perspectiva marxista de análise, a partir da relação entre o objeto e o problema de pesquisa com o pensamento socialista de Makarenko. Logo, implica em reflexões sobre práticas educativas na perspectiva da formação omnilateral do ser humano em tempo escolar ampliado, para garantir qualidade diferenciada na educação integral dos sujeitos. Este estudo está dividido em três capítulos, iniciando por uma análise dos documentos oficiais que norteiam a ETI no Brasil, observando o que estes consideram em relação à formação dos estudantes. O segundo capítulo discorre sobre a experiência pedagógica makarenkiana, sinalizando as contribuições possíveis para a formação dos estudantes que frequentam maior tempo escolar na contemporaneidade. No terceiro capítulo foram contempladas estudos e reflexões relativas às contribuições que o pedagogo soviético pode proporcionar à educação na atualidade, com a perspectiva de promover a formação do estudante da ETI em todas as dimensões. Com esta pesquisa almeja-se incentivar os profissionais da educação para o comprometimento junto à formação dos estudantes com foco na coletividade. Desta forma, buscam-se relações possíveis na organização do trabalho pedagógico que se estabelece na perspectiva do desenvolvimento integral, que envolva os aspectos cognitivos, físico, emocional, cultural e social, os quais dependem de práticas educativas inovadoras propostas na utilização deste tempo escolar ampliado. Acredita-se que esta pesquisa possa motivar e servir como subsídio à implementação da ETI diferenciada e comprometida com a formação integral de seus estudantes.

This article presents the work done by Leeds University to develop a wellbeing program for students. Dr. Bridgette Bewick, an Associate Professor at School of Medicine, discusses her work on behavioral and psychological understanding of how to improve and support the mental health and wellbeing of university students. She affirms that improvement and support services to students’ mental health and wellbeing are necessary but not sufficient to facilitate student success while at university. Dr. Bewick hihglights the urgency to develop practices consistent with pedagogical wellbeing to address student education challenges that have been exacerbated by the Covid-19 pandemic.

The agricultural sector plays an important role in fulfilling human needs in the food sector and the role of the young generation in this case students need attention, so that they can be involved and take a role in the field of farming. This study aims: (1) To analyze the effect of student education on the interest in farming in Buton Regency; (2) To analyze the effect of student attitudes on interest in farming in Buton Regency; (3) To analyze the effect of education and student attitudes simultaneously on the interest in doing farming in Buton Regency. This study uses a quantitative approach. The technical data analysis in this study is to use multiple linear regression analysis. Partially, student education has a positive and significant effect on the interest in farming in Buton Regency, while the attitude of students has a positive and significant effect on the interest in doing farming in Buton Regency. In addition, simultaneously it can be concluded that student education and student attitudes simultaneously have a positive and significant effect on student interest in farming.

For the past 20 years, the democratization of additive manufacturing (AM) technologies has made many of us dream of: low cost, waste-free, and on-demand production of functional parts; fully customized tools; designs limited by imagination only, etc. As every patient is unique, the potential of AM for the medical field is thought to be considerable: AM would allow the division of dedicated patient-specific healthcare solutions entirely adapted to the patients' clinical needs. Pertinently, this review offers an extensive overview of bone-related clinical applications of AM and ongoing research trends, from 3D anatomical models for patient and student education to ephemeral structures supporting and promoting bone regeneration. Today, AM has undoubtably improved patient care and should facilitate many more improvements in the near future. However, despite extensive research, AM-based strategies for bone regeneration remain the only bone-related field without compelling clinical proof of concept to date. This may be due to a lack of understanding of the biological mechanisms guiding and promoting bone formation and due to the traditional top-down strategies devised to solve clinical issues. Indeed, the integrated holistic approach recommended for the design of regenerative systems (i.e., fixation systems and scaffolds) has remained at the conceptual state. Challenged by these issues, a slower but incremental research dynamic has occurred for the last few years, and recent progress suggests notable improvement in the years to come, with in view the development of safe, robust and standardized patient-specific clinical solutions for the regeneration of large bone defects.

The COVID-19 pandemic continues to limit medical students' full reintegration into clinical learning environments, thus exacerbating an ongoing challenge in identifying a robust number of clinical educational activities at excellent clinical sites for all students. Because medical students across the United States were removed from direct patient care activities in mid-March 2020 due to COVID-19, medical centers have prioritized and implemented changes to the process of patient care. As some barriers are being lifted in the face of a highly contagious and deadly infection, the use of telehealth (delivery of health services remotely via telephone, video, and secure messaging), although not new, is rapidly expanding into all aspects of patient care. Health care providers have been encouraged to conduct many interactions at a physical distance. Telehealth largely replaced face-to-face visits for nonemergency care in an attempt to slow viral transmission while enabling physicians to continue to deliver patient education, manage acute and chronic illness, and nurture caring doctor-patient relationships. Health care providers, many of whom were initially reluctant to embrace telehealth technology and logistics, are becoming nimbler and more aware of the many positive aspects of telehealth. The authors suggest that integrating medical students into telehealth activities would help maintain and improve patients' health, extend the capabilities of health care teams and systems during and after the pandemic, and increase medical students' opportunities for experiential learning and professional identity formation. The authors expand on these 3 goals, suggest several concrete student telehealth activities, propose a curricular strategy, and outline opportunities to overcome key barriers to full alignment of telehealth and undergraduate medical education.

Many US schools and districts employ teacher leadership and professional development to improve English learner (EL) student education, yet less is known about teachers’ perspectives and learning w...

BACKGROUND Medical education changes dramatically from preclinical to clinical years, and the learning environment becomes key as students strive to develop clinical competence and informed career decisions. This change becomes heightened on a surgical clerkship where student mistreatment is often perceived, and the fast-paced nature of surgery can result in limited resident-student interactions and time for examination preparation. OBJECTIVE To evaluate medical student and resident perception of educational strategies during a surgical clerkship and to determine whether the addition of a novel educational tool would increase satisfaction with the surgical clerkship on examination preparation and team dynamics. SETTING University of North Carolina at Chapel Hill, Department of Surgery. STUDY DESIGN During the 2018-2019 academic year, a 10-item “Ask a Resident Topics” (ART) card of high yield general surgery topics was implemented as part of the third-year surgery clerkship curriculum. Students were asked to review a topic and then discuss it with a general surgery resident. They were expected to complete at least 6 of 10 topics by the end of the rotation for credit. At the end of the year, third-year medical students were administered a 23-item survey regarding their experience on the surgery clerkship and with the ART cards. Fourth-year medical students and those students at satellite sites who did not receive the ART cards were administered the same survey, minus specific questions about the ART card, and were used as a preintervention control. General surgery residents who participated in teaching were similarly surveyed. RESULTS Of those students that completed the ART cards, 84% felt it improved their understanding of general surgery and were more likely to report the surgery clerkship prepared them well for the NBME examination compared to those who did not (Χ2 (1, N = 87) = 4.95, p = 0.03). They were also more likely to report residents were willing to discuss surgery topics with them (Χ2 (1, N = 87) = 2.77, p = 0.10). Seventy-three percent of students thought the card did not add undue stress to their clerkship. Sixty-three percent of all students felt they were a productive member of the surgery team, and this did not vary by intervention group (Χ2 (1, N = 87) = 0.03, p = 0.9). Students who completed the ART card were more likely to report being interested in surgery than those who did not (Χ2 (1, N = 87) = 4.20, p = 0.04). Hundred percent of residents surveyed felt the ART card provided value for themselves as a teacher and for the student as a learner. CONCLUSIONS The ART card is mutually beneficial to both residents and medical students during the surgical clerkship. This tool is easy to implement, helps students improve their understanding of general surgery, increases camaraderie among the surgical team, and has a positive impact on students pursuing a career in surgery.

The paper deals with the definition of current problems of the development of creativity and entrepreneurship of music education teacher and their solution. Creativity is a phenomenon to which more and more attention is paid, it is a universally applied key competence, according to which, abilities, motivation and environmental influences should be taken into account. It is emphasized that the creativity of a teacher is reflected in his professional activity and has a productive effect on student education and training. New markets need managers and educated teachers with key competencies. Professional activities have a number of functions for the implementation of which business qualities are required. Attention is paid to the main types of entrepre- neurial and pedagogical activities.

In the latter half of 2019, coronavirus disease 2019 (COVID-19) began spreading worldwide. To prevent COVID-19 infection, all teaching at Suzuka University of Medical Sciences from April to June 2020 took place as remote lectures, not in the face-to-face format. This study analyzed postlecture questionnaire responses regarding face-to-face and remote teaching on the subject of nuclear medicine technology examinations. We examined the educational effect of using remote lectures. Methods: We conducted a questionnaire survey among students by means of a 5-point evaluation scale about satisfaction, comprehension, concentration, preparation, reviewing, and the question environment for face-to-face and remote lectures. Results: We present the results as means and SDs. Satisfaction results for face-to-face and remote lectures were 3.30 ± 0.72 and 3.36 ± 0.88, respectively. Comprehension results for face-to-face and remote lectures were 3.30 ± 0.71 and 3.30 ± 0.83, respectively. Concentration results for face-to-face and remote lectures were 3.50 ± 0.69 and 3.05 ± 0.90, respectively. The preparation results for face-to-face and remote lectures were 2.57 ± 0.88 and 2.67 ± 0.94, respectively. The reviewing results for face-to-face and remote lectures were 2.84 ± 0.85 and 3.39 ± 0.89, respectively. The question environment results for face-to-face and remote lectures lessons were 2.94 ± 0.90 and 3.43 ± 0.84, respectively. There were no significant differences between face-to-face and remote lectures in terms of satisfaction, comprehension, or preparation. There were significant differences between face-to-face and remote lectures in terms of concentration, reviewing, and the questioning environment (P < 0.001). Conclusion: This comparative analysis of the postlecture questionnaire responses for face-to-face and remote formats in nuclear medicine technology examinations showed that remote lectures have a strong educational effect. We believe that, in future, remote lectures should be considered a tool in student education.

These are the conference abstracts for oral and poster presentations at the Australasian College of Paramedicine Student Conference (StuCon 2021) Abstracts, Virtual online, Australia, 30th July 2021

Informatization is more digital computer technology than intellectual work of the student, in particular, teaching students academic reading technologies. Successful study at the university involves mastering the modern skills of processing large amounts of information, effective reading skills, the ability to conduct educational dialogue, create text, prove point of view, and master academic reading. Students often do not realize the individual psychological, qualification difficulties of reading. There is need to teach students in modern conditions of informatization to academic reading technologies justified in the article. Characteristics of technologies of fast reading, acmeological reading, rational reading, creative reading, development of critical thinking by means of reading and writing, INLOKKS (informational-logical, oratory and communicative culture of a specialist) are presented.

Despite formal ultrasound training becoming prevalent in preclinical medical student education, significant barriers remain to the continuation of this training during clinical years. We sought to develop a program for third-year medical students to continue ultrasound training after an already robust preclinical ultrasound curriculum and evaluate their scanning confidence after participation. We developed a program to facilitate bedside ultrasound scanning of patients being cared for by third-year students. Students identified appropriate patients to be scanned, obtained consent for scanning, and determined which scans were most appropriate given the patient's clinical problems. Trained facilitators met with students at the bedside in 1-hour sessions called Gel Rounds to observe and direct the students' scans of their patients. Fifty-one students were surveyed after completing Gel Rounds. Students were significantly more likely to feel comfortable with independently acquiring and interpreting images after Gel Rounds than before completing the activity. Approximately 67% of students felt that ultrasound had utility in assisting bedside clinical reasoning, and this proportion did not change significantly after completing Gel Rounds. Gel Rounds was a positive continuation of the ultrasound curriculum into the third-year clerkship environment. A minority of students reported prior ultrasound exposure in their third year, reflecting difficulty with developing a longitudinal curriculum. The activity helped students to independently acquire and interpret images in patients. Because Gel Rounds can be performed at the discretion of students and faculty, it fits naturally in a variety of existing longitudinal curricula.

Purpose of review With over 50 million abortions annually and 25% of pregnancies ending in abortion worldwide, abortion is one of the most common medical procedures. Yet abortion-related topics are glaringly absent from medical school curricula in the USA with half of medical schools including no formal training or only a single lecture. We explore abortion education in US medical schools and Obstetrics and Gynecology (Ob/Gyn) residency programs. Specifically, we review efforts to improve and standardize this training. Recent findings Despite documented interest in both learning and in the benefits of early exposure, medical students face a lack of educational opportunities in abortion care. Meanwhile, Ob/Gyn residency has standardized requirements for abortion care, greatly improving training and education, despite persistent challenges in universal compliance with these standards. Summary Education in abortion care is crucially important in fostering and training future abortion providers, thereby ensuring and expanding access to safe abortion. The improvements made by standardizing abortion education in Ob/Gyn residency should encourage similar efforts in medical school in order to increase earlier and wider exposure to future physicians of all specialties. On a national level, standardizing exams for medical students by which to evaluate their understanding of abortion care would hold schools accountable for medical student education.