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At least 127 records · Page 7Linked to original sources
PubMed1996

Decision making in quasi-markets: a pedagogic analysis.

The objective of the 1991 NHS reforms was to reduce "excessive" vertical integration by constructing a quasi-market in which incentive structures and increased availability of information would enable decision makers make better use of resources. There is, however, no overall framework in which to consider the welfare gains which result from the introduction of a quasi-market or the welfare losses which arise from distortions in a quasi-market. This paper offers an analysis which can be applied to illustrate the difficulty of estimating the welfare loss from cream skimming and also to consider the impact of local monopoly.

Budgets↗
PubMed2005

Practical applicability of the Jarzynski relation in statistical mechanics: a pedagogical example.

We suggest and discuss a simple model of an ideal gas under the piston to gain an insight into the workings of the Jarzynski identity connecting the average exponential of the work over the nonequilibrium trajectories with the equilibrium free energy. We show that the identity is valid for our system, due to the very rapid molecules belonging to the tail of the Maxwell distribution. For the most interesting extreme, when the system volume is large, while the piston is moving with great speed (compared to thermal velocity) for a very short time, the necessary number of independent experimental runs to obtain a reasonable approximation for the free energy from averaging the nonequilibrium work grows exponentially with the system size.

Journal Article↗
PubMed2001

Learning oral presentation skills: a rhetorical analysis with pedagogical and professional implications.

OBJECTIVE: Oral presentation skills are central to physician-physician communication; however, little is known about how these skills are learned. Rhetoric is a social science which studies communication in terms of context and explores the action of language on knowledge, attitudes, and values. It has not previously been applied to medical discourse. We used rhetorical principles to qualitatively study how students learn oral presentation skills and what professional values are communicated in this process. DESIGN: Descriptive study. SETTING: Inpatient general medicine service in a university-affiliated public hospital. PARTICIPANTS: Twelve third-year medical students during their internal medicine clerkship and 14 teachers. MEASUREMENTS: One-hundred sixty hours of ethnographic observation. including 73 oral presentations on rounds. Discoursed-based interviews of 8 students and 10 teachers. Data were qualitatively analyzed to uncover recurrent patterns of communication. MAIN RESULTS: Students and teachers had different perceptions of the purpose of oral presentation, and this was reflected in performance. Students described and conducted the presentation as a rule-based, data-storage activity governed by "order" and "structure." Teachers approached the presentation as a flexible means of "communication" and a method for "constructing" the details of a case into a diagnostic or therapeutic plan. Although most teachers viewed oral presentations rhetorically (sensitive to context), most feedback that students received was implicit and acontextual, with little guidance provided for determining relevant content. This led to dysfunctional generalizations by students, sometimes resulting in worse communication skills (e.g., comment "be brief" resulted in reading faster rather than editing) and unintended value acquisition (e.g., request for less social history interpreted as social history never relevant). CONCLUSIONS: Students learn oral presentation by trial and error rather than through teaching of an explicit rhetorical model. This may delay development of effective communication skills and result in acquisition of unintended professional values. Teaching and learning of oral presentation skills may be improved by emphasizing that context determines content and by making explicit the tacit rules of presentation.

Communication↗
PubMed1999

Enhancing clinician provision of informed consent and counseling: some pedagogical strategies.

Although long touted as an ethical and legal requirement, some clinicians still seem to offer less than fully adequate informed consent processes; similarly the counseling of patients and families, particularly about post-intervention scenarios, is often perfunctory at best. Keyed to a narrative of a patient's experience with surgery for a deviated septum, this article reflects on why such less than adequate clinician behaviors tend to occur and what might be done about them. Certain legal misconceptions about informed consent are highlighted in this reflection, as well as why certain clinicians seem to take such a narrow view of their responsibilities to patients. Further reference in this regard is also made to a recently constructed module on informed consent for medical residents. In it, though legal requirements for informed consent are reviewed, the basic perspective taken regards informed consent as a clinical intervention that pursues certain basic goods and values, only one of which lies in determining when legal closure for such processes has occurred.

Counseling↗
PubMed2003

A case study of methods used to tackle a common pedagogic problem in medical and dental education: time pressure.

This case study describes how the common problems of time shortage, factual overload and curriculum overcrowding were tackled in one context, using good practice guidelines. It examines the impact of two hours of intensive, interactive teaching on the knowledge and attitudes of senior medical undergraduates at one United Kingdom school, and the effectiveness of two different ways of presenting information. The session raised student awareness of the importance to medical practice of the topic. There were statistically significant increases in the ability and knowledge of students over the period, as self-rated by students and assessed by the teacher; results of the impact on learning outcomes of different versions of a handout were not statistically significant. Further research on modes of presentation of information and their impact on forming and accessing illness scripts is suggested. Minority subjects in potentially overcrowded, time-pressured curricula can be effectively introduced in short time slots.

Clinical Competence↗
PubMed1993

The development of curricular knowledge: a case of problematic pedagogical content knowledge during advanced knowledge acquisition.

The study examined what and how 12 K-8 physical education teacher education (PETE) majors learned about a movement approach that was discrepant from their experiences with physical education. This article describes one portion of the findings: what and how PETE majors learned about a movement approach to game play/strategy and mechanisms of advanced knowledge acquisition that contributed to confusion about this topic. Analytic induction and constant comparison were used to analyze qualitative data from interviews, observations, and relevant documents. Eleven PETE majors initially maintained partial or inaccurate conceptions about a movement approach to game play/strategy or taught this content in ways that were inconsistent with their goals for physical education, their knowledge about learning and teaching game skills, and the information presented by faculty and cooperating teachers. Interacting with students' prior knowledge and what and how faculty taught, the following learning mechanisms contributed to confusion: (a) overgeneralizing a contrast between a movement and traditional approach, (b) forming associations prior to adequate differentiation, and (c) overrelying on bottom-up thinking when initially developing lesson/unit progressions.

Curriculum↗
PubMed2003

Defining 'open throat' through content analysis of experts' pedagogical practices.

'Open throat' is a term regularly used in the singing studio, but agreement across pedagogues as to its definition and function has not yet been assessed. Fifteen expert singing pedagogues participated in a qualitative study involving a semi-structured interview to explore current thinking regarding terminology, pedagogy, sound quality and the perceived physiology to achieve open throat, as used in the singing studio. Most teachers included the use of the technique as a fundamental in singing training, and were positive about the sound quality it achieved, especially in classical singing. The purpose of the technique was described as a way of maximizing pharyngeal space and/or achieving abduction of the ventricular folds.

Adult↗
PubMed2006

The practical and pedagogical advantages of an ambigraphic nucleic acid notation.

The universally applied IUPAC notation for nucleic acids was adopted primarily to facilitate the mental association of G, A, T, C, and the related ambiguity characters with the bases they represent. However it is possible to create a notation that offers greater support for the basic manipulations and analyses to which genetic sequences frequently are subjected. By designing a nucleic acid notation around ambigrams, it is possible to simplify the frequently applied process of reverse complementation and aid the visualization of palindromes. The ambigraphic notation presented here also uses common orthographic features such as stems and loops to highlight guanine and cytosine rich regions, support the derivation of ambiguity characters, and aid educators in teaching the fundamentals of molecular genetics.

Adenine↗
PubMed2002

Nuclear democracy. Political engagement, pedagogical reform, and particle physics in postwar America.

The influential Berkeley theoretical physicist Geoffrey Chew renounced the reigning approach to the study of subatomic particles in the early 1960s. The standard approach relied on a rigid division between elementary and composite particles. Partly on the basis of his new interpretation of Feynman diagrams, Chew called instead for a "nuclear democracy" that would erase this division, treating all nuclear particles on an equal footing. In developing his rival approach, which came to dominate studies of the strong nuclear force throughout the 1960s, Chew drew on intellectual resources culled from his own political activities and his attempts to reform how graduate students in physics would be trained.

History↗