Pathways to Promise is an interfaith cooperative of many faith groups ... a resource center which offers liturgical and educational materials, program models, caring ministry with people experiencing a mental illness and their families.
Creative Commons licenses provide a flexible range of protections and freedoms for authors, artists, and educators. Since last fall, we've been talking at length to various creators about their CC stories---the impact Creative Commons has had on their lives and in their respective fields, whether that's in art, education, science, or industry. We are thrilled to announce that we have cultivated the most compelling of these stories and woven them together...
Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce. In this document, we argue that such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.
Many of the problems raised by these new technologies – from bullying to engaging in risky behavior – are not new to the public discourse, but are merely being delivered in different media. The challenge to responsible educators remains the same: to provide stimulating and safe learning environments that support the acquisition of practical skills necessary for full participation as a 21st-century citizen. Achieving this without mentored use of new technologies seems both impractical and counterproductive. One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school.
The overarching purpose of this study is to examine the current trends in interprofessional education (IPE) within graduate medical education in the Unites States.
Nursing education has undergone dramatic changes in the last 150 years. Rooted in a traditional apprenticeship model that consisted of training in hospital based schools, the vision of Florence Nightingale that came to fruition in 1860, this educational model where trainee nurses were supervised by physicians was adopted in many countries (McDonald 2017). Prior to this nurses were poorly trained in an ad-hoc fashion, often in religious institutions.. To read the full article, log in using your SSSFT NHS OpenAthens details. SSOTP - You can request a copy of this article by replying to this email. Please ensure you are clear which article you are requesting.
Collaborative learning facilitates reflection, diversifies understanding and stimulates skills of critical and higher-order thinking. Although the benefits of collaborative learning have long been recognized, it is still rarely studied by social network analysis (SNA) in medical education, and the relationship of parameters that can be obtained via SNA with students’ performance remains largely unknown. The aim of this work was to assess the potential of SNA for studying online collaborative clinical case discussions in a medical course and to find out which activities correlate with better performance and help predict final grade or explain variance in performance.
Some of the solutions to this can only be implemented at a national level, for example, increasing the number of medical school places. However, these changes take time to create an impact. Locally implemented ‘quick wins’ could help to improve the morale of today’s workforce, thereby improving retention, productivity and patient safety. Here are a few ideas based on my experience as a junior doctor over the past two years.
Conclusions Study participants had high levels of substance misuse and anxiety. Some students’ fitness to practice may be impaired as a result of their substance misuse or symptoms of psychological distress. Further efforts are needed to reduce substance misuse and to improve the mental well-being of students.. To read the full article, log in using your NHS OpenAthens details.
Opinion. "As a young nursing student, the knowledge that I had a duty of care to those in suicidal distress was frightening. Even with 20 years of nursing experience, I am still anxious when I am with someone who is experiencing suicidal distress."
To read the full article, log in using your SSSFT NHS OpenAthens details. SSOTP - You can request a copy of this article by replying to this email. Please ensure you are clear which article you are requesting.
Medical students face many barriers to seeking out professional help for their mental health, including stigma relating to mental illness, and often prefer to seek support and advice from fellow students. Improving medical students’ mental health literacy and abilities to support someone experiencing a mental health problem could reduce barriers to help seeking and improve mental health in this population. Mental Health First Aid (MHFA) is an evidence-based intervention designed to improve mental health literacy and ability to respond to someone with a mental health problem. This pilot randomised controlled trial aims to evaluate the MHFA eLearning course in UK medical students.
Reportage från Rongcheng. Orwellian? "The party is using both coercion and cooperation to integrate the scheme into people’s lives and have it bring benefits to them. “To me, that’s what makes it Orwellian,” says Hoffman of IISS. The social credit system provides incentives for people to not want to be on a blacklist. “It’s a preemptive way of shaping the way people think and shaping the way people act,” she says. And to the extent that people believe they can benefit socially and economically from the Communist Party staying in power, the system is working."
The need to understand why and how junior doctors decide on their specialty of choice has never been more relevant in establishing if these decisions can be influenced towards areas in greatest need of increased manpower. Evidence on the factors influencing medical careers continues to evolve, but there remains limited information on whether these influences change for individual doctors over time.. To read the full article, log in using your NHS OpenAthens details.
Despite a positive and established perception of people with lived experience of mental distress contributing to the assessment of healthcare professionals, the consequence and implications for learning are predominantly unexplored.. To read the full article, log in using your MPFT NHS OpenAthens details. SSOTP (legacy account) - You can request a copy of this article by replying to this email. Please ensure you are clear which article you are requesting.
Nearly a quarter of trainee doctors say their work makes them feel ‘burnt out’, and almost one in three say they are often ‘exhausted’ in the morning at the thought of another shift, according to a General Medical Council (GMC) survey.
Health Education England (HEE) has commissioned Skills for Health to facilitate the collaborative development of a new qualification to meet the IET Standards for pharmacy technicians.
To synthesize evidence on the effectiveness of social media in nursing and midwifery education.. To read the full article, log in using your MPFT NHS OpenAthens details. SSOTP (legacy account) - You can request a copy of this article by replying to this email. Please ensure you are clear which article you are requesting.
Interprofessional supervision happens when someone from one profession supervises a colleague from another. This can occur in a single episode – for example, through discussion of an individual case – or extend to a long term, regular arrangement. I have been a longstanding advocate and campaigner for supervision across the professions,1 and it is gratifying to see that the idea is spreading. In the United Kingdom, for example, some trainees in general practice now have educational supervisors who are nurse practitioners by background......... To read the full article, log in using your NHS OpenAthens details.
Nursing Standard and independent charity the Health Foundation recently conducted research into the number of nurses leaving training before completing their degree. Findings showed that one in four nurses were dropping out before graduation, revealing a further threat to the future of the nursing workforce.
The CAIT training which is commissioned by Sunderland Clinical Commissioning Group is now in its second year. It teaches care staff how to better interact with people living with dementia in order to reduce distress.
Professor Ian James, Consultant Clinical Psychologist and Laura Gibbons, Community Practitioner deliver the person centred teaching programme which is built on basic communication principles and includes advanced evidence based treatment strategies for the management of behaviours that challenge.
Sana utilizes artificial intelligence to closely personalize content to the needs of each student. We offer real-time content recommendations for forward-thinking education companies around the world.
Open access. Background: Psychiatric in-patients are often transferred to an emergency department for care of minor wounds, incurring significant distress to the patient and cost to the service.
Aims: To improve superficial wound management in psychiatric in-patients and reduce transfers to the emergency department.
Open access. Empathy is beneficial for patients and physicians. It facilitates treatment and improves physical and psychosocial outcomes. The therapeutic relevance of empathy emphasizes the need to help medical students develop their empathic abilities. Our study aimed to identify factors which promote or hinder the development and expression of empathy in medical students during the course of their studies.
We are focusing on physician associates (PAs) this week (15 - 19 October) as part of the ongoing campaign to promote the medical associate professions (MAPs).
The MAP roles are four distinct professions within the NHS developed to enhance the workforce, performing some duties traditionally associated with junior doctors and providing continuity of care.
Our new standards set out the expectations we have of education providers in running programmes for nursing associates, alongside the knowledge and skills nursing associates need.
Health professions’ education programs are undergoing enormous changes, including increasing use of online and intensive, or time reduced, courses. Although evidence is mounting for online and intensive course formats as separate designs, literature investigating online and intensive formats in health professional education is lacking. The purpose of the study was to compare student outcomes (final grades and course evaluation ratings) for equivalent courses in semester long (15-week) versus intensive (7-week) online formats in graduate health sciences courses.. To read the full article, log in using your MPFT NHS OpenAthens details.
University Hospitals of North Midlands NHS Trust has continued its record of innovative training for medical students, after the introduction of a scheme whereby trainee doctors from Keele University are offered paid posts as Medical Assistants alongside their studies.
Open access. Recent studies have shown that clinical tasks only represent a small percentage in the scope of final-year medical students’ activities and often lack sufficient supervision. It appears that final-year medical students are frequently deployed to perform “routine tasks” and show deficits in the performance of more complex activities. This study aimed to evaluate final-year students’ clinical performance in multiple impromptu clinical scenarios using video-based assessment.
Open access. To explore how the South-West Foundation Doctor Quality Improvement programme affected foundation year 1 (F1) doctors’ attitudes and ability to implement change in healthcare.
Open access. Physicians in training must achieve a high degree of proficiency in performing physical examinations and must strive to become experts in the field. Concerns are emerging about physicians’ abilities to perform these basic skills, essential for clinical decision making. Learning at the bedside has the potential to support skill acquisition through deliberate practice.
Open access. Workforce studies show a declining proportion of UK junior doctors proceeding directly to specialist training, with many taking career breaks. Doctors may be choosing to delay this important career decision.
Workshops are used in many psychiatric teaching and learning contexts, from undergraduate to continuing professional development. Most psychiatrists have at some time attended a workshop. However, the terms workshop, tutorial and small-group teaching are used indiscriminately. It is therefore important to reflect on what characterises a workshop, the learning theories behind their development and what learning needs workshops best meet. We give an outline of the evidence for workshops in medical education and review the principles governing how to conduct workshops and the use of technology to enhance their delivery. Data collected from an undergraduate psychiatry course delivered in an Irish university are used to illustrate how applying these principles contributes to optimising the use of workshops from both the learners’ and facilitators’ perspective.. To read the full article, log in using your MPFT NHS OpenAthens details.
This article examines the Strengths, Weaknesses, Opportunities and Threats analysis tool commonly known as SWOT and how support workers can use this in decision-making, problem-solving and in identifying where changes in clinical practice are needed. To read the full article, log in using your MPFT NHS OpenAthens details
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Meine Profile auf Research Gate Academia Google Scholar 2018 Deimann, M. Bildung und Netz. Forum Wissenschaft, 35(4), 27-29. [Kommentierbare Version] Deimann, M. Open Education. Auf dem Weg zu einer offenen Hochschulbildung. Bielefeld: transcript. ISBN: 978-3-8376-4496-8 Deimann, M. Lernen mit Open Educational Resources. In H. Niegemann & A. Weinberger (Hrsg.), Lernen mit Bildungstechnologien: Praxisorientiertes Handbuch zum intelligenten…