Leadership in education and the strategy of the dolphin.
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Administrative Personnel↗
Biomedical subjects
R M Harden
Publications and source records attributed to R M Harden.
Developments in outcome-based education.
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Education, Medical↗
The Scottish doctor--learning outcomes for the medical undergraduate in Scotland: a foundation for competent and reflective practitioners.
This paper describes a set of learning outcomes that clearly define the abilities of medical graduates from any of the five Scottish medical schools. The outcomes are divided into 12 domains that fit into one of three essential elements for the competent and reflective medical practitioner.
Clinical Competence↗
An international virtual medical school (IVIMEDS): the future for medical education?
The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web have the potential of changing the face of higher education. There are also demands in medical education for greater globalization, for the development of a common core curriculum, for improving access to training, for more flexible and student-centred training programmes including programmes with multi-professional elements and for maintaining quality while increasing student numbers and working within financial constraints. An international virtual medical school (IVIMEDS) with a high-quality education programme embodying a hybrid model of a blended curriculum of innovative e-learning approaches and the best of traditional face-to-face teaching is one response to these challenges. Fifty leading international medical schools and institutions are participating in a feasibility study. This is exploring: innovative thinking and approaches to the new learning technologies including e-learning and virtual reality; new approaches to curriculum planning and mapping and advanced instructional design based on the use of 'reusable learning objects'; an international perspective on medical education which takes into account the trend to globalization; a flexible curriculum which meets the needs of different students and has the potential of increasing access to medicine.
Canada↗
Learning outcomes and instructional objectives: is there a difference?
Learning outcomes are broad statements of what is achieved and assessed at the end of a course of study. The concept of learning outcomes and outcome-based education is high on today's education agenda. The idea has features in common with the move to instructional objectives which became fashionable in the 1960s, but which never had the impact on education practice that it merited. Five important differences between learning outcomes and instructional objectives can be recognized: (1) Learning outcomes, if set out appropriately, are intuitive and user friendly. They can be used easily in curriculum planning, in teaching and learning and in assessment. (2) Learning outcomes are broad statements and are usually designed round a framework of 8-12 higher order outcomes. (3) The outcomes recognize the authentic interaction and integration in clinical practice of knowledge, skills and attitudes and the artificiality of separating these. (4) Learning outcomes represent what is achieved and assessed at the end of a course of study and not only the aspirations or what is intended to be achieved. (5) A design-down approach encourages ownership of the outcomes by teachers and students.
Clinical Competence↗
E-learning and all that jazz.
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Education, Distance↗
A framework for developing excellence as a clinical educator.
The current emphasis on providing quality undergraduate and postgraduate medical education has focused attention on the educational responsibilities of all doctors. There is a greater awareness of the need to train doctors as educators and courses have been set up to satisfy this need. Some courses, such as those on how to conduct appraisal, are specific to one task facing a medical educator. Other courses take a broader view and relate educational theory to practice. In this paper we describe an outcome-based approach in which competence in teaching is defined in terms of 12 learning outcomes. The framework provides a holistic approach to the roles of the teacher and supports the professionalism of teaching. Such a framework provides the basis for the development of a curriculum for teaching excellence. It helps to define important competences for different categories of teachers, communicate the areas to be addressed in a course, identify gaps in course provision, evaluate courses, assist in staff planning and allow individuals to assess their personal learning needs. The framework is presented to encourage wider debate.
Curriculum↗
The integration ladder: a tool for curriculum planning and evaluation.
Integration has been accepted as an important educational strategy in medical education. Discussions about integration, however, are often polarized with some teachers in favour and others against integrated teaching. This paper describes 11 points on a continuum between the two extremes. * Isolation * Awareness * Harmonization * Nesting * Temporal co-ordination * Sharing * Correlation * Complementary * Multi-disciplinary * Inter-disciplinary * Trans-disciplinary As one moves up the ladder, there is less emphasis on the role of disciplines, an increasing requirement for a central curriculum, organizational structure and a requirement for greater participation by staff in curriculum discussions and planning. The integration ladder is a useful tool for the medical teacher and can be used as an aid in planning, implementing and evaluating the medical curriculum.
Curriculum↗
Seven years on: distance learning courses for first level registered nurses and midwives.
There is a recognized need to increase the accessibility and flexibility of post-registration course provision for first level registered nurses and midwives. Distance learning courses were developed and implemented at the University of Dundee in response to this need. The courses provide a range of learning opportunities from single module certificate courses to Bachelor, Honours and Masters level studies. The courses are well received by nurses and midwives and experience, over the last 7 years, has highlighted important aspects for distance learning education for both professional groups. Different educational strategies such as Work-based Learning and Problem-based Learning are incorporated into distance learning course design to facilitate the integration of theory and practice and develop cognitive and meta-cognitive skills. The relationship between course assessment and clinical environment is also a key feature of course design, with assessment methods built around work-based learning opportunities in clinical practice. Experience has shown that students require support throughout the learning process. This is achieved through text-based study guides and a range of other support strategies. It is concluded that distance learning can be individualized to meet the professional and personal needs of students and provide quality, flexible learning opportunities for nurses and midwives, facilitating practice development and benefiting patient care.
Education, Distance↗
Effect of the high-affinity estrogen receptor ligand ICI 182,780 on the rat tibia.
We examined the specificity of the steroidal antiestrogen ICI 182,780 (ICI) on bone and reproductive tissues in adult and growing female rats. Using a 1.5-mg/kg dose (s.c.), we evaluated the effects of ICI on the bone, body weight, uterine weight, serum cholesterol, and serum estradiol in either adult and/or growing rats. ICI increased serum estradiol cholesterol in ovary-intact rats, had no effect on uterine weight in ovariectomized rats, and resulted in uterine atrophy in ovary-intact animals comparable with ovariectomy. In contrast, ICI had no effect on body weight. In bone, ICI significantly increased the rate of periosteal bone formation in long bones of growing and mature female rats. In contrast, ICI had no effect on longitudinal bone growth in rapidly growing rats. When ICI was administered to mature rats with or without ovaries, two-factor ANOVA revealed significant interaction (P < or = 0.05) between ovariectomy and ICI treatment for cancellous bone area and labeled bone perimeter. ICI increased skeletal indices of bone turnover in the cancellous bone of ovary-intact rats but reduced these indices of bone turnover in the cancellous bone of ovariectomized rats. The increase in bone turnover was associated with a reduction in cancellous bone area in the ovary-intact rats. A reduction in bone turnover was similarly associated with an increase in bone area in the ICI-treated ovariectomized rats. In summary, ICI exhibited complete estrogen antagonism in cortical and cancellous bone, partial agonism in cancellous bone, and no activity on tibial longitudinal growth rate of growing ovary-intact rats. The effects in adult rats were influenced by circulating levels of estradiol. ICI had no activity on body weight and complete antagonism on uterine weight. These results demonstrate that a ligand with high binding affinity to the estrogen receptor(s) can elicit an array of estrogen-mediated regulation of bone metabolism.
Animals↗
The new Dundee medical curriculum: a whole that is greater than the sum of the parts.
The medical undergraduate curriculum at the University of Dundee has evolved in response to changing needs. The new curriculum, introduced in 1995, combines idealism and pragmatism. Underpinning it is the concept that the curriculum is an educational programme where the whole is greater than the sum of the parts. The concepts contributing to this are: the spiral nature of the curriculum, with its three interlocking phases; a body-system-based approach, with themes running through the curriculum, providing a focus for the students' learning; a core curriculum with special study modules or options; the educational strategies adopted, including elements of problem-based and community-based learning and approaches to teaching and learning that encourage the students to take more responsibility for their own learning; an approach to assessment which emphasizes the overall objectives of the course; an organization and management of the curriculum; and an allocation of resources designed to support the educational philosophy.
Community Medicine↗
Continuing medical education case study series. An innovative programme for general practitioners on malignant melanoma.
Increasing interest in continuing medical education is reflected in greater demand for educational programmes. Content and educational strategies should be appropriate to the needs of the target audience. Proper matching of content and strategies to target needs of users requires the instructional design to be carefully planned and based on a needs-assessment study. We illustrate the influence of educational needs on content and learning strategies through an educational programme for general practitioners on the subject of malignant melanoma. Its design includes: i. a trigger leaflet; ii. a core text; iii. a set of interactive case studies; iv. a job-aid card; v. a follow-up leaflet; and vi. recorded messages available by telephone. It addressed, in particular, the key decision to be taken by the general practitioner: 'When should I refer a patient with a suspected early melanoma: when should I merely reassure the patient?' Doctors were invited, in the programme, to make decisions about referral of patients. They received immediate feedback on their decisions. Various strategies reinforced this feedback.
Diagnosis, Differential↗
Progress in medical education.
Progress in implementing the World Federation for Medical Education Edinburgh Recommendations in all three phases of education--undergraduate, postgraduate and continuing--is dependent upon recognition of the need to manage dissatisfaction with the present, to have appropriate visions for the future, to have a management strategy for implementing change and to be cost-effective. The extent to which progress can be anticipated is reflected in the formula: Change = (Dissatisfaction x Vision x Process) > Cost We have to aim for a curriculum that will be more convenient, relevant, individualized to the need of each student or trainee, diagnostic--emphasizing self-assessment, interesting--taking account of motivation of students and doctors, systematic or planned and allowing for speculation and a consideration of the grey areas or uncertainties of medicine as well as the certainties.
Curriculum↗
An overview of educational issues in planning for Calman.
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Education, Medical, Graduate↗
An 'interactive' poster display.
Posters are a commonly used method of communication at scientific meetings. How can a significant amount of information be provided on a limited surface area, in a manner that will interest the viewer? This article describes a simple and inexpensive answer. By being interactive, a poster display overcomes the problems normally associated with posters.
Audiovisual Aids↗
General dental practitioners' needs for continuing education on the management of fissure caries.
A process of identifying GDPs' perceptions of their needs for continuing education on one topic area is described. The method employed a combination of two traditional approaches for assessing educational needs, the so-called 'wisemen' approach and interviews with members of the target audience. The process identified three groups of GDPs with differing educational needs. Their perceptions of their educational needs are described, and the advantages and disadvantages of the process discussed and compared with other methods of assessing educational needs. The study confirmed the importance of identifying educational needs in the development of an educational programme.
Dental Fissures↗
GDPs' and specialists' decisions in the management of fissure caries.
As part of a continuing education programme in dentistry, four specialists and 27 selected general dental practitioners were asked to rate 58 clinical management options relating to fissure caries in six simulated patient management problems called challenges. Their ratings are presented and the advantages and disadvantages of the approach are discussed. Areas of agreement and disagreement are highlighted and possible reasons for these explored.
Composite Resins↗
Continuing education for general dental practitioners using a printed distance learning programme.
This paper describes the development of a printed distance learning programme by a coordinated team approach. The programme has two components, a resource book and three patient management problem leaflets or challenges and is designed to update general dental practitioners on the management of fissure caries. It includes strategies to meet the educational needs of three groups of general dental practitioners with different educational requirements. It is concluded that the approach described meets the CRISIS criteria for effective continuing education and offers a useful approach to distance learning in dentistry.
Education, Dental, Continuing↗