It is known that medical students suffer from high rates of mental health difficulties. In recent years there has been an increasing focus on the need to improve support and treatment services for those in difficulty. In order to meet these needs it is important to clarify the relevant aetiological factors. There is robust evidence from general population studies that a history of childhood trauma (including physical and sexual abuse and emotional neglect) predisposes to the subsequent development of mental health difficulties in adult life. It has previously been speculated that students with a history of such trauma might preferentially apply to study medicine.
Fibromyalgia syndrome (FMS) is a long-term condition that affects between 1 and 5% of the general population and lies within the spectrum of medically unexplained symptoms (MUS). FMS can be difficult to diagnose and is usually done so as a diagnosis of exclusion. There is continuing debate regarding its legitimacy excluding other causes of symptoms. It is known that the diagnosis and management of MUS, including FMS, receives little attention in medical curricula and attitudes towards patients with FMS amongst medical professionals and trainees can be negative. The purpose of this study was to investigate how attitudes and perspectives of undergraduate medical students towards FMS are acquired during their training.
Developing professionalism is a core task in medical education. Unfortunately, it has remained difficult for educators to identify medical students’ unprofessionalism, because, among other reasons, there are no commonly adopted descriptors that can be used to document students’ unprofessional behaviour. This study aimed to generate an overview of descriptors for unprofessional behaviour based on research evidence of real-life unprofessional behaviours of medical students.
Use of podcasts has several advantages in medical education. Podcasts can be of different types based on their length: short (1–5 min), moderate (6–15 min) and long (>15 min) duration. Short-duration podcasts are unique since they can deliver high-yield information in a short time. The perceptions of medical students towards short-duration podcasts are not well understood and this study aimed to analyze the same. An exploratory analysis of students’ podcast usage and performance in summative assessments was also undertaken.
Sent on behalf of employers in the NHS, the response outlines the issues raised, as well the positive elements organisations feel the proposed changes will bring.
Bauhaus: The Face of the 20th Century - documentary tracing the development of the Bauhaus movement from formation in Weimar to its last stand in Berlin.
מרכז שוורץ/רייסמן לחינוך מדעי, רחובות (מש/ר) משמש קמפוס מדעי לבתי הספר העל-יסודיים ברחובות ובנס-ציונה. המרכז פועל מספטמבר 2013, וכיום לומדים בו מעל 1,000 תלמ...
This is the first in The Vanishing University, a four-part series exploring the tech-driven future of higher education in America. Right now, this very morning, thousands of young adults in the United States are scrambling through the same minor hell. They've woken up to the very last in a series of half-futile phone alarms. Made, and likely...
The recent release of the Next Generation Science Standards (NGSS) offers a new challenge and opportunity for science. Science practices are the social interactions, tools and language that scientist use as they construct, evaluate and communicate scientific knowledge. The effective integration of science practices into classrooms can better support a wide range of students, including those typically underrepresented in science, to develop greater scientific literacy.
Effective integration of science practices in classrooms requires instructional leadership to support that change. Instructional leaders can include a variety of different individuals including, but not limited to, school principals, district leaders, coaches and lead teachers. The ILSP team is developing tools to support instructional leaders in the science practices.
Vision
Our vision for supporting instructional leaders in their work with teachers to improve science teaching and learning stems from our approach to instructional supervision and science instruction.
Our orientation to supervision is rooted in the importance of strong instructional leadership. We seek to support leaders in their work with teachers as they promote a growth mindset, foster frequent and ongoing opportunities for feedback, sustain a commitment to teacher development over time, and engage in collaborative practices.
The STEM Teaching Tools site has tools that can help you teach science, technology, engineering and math (STEM). We are currently focused on supporting the teaching of the Next Generation Science Standards (NGSS). Each tool is focused on a specific issue and leverages the best knowledge from research and practice. Under the News section, you can learn a bit more about how you might use them. This article provides background on this effort. Review more resources in our Tools area and check out the online "short courses" shown below.
It is known that many trainee doctors around the world experience work satisfaction but also considerable work stress in the training period. Such stress seems to be linked to multiple factors including workload, level of support and growing cultural inculcation into unwillingness to show any personal or professional weakness. In the United Kingdom, junior doctors are qualified medical practitioners who have gained a degree in Medicine and are now working while training to become a specialist (consultant) or a general practitioner. The period of medical training can be particularly stressful for some UK junior doctors, in common with their counterparts in other countries. UK Postgraduate Medical Deaneries provide support for those who need it via Professional Support Units (PSUs); however little is known about the perceptions and experiences of the doctors who access and utilise this support. This study aimed to generate qualitative insight into how the (PSU) provided by one UK Deanery is experienced by the trainees who accessed it. We aimed to investigate whether such experience intersects with the progressive socialisation of trainee doctors into the notion that doctors do not get ill.
E. Rolf, O. Knutsson, and R. Ramberg. European Conference on Technology Enhanced Learning, volume 10474 of Lecture Notes in Computer Science, page 584-587. Springer, Springer, (2017)
I. Dubovi, E. Dagan, L. Nasar, O. Mazbar, and S. Levy. Proc. of the 12th Chais Conf. for the Study of Innovation and Learning Technologies: Learning in the Technological Era, page 21-30. (2017)