PubMed · 14603616
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Frith Rayner. Will virtual learning make the grade?. https://pubmed.ncbi.nlm.nih.gov/14603616/
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Fungi are important and hyperdiverse organisms, yet chronically understudied. Most fungal clades have no reference genomes, impeding our understanding of their ecosystem functions and use as solutions in health and biotechnology. Also, opportunities for training in fungal biology and genomics are lacking, creating a bottleneck that hinders the recruitment and cultivation of a talented future mycological workforce. To address these issues, we developed Myco-Ed, an educational program offering training and scientific contributions through genome sequencing and analysis. Myco-Ed empowers students to pursue careers in fungal biology while improving fungal resources. Myco-Ed has been piloted at 12 institutions (15 classrooms) ranging from online e-Campuses to R1 universities, resulting in hundreds of fungal observations and many new high-quality reference genomes.
The purpose of this article is to explore the ambiguous position of sister tutors, within the nursing and hospital hierarchy between 1918 and 1960. The function of the sister tutor was to train the probationers (student nurses). However, I will argue that the students' education was to come second to the service needs of the hospital, the authority of the matron and desire of the medical profession to maintain control over the nursing curriculum and nursing practice. Therefore sister tutors were caught 'in-between' several opposing forces which together militated against the individual sister tutor's work and the ability of the nursing profession to recruit adequate numbers of senior nurses into the classroom. The recruitment issue was further hampered by the widespread knowledge that much of the sister tutor's work was not student education at all, but organising lectures by medical staff and marking students' notes. In order to gauge the 'official' attitudes to the sister tutors and also the experiences of those who either worked as sister tutors or were taught by them, I used both archival and oral evidence in the research for this article. Pseudonyms have been used throughout for the oral history respondents.
AIMS AND OBJECTIVES: This paper assesses the current internal assessment and BDS examination of undergraduate orthodontics in UK dental schools, the changes which have occurred in the last three years, and future changes proposed. METHOD: Questionnaires were emailed to the undergraduate orthodontic course leaders in each of the UK dental schools. Twelve dental schools agreed to participate in the survey. Responses were checked for completeness, summarised and sent back to individual course leaders to verify. These verified responses were then analysed. RESULTS: There was a wide variation in the form and content of the in-course assessment and the BDS examination in the 12 UK dental schools. The in-course assessment varied from minimal to extensive, and in its percentage contribution to BDS. The use of written, clinical, and particularly patient treatment and laboratory assessments varied considerably from school to school. The format of the BDS examination varied in the number, type and timing of written examinations, in the number of students examined clinically, and in the use of additional examinations of viva, case presentation, or OSCE. CONCLUSIONS: Comparison of undergraduate orthodontic courses in UK dental schools revealed a wide variation in student assessment and examination. Current orthodontic internal assessments are inconsistent with no common pattern across the courses, and inconsistencies also exist in the BDS examination. Guidelines for orthodontic assessment and examination are needed to ensure standards and consistency in UK dental schools in the future.