The Scottish approach to enhancing antimicrobial stewardship.
(49/130)
In 2002, the Scottish Executive produced the Antimicrobial Resistance Strategy and Scottish Action Plan, which highlighted antimicrobial stewardship as a key objective in combating resistance. An important response, as a part of the Ministerial Healthcare Associated Infection Task Force work programme was the publication of 'Antimicrobial Prescribing Policy and Practice in Scotland: recommendations for good antimicrobial practice in acute hospitals' in 2005. This article briefly reviews the core components of the Scottish approach, reviews progress with some key goals and explores how many of these goals are being taken forward through a cohesive Scottish national multifaceted strategy, which incorporates primary and secondary care. Much of this will spring from the current review of the Scottish Action Plan. While recognizing the significant progress achieved by the Appropriate Antimicrobial Prescribing for Tomorrow's Doctors Project Group in the education of undergraduate medical students, the article also reviews the NHS Education Scotland-supported Scottish National Antimicrobial Prescribing Project, aimed at foundation training doctors in Scotland. We hope that this experience can be shared and further developed with colleagues within the United Kingdom and European Union. (+info)
Training of medical teachers in India: need for change.
(50/130)
India has the highest number of medical colleges in the world and consequently the highest number of medical teachers. The unprecedented growth of medical institutions in India in the past two decades has led to a shortage of teachers and created a quality challenge for medical education. In recent years, though medical advances have been understood and adopted by many institutions, the same is not true for educational planning and implementation. There is a need for well-trained faculty who will help improve programs to produce quality graduates. The existing teachers' training programs are insufficient, both in number and the aspects that they cover, to meet this demand. The globalization of education and India's potential as a destination for higher education have brought the issue into sharper focus. Medical educators must stand up to meet this challenge. This paper briefly describes the current status of training programs for medical teachers in India, outlines an approach for developing future programs and defines key content areas to focus on in order to enhance faculty development efforts. (+info)
Food pyramids, keeping clean and sex talks: pre-service teachers' experiences and perceptions of school health education.
(51/130)
This paper reports findings from the first stage of an anticipated four-stage research project investigating the effectiveness of teacher education in health education. Prior to receiving any teacher education in health education, pre-service teachers (student teachers) were surveyed for their experiences of secondary school health education, and their beliefs about and attitudes towards the subject. Data were collected from questionnaire surveys (n = 295) and focus group interviews (n = 61). Results showed that student teachers had more exposure to school health education than had been assumed and had more positive attitudes towards the subject area than indicated by other studies into school health education. Many reported having had sexuality education and drug and alcohol programmes, but these were commonly described in contexts of safety rules and risk avoidance behaviours. Participants had greater understanding of and more exposure to mental health education than had been predicted. Those aged 20 years and younger reported significantly greater exposure to a range of school health education topics than did those aged 21-30 years or 30+ years. This difference is attributed to the younger participants receiving health education based on the Health and Physical Education in the New Zealand Curriculum, introduced into schools in 1999. (+info)
Developing health science students into integrated health professionals: a practical tool for learning.
(52/130)
BACKGROUND: An integrated sense of professionalism enables health professionals to draw on relevant knowledge in context and to apply a set of professional responsibilities and ethical principles in the midst of changing work environments 12. Inculcating professionalism is therefore a critical goal of health professional education. Two multi-professional courses for first year Health Science students at the University of Cape Town, South Africa aim to lay the foundation for becoming an integrated health professional 3. In these courses a diagram depicting the domains of the integrated health professional is used to focus the content of small group experiential exercises towards an appreciation of professionalism. The diagram serves as an organising framework for conceptualising an emerging professional identity and for directing learning towards the domains of 'self as professional' 45. OBJECTIVE: This paper describes how a diagrammatic representation of the core elements of an integrated health professional is used as a template for framing course content and for organising student learning. Based on the assumption that all health care professionals should be knowledgeable, empathic and reflective, the diagram provides students and educators with a visual tool for investigating the subjective and objective dimensions of professionalism. The use of the diagram as an integrating point of reference for individual and small group learning is described and substantiated with relevant literature. CONCLUSION: The authors have applied the diagram with positive impact for the past six years with students and educators reporting that "it just makes sense". The article includes plans for formal evaluation. Evaluation to date is based on preliminary, informal feedback on the value of the diagram as a tool for capturing the domains of professionalism at an early stage in the undergraduate education of health professional students. (+info)
Building, using, and maximizing the impact of concept inventories in the biological sciences: report on a National Science Foundation sponsored conference on the construction of concept inventories in the biological sciences.
(53/130)
The meeting "Conceptual Assessment in the Biological Sciences" was held March 3-4, 2007, in Boulder, Colorado. Sponsored by the National Science Foundation and hosted by University of Colorado, Boulder's Biology Concept Inventory Team, the meeting drew together 21 participants from 13 institutions, all of whom had received National Science Foundation funding for biology education. Topics of interest included Introductory Biology, Genetics, Evolution, Ecology, and the Nature of Science. The goal of the meeting was to organize and leverage current efforts to develop concept inventories for each of these topics. These diagnostic tools are inspired by the success of the Force Concept Inventory, developed by the community of physics educators to identify student misconceptions about Newtonian mechanics. By working together, participants hope to lessen the risk that groups might develop competing rather than complementary inventories. (+info)
Effective use of course management systems to enhance student learning: Experimental Biology 2007.
(54/130)
Course management systems are software packages that support teaching and learning by providing web-based tools, services, and resources. Electronic course management can facilitate course organization, teaching delivery, communication, collaboration, and assessment. This article reports on a symposium on the use of course management systems, presented by the Teaching of Physiology Section of the American Physiological Society, at the Experimental Biology Meeting of 2007. (+info)
Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop.
(55/130)
Twenty-one biology teachers from a variety of disciplines (genetics, ecology, physiology, biochemistry, etc.) met at the University of Colorado to begin discussions about approaches to assessing students' conceptual understanding of biology. We considered what is meant by a "concept" in biology, what the important biological concepts might be, and how to go about developing assessment items about these concepts. We also began the task of creating a community of biologists interested in facilitating meaningful learning in biology. Input from the physiology education community is essential in the process of developing conceptual assessments for physiology. (+info)
Two interactive Bioinformatics courses at the Bielefeld University Bioinformatics Server.
(56/130)