An analysis of the concept of experiential learning indicates that it is the product of reflection upon experience, with the nature of the reflection and the quality of the experience, being ...significant to the overall learning. The outcomes of experiential learning appear to be diverse; ranging from the acquisition of a new skill or personal development through to social consciousness raising. A framework for experiential learning is produced which identifies factors that facilitate learning and those which act as barriers. The relationship between the facilitation of learning and coaching is identified.
Patient safety (PS) and quality improvement (QI) are among the highest priorities for all health systems. Resident physicians are often at the front lines of providing care for patients. In many ...instances, however, QI and PS initiatives exclude trainees. By aligning the goals of the health system with those of the residency program to engage residents in QI and PS projects, there is a unique opportunity to fulfill both a corporate and educational mission to improve patient care. Here, the authors briefly describe one residency program's educational curriculum to provide foundational knowledge in QI and PS to all its trainees and highlight a resident team-based project that applied principles of lean thinking to evaluate the process of responding to an in-hospital cardiopulmonary arrest. This approach provided residents with a practical experience but also presented an opportunity for trainees to align with the health system's approach to improving quality and safety.
Correspondence: Mutasim E. Ibrahim, College of Medicine, University of Bisha, Saudi Arabia E-mail: meibrahim@ub.edu.sa Accepted: March 18, 2018 Introduction Due to the current changes in healthcare ...realities and the continuing expansion of knowledge, there is an increasing demand for cognitive and problem-solving abilities to recognize patient and society's needs.1,2 The health needs might be accomplished by making changes in traditional learning strategies to a more student-centered approach and utilizing flexible educational strategies as well as problem-based learning (PBL).2 The educational goals of PBL allow students to integrate basic science knowledge into the solution of clinical problems and ultimately serve better the future patient.3,4 In this article, we explore our experience in implementation of a hybrid PBL curriculum at the University of Bisha, College of Medicine (UBCOM), Saudi Arabia. Current status of medical education The call for reform of medical curricula in Saudi Arabia took place in 2000, based on current trends in education to meet the requirements of global medical education standards and accreditation.5 The goals of these requirements were to emphasize the meaning and understanding of concepts and principles; integrate the teaching of different disciplines in basic sciences, provide early clinical exposure; and enhance clinical skills learning.6 In light of these demands, Saudi's medical schools have undertaken significant steps to update their medical education systems.6 However, with changes in clinical practice and social demands, there is a need to move towards an innovative and integrated student-centered curricula.7 PBL is an educational approach designed to achieve these diverse goals.8 In Saudi Arabia, PBL was first adopted by Qassim medical school in 2001, followed by several medical colleges making efforts to explore their own curricula.6 UBCOM was established in 2014 with the underlying principle of contributing to development of health status in Saudi Arabia. Issues and challenges Students who joined UBCOM were taught in traditional teacher-directed classrooms during high school and first year that may affect their contribution and performance in the PBL during Phase I. It has been found that the beginning of the PBL process in medical school is the most challenging phase because there were weak group dynamics and no 'spoon-feeding' from lecturers.9 This emphasizes the importance of orientation and training workshop for the students to cross the bridge from traditional method to innovative PBL approach. Due to the shortage of subject expertise in medical education, only a few faculty members have written the majority of the scenarios used in the college. ...top priority must be given to recruitment of medical education experts as well as designing a PBL training program for faculty which includes a session on scenario writing.
Background:
Throughout the Western world, the fallout from the standards/standardization agenda has resulted in potential leaders questioning educational leadership as a career path. Moreover, the ...aging of the baby boom generation has created a shortage of qualified principals in many educational jurisdictions. Policy makers have responded to these twin pressures by initiating major programs to identify, recruit, and prepare future leaders. Leadership succession, whether planned or unplanned, has become an accelerated and cumulative process that is including people of increasing levels of inexperience. Succession is now a chronic process rather than an episodic crisis.
Purpose:
This article argues that succession is not the key issue. What is crucial is the degree of autonomy that principals can exercise on behalf of their school community.
Findings:
During the 30 years of the Change Over Time? study (described elsewhere), we have seen this autonomy eroded to the point that leaders have become managers of systems’ agendas rather than serving their schools and students. Staff members have become cynical about both leaders and leadership succession in the face of cumulative and accelerated succession and perceived changes in their principals’ roles and obligations—increasing the degree of resistance to change. Only when young people begin to see that leadership roles in schools once again make a difference to students learning not just test scores, then quality leaders will emerge and effective succession planning policies developed.
The general goal of this research is to study the rate of realization of the dimensions of the learning organization in University of Tehran. This study is the type of survey and descriptive ...research. The statistical society of the present study includes the personnel working in University of Tehran and according to the recent statistics in the year 2011’the number of them is 130 people. In this study the sample volume selected based on the society volume. The data collecting materials are researcher made questionnaire. Kalmogruff-smirnuf test and the of variances loan test parametric tests including t- test were used to data analysis. The findings show that the personnel of University of Tehran have made personal skill and intellectual pattern dimensions higher than mid-level, common landscape and collective learning and systematic thought lower than mid-level. Meanwhile, the rate of realizing the dimensions of learner Organization University of Tehran has been lower than middle level. Results of the present study shows that the University of Tehran which are the part of the sport organizations of the country are far from the principles of the learning organization’considering its structural and management characteristics which is affected by the management structure in Iran.
The refined sugar processing industry is crucial for a nation's economy as it ensures the continuous availability of sugar for the food, beverage, and pharmaceutical industries, both domestically and ...internationally, leading to increased demand. Data indicates an annual increase of around 200,000 metric tons for domestic production in Indonesia. To meet this growing demand and industry changes, companies must seize opportunities by becoming learning organizations. This study evaluates the formation of a learning organization at PT. XYZ, examining external factors like politics, economy, society, and technology, and internal factors such as personal mastery, mental models, shared vision, team learning, and systemic thinking. The process uses SWOT analysis for both external and internal factors. Using a case study method, data were collected through in-depth interviews, observation, and secondary data. Interviewees included three individuals: a Factory Manager, a Division Head, a Manager, and a Section Head, focusing on both external and internal factors. The descriptive qualitative method revealed nine strategies, analyzed using EFE, IFE, IE, and SWOT matrices, and prioritized with the Quantitative Strategic Planning Matrix (QSPM). The highest priority strategy was team learning optimization with PDCA, QCC, CFT (Improvement), and Performance Review, Reward & Punishment, scoring a STAS of 3.93. This research offers evaluation and strategic guidance for forming learning organizations, supporting companies in capturing market growth opportunities and adapting to changes.
While problem-based learning (PBL) has been widely implemented in medical education, it has been acknowledged to be resource-intensive, particularly in terms of academics' time. In some institutions, ...such as Bond University (Australia), casual facilitators have been employed (paid hourly) to oversee the PBL tutorials. Apart from considerable experience as PBL facilitators, they also have expertise as allied health professionals or biomedical scientists. Several facilitators have educational qualifications. Recognising that their roles have expanded beyond the PBL tutorial room, we canvassed PBL facilitators in terms of their contributions to Bond University's medical programme. We can report that our facilitators have contributed to the renewal of Bond's medical programme, from design (e.g. curriculum structure, case-writing) to PBL case reviews. They are also involved in formative and summative assessment. Facilitators identified that, because of their prolonged involvement with the students in small groups, they consider themselves more than facilitators of student learning. They are role models and personal guides. Recognising the value these casually employed facilitators have added to our medical programme, we will continue to develop their skills in, for example, reviewing cases and assessment. We recommend that if institutions do employ casual facilitators, their expertise and experience can add value to the curriculum and to students' experience.
Service-learning (SL) is one educational methodology that provides students opportunities to practice and refine affective, cognitive and psychomotor skills in a community-based setting. PURPOSE: The ...aims of this study were: 1) to investigate the impact of SL on physical therapy
(PT) students' attitudes and perceived clinical competence when working with older adults, and 2) to evaluate the difference between perceptions of students who developed and implemented the SL activity vs those who implemented only. METHODS: Eighty PT students, (from two consecutive
cohorts) enrolled in a first-year geriatrics course, participated in this study. The first cohort designed and implemented the SL activities, while the second cohort only implemented these activities. Student self-perceived anxiety, confidence, knowledge and skills were assessed by pre- and
post-SL surveys using a 5-point Likert-like scale. RESULTS: Both cohorts reported similar anxiety and confidence levels pre-SL. For both cohorts, with the exception of one item, all responses to anxiety items significantly decreased from pre- to post-SL. All students' confidence levels
for assessing and mitigating fall risk in older adults increased post-SL (p<0.01). Moreover, students in cohort 1, who designed and delivered SL activities, expressed self-perceived improvement in their ability to interpret results of evaluations, to determine type and severity of
balance impairments, and to serve a geriatric population (p<0.05) compared to students in cohort 2 who only implemented the activities. CONCLUSION: Embedding SL into a geriatrics course decreased self-perceived anxiety and improved student confidence regarding working with
older adults. Also, empowering students to be actively involved in the design and implementation of SL increased self-perceived ability in interpreting results from assessments. J Allied Health 2017; 46(3):e51-e58.
To assess the impact of a comprehensive preceptor development program.
A comprehensive preceptor development program was designed that included live and recorded online programming, a preceptor ...manual, a preceptor newsletter, live events (local and regional), and one-on-one practice site visits.
Over 5,000 evaluations (1,900 pre-implementation and 3,160 post-implementation) of preceptor performance were completed by students. Students rated preceptors higher in items related to providing helpful midpoint and final evaluations after program implementation. Over 1,000 Web-based preceptor development activities were completed by preceptors from 2007 to 2011. Preceptors felt activities enhanced their current knowledge, skills, attitudes, and values, and more than 90% felt the core development activities would improve their current practice.
A comprehensive approach to preceptor development that offered a variety of development and training opportunities received positive evaluations from preceptors and resulted in improved student evaluations of preceptors. A comprehensive development program should be made available to preceptors to foster their continuing professional development.
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