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Over the past 20 years, root cause analysis (RCA) has become one of the most widely used retrospective methods for detecting safety hazards in medicine and healthcare. Despite its wide use in management practice and growing popularity in academic research, there is currently a dearth of coverage of RCA in popular healthcare management textbooks and pedagogical publications. This paper addresses this gap by presenting innovative instructional materials and recommendations for teaching RCA in healthcare management. Using an episode of Grey's Anatomy TV show, this experiential learning exercise takes students through the steps of RCA and makes use of a range of RCA tools, including high-level flowchart, fishbone diagram, “five whys”, corrective action plan, and others. The exercise, which was classroom tested and received positive student feedback, can be adapted to a range of healthcare management classes. Because RCA can have widespread, lifesaving consequences, healthcare management courses can significantly benefit from integrating this exercise into classroom pedagogies. 相似文献
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This paper examines the understandings (‘constructs’) of teachers’ professional knowledge and its sources that underpin current practice in initial teacher education in Kazakhstan and in particular the way in which pedagogika contributes to these. Drawing on empirical data collected over four years, the paper illustrates the ways in which professional knowledge and professional preparation of teachers in pre-service institutions are constructed within the Kazakh and Soviet pedagogical traditions, albeit with some reference to international scholars. Teachers’ professional knowledge is formed from pedagogic theory mediated by academic staff in what is seen by many from outside and inside the country who are engaged in educational ‘reform’ in Kazakhstan as a largely didactic style with little or no critical engagement or exploration of the implications for practice. This stands in contrast with two recent professional development programmes: the Collaborative Action Research and Center of Excellence, which are focused on interactive learning and teaching, reflective practice, classroom action research, and teachers’ collaboration as sources for teachers’ professional knowledge. This paper highlights this contrast and begins to explore what happens when these two different approaches to the construction of teachers’ professional knowledge encounter each other. 相似文献
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Natallia Bahdanovich Hanssen 《欧洲特需教育杂志》2018,33(3):366-381
The present study focuses on exploring the relationships of preschool staff and children with language difficulties in Norwegian and Belarusian contexts. A qualitative case design was used, and data were gathered through video observations and video-based conversations. Through different approaches – narrative analysis and analysis of narratives – two stories were constructed and then scrutinised for identification of common patterns. Three aspects illuminating contrasting tensions – initial positioning, instructive support and nurturing support – were revealed. The suggestions derived from the results of the study are the following: adequate preparation of preschool staff, as well as the encouragement of a closer dialogue between different practices is needed to improve the support provided for children with language difficulties in preschool settings. 相似文献
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Natallia Yakavets David Frost Aidar Khoroshash 《International Journal of Leadership in Education》2017,20(3):345-370
The article examines the scope for initiative and independent action that lies with school principals in Kazakhstan, with a particular focus on capacity-building approaches. The study is situated within a large collaborative project between three institutions: the University of Cambridge Faculty of Education, Nazarbayev University Graduate School of Education and Nazarbayev Intellectual Schools (NIS). A mixed-methods research design was used to collect data in 20 schools and 11 other educational organizations in six different geographical locations in Kazakhstan. The findings suggest that capacity-building strategies are necessary if innovations are to be implemented across all schools. The article outlines the challenges involved in making school reform effective and draws on the ‘capital framework’. The conclusion considers the implications for practitioners and policy-makers, and outlines an agenda for further research. 相似文献
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