Search

This study assessed the extent to which a one-time experiential intervention improved intercultural awareness and sensitivity among first-year medical students. The students participated in group activities in which they shared personal experiences, solved a hypothetical problem, and engaged in team building exercises. Post-intervention, students reported less intercultural awareness, but a greater commitment to improving the intercultural climate of the medical school and an increased willingness to work in diverse groups during their medical training. The results of the study suggest that experiential interventions may provide an important complement to didactics around issues of intercultural awareness and sensitivity with medical students. Importantly, experiential interventions must provide students with sufficient time to reflect upon and discuss feelings, thoughts and attitudes that emerge during this kind of intercultural awareness training.

Describes a systematic, student-centered retention program developed under the auspices of a university psychological and counseling center; through self-identification and follow-up, individuals are assisted with complex issues that commonly lead to withdrawal. Suggests that a useful alternative to retention is promoting reasons for students to stay rather than attempting to predict and resolve the multiple reasons for leaving. (EV)

The article discusses the study on the effects of labeling and theoretical explanations of deviancy on juror attitudes. The study was drawn from two criminal court cases having a short description of an incident leading a crime, a summary testimony of character witnesses and a psychiatric testimony for the defendant's behavior. The study was conducted on 184 past criminal court jurors in Nashville, Tennessee. The factors such as the labels, models and cases were gathered through questionnaire. The study indicated that labeling a mentally illed person does not affect the juror attitude.