Qualitätssicherung im österreichischen Hochschulsystem     

Anke Hanft  Alexander Kohler 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(3):83-93

Die ?sterreichischen Universit?ten und Fachhochschulen sind gesetzlich dazu aufgefordert, interne Qualit?tssicherungsprozesse und -systeme zu entwickeln. Der Grundsatz der Erstverantwortlichkeit der Hochschulen für die Sicherung von Qualit?t in Lehre, Forschung und Organisation tr?gt der Hochschulautonomie Rechnung, und er kommt durch die im Zuge des Bologna-Prozesses vereinbarten Europ?ischen Standards der Qualit?tssicherung zum Ausdruck. Als Qualit?tssicherungsagentur für den gesamten Hochschulbereich in ?sterreich bietet die AQA Universit?ten und Fachhochschulen externe Begleitung, vermittelt unabh?ngige Expertise und führt Evaluierungen durch. Die AQA hat ihre Leistungen und Verfahren auf Grundlage europ?ischer Standards der externen Qualit?tssicherung für Universit?ten und Fachhochschulen entwickelt. Die Verfahren der AQA stellen die hochschulinterne Qualit?tskultur in den Mittelpunkt: Basierend auf den Erfahrungen mit externen Evaluierungsverfahren und des Hochschulvergleichen, welche die AQA seit 2004 durchgeführt hat, implementiert die Agentur nun ein Verfahren, welches das hochschulinterne Qualit?tsmanagement st?rken soll und den Hochschulen l?ngerfristig eine Zertifizierung ihres Qualit?tsmanagements bietet. Die AQA stellt hierfür die Expertise internationaler Expertinnen und Experten zu Themen des Hochschulmanagements bereit und nutzt Kooperationen mit anderen Qualit?tssicherungsagenturen. Auf l?ngere Sicht k?nnte ein prozessorientiertes "Quality Audit"-Verfahren eine Referenz der externen Qualit?tssicherung für den gesamten ?sterreichischen Hochschulbereich darstellen.  相似文献   

A semester-long student-directed research project involving enzyme immunoassay: appropriate for immunology, endocrinology, or neuroscience courses     

Ramos Goyette S  DeLuca J 《CBE life sciences education》2007,6(4):332-342

The following project aimed at promoting integrated and long-lasting learning is described for an Immunology course, but it may be adapted to other disciplines. Students were asked to develop and carry out a research project to examine the relationship between immune function and stress. The experiments were required to include the assessment of salivary cortisol and salivary IgA (sIgA) with enzyme immunoassays. All other aspects of the experiments were developed by student groups with appropriate guidance from the instructor. Data are presented for one group project that assessed the effect of music on cortisol and sIgA. Overall levels of sIgA and cortisol were consistent with reported values. Students found a significant decrease in cortisol over time. Additionally, there was a trend that supported the overall student hypothesis regarding the effect of stress and immune function. Compared with the same Immunology course that included an instructor-designed experiment using enzyme immunoassays for cortisol and sIgA, several assessments (e.g., final grades and comments on student evaluations) show that overall learning seemed to be much better in the course with the student-directed research project.  相似文献   

Factors underlying students' decisions to use mobile devices in clinical settings     

Amanda Harrison  Megan Phelps  Arany Nerminathan  Shirley Alexander  Karen M. Scott 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):531-545

University policies prohibiting use of mobile devices by medical students during clinical placements are contradicted by regular use by physicians. Consequently, many students use their mobile devices, which can be beneficial for learning but may put patient privacy at risk. This study explores the reasons underlying students' decisions about using mobile devices in clinical settings. We used a mixed-methods sequential explanatory design involving a questionnaire and focus groups. Qualitative data from the questionnaire and focus groups was analysed through thematic analysis. We found students were aware of the risks mobile devices posed to professionalism and medical practice. Despite prohibitions, many made individual decisions to use mobile devices because the benefits outweighed the risks. These students were influenced by an organised, strategic approach to learning and a motivation to comply with the beliefs and behaviours of their medical teams and conform to physicians' directives in order to participate in their community of practice. Many students appear to be transferring everyday use of mobile devices to clinical settings. There is a need to understand and promote aspects of learning that are enhanced by mobile devices in clinical settings, while articulating clear guidelines and boundaries compatible with the professional behaviour expected of students.  相似文献   

Wendell Berry on Education: A Cultural Inheritance of Care     

Jane M. Schreck 《Educational Studies A Journal of the American Educational Studies Association》2019,55(3):315-326

Although recognized for his wisdom on issues of agriculture, ecology, economics, and theology, writer Wendell Berry has been largely ignored for his thinking on education. Yet the same good sense and clear thinking that he applies to other areas of thought can be seen also in his writings on education. This article reviews what scholars have observed about Berry’s ideas on education, and then contextualizes his thinking through a comparison with two giants of educational theory: John Dewey and Paulo Freire. Berry’s local focus and his emphasis on community and the ecosphere create a vision for education that could lead to a healthier, more peaceable world.  相似文献   

Exploring Views about LARCs Among Parenting Rural Latinx Teenagers,Their Mothers,and Providers: Implications for Sexuality Education and Care     

Yumary Ruiz  Shaina Riciputi  Vincent Guilamo-Ramos  Stewart C. Alexander 《American journal of sexuality education》2019,14(2):165-185

While long-acting reversible contraception (LARC) reduces risk of repeat-births, use remains low among rural Latinx adolescent mothers. This qualitative study identified perspectives about factors that influence LARC use among this population. Participants were dyads of parenting Latinx adolescent daughters and their mothers (n?=?9 dyads) and nurses (n?=?17). Findings revealed themes specific to this vulnerable population including (a) distinct ways LARC characteristics fit into parenting teenagers’ lives, (b) supportive health care climate toward LARCs, and (c) factors that inhibit LARC uptake. The study has implications for sexuality education that seeks to reduce repeat-births among this population.  相似文献   

Undergraduate Medical Students' Usage and Perceptions of Anatomical Case-Based Learning: Comparison of Facilitated Small Group Discussions and eLearning Resources     

Jane C. Holland  Teresa Pawlikowska 《Anatomical sciences education》2019,12(3):245-256

While case-based discussions can empower students to apply knowledge to contextual clinical situations, scheduling these activities is a challenge in crowded curricula. Case-based eLearning activities, derived from existing cases discussed within anatomy small group tutorials, were created incorporating principles such as interactivity, reinforcement, and feedback. Over half of the students accessed one or more of these online cases, with 18% accessing all eight online cases provided. Access increased as the semester progressed, particularly just before summative examinations, implying students used these primarily as revision aides. Students rated both formats highly, but favored the online format with regard to enjoyment (P = 0.048), learning (P = 0.101), and feedback (P = 0.086). However, more students discussed these cases in small group tutorials within the anatomy dissecting room than completed them online (122 vs. 67) and themes emerging from free text comments included a desire to have more time dedicated to these cases during small group tutorials, and an appreciation for the opportunity for discussion with staff and learning through doing. Additionally, native English speakers rated the anatomy room discussions significantly higher in all aspects than non-native English speakers, suggesting that non-native speakers may be hesitant or reluctant to fully participate in front of peers. While online case-based learning activities are a useful adjunct to anatomy teaching, particularly for revision, assumptions that “digital natives” have an innate preference for digital resources require critical evaluation, as students still place a high value on opportunities for discussion with staff during their studies.  相似文献   

We are MLA: a qualitative case study on the Medical Library Association's 2019 Communities Transition     

Kathryn M. Houk  Kelsa Bartley  Jane Morgan-Daniel  Elaina Vitale 《Journal of the Medical Library Association》2022,110(1):34

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The soul solution     

Sara Jane Radin 《Performance Improvement》1990,29(7):12-12

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Identity work in the classrooms: Successful learning in urban schools     

Nathan N. Alexander 《Multicultural Perspectives》2016,18(4):237-239

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Outcomes in Cardiopulmonary Physical Therapy: Chronic Respiratory Disease Questionnaire (CRQ)     

Alyssa Chauvin  Laurel Rupley  Katie Meyers  Kristin Johnson  Jane Eason 《Cardiopulmonary Physical Therapy Journal》2008,19(2):61-67

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