Dissecting through Barriers: A Follow-up Study on the Long-Term Effects of Interprofessional Education in a Dissection Course with Healthcare Professional Students     

Yu Hang Zheng  Andrew Palombella  Jenn Salfi  Bruce Wainman 《Anatomical sciences education》2019,12(1):52-60

Several studies have shown significant improvements in the attitudes and perceptions of healthcare professional students toward interprofessional education (IPE) immediately following intervention with IPE courses. However, there remains little evidence on the lasting effects of IPE courses and the long-term influences of these IPE experiences are poorly documented. The purpose of this study is to assess the long-term effects of an intensive, ten-week interprofessional gross anatomy dissection course at McMaster University. Attitudes and perceptions of past participants towards interprofessional learning were evaluated, now that they have started working with other healthcare professionals outside of the IPE course setting. Thirty-four past participants who have clinical experience working in interprofessional settings or are currently working in the healthcare field completed a follow-up questionnaire consisting of a modified Readiness for Interprofessional Learning Scale (RIPLS) and open-ended questions. Quantitative analysis revealed a significant decrease in their attitude towards teamwork and collaboration and respect for other health professions, but a significant improvement in their understanding of roles and responsibilities compared to their results immediately after the IPE intervention. Qualitative analysis of open-ended questions revealed several themes such as developing interprofessional competencies, developing relationships, and remembering the strengths of the IPE dissection course. The results of this study indicate that the IPE experience in anatomy was highly valued by the students and that past participants maintain a clear understanding of their scope of practice, but the reality of clinical practice may have eroded gains made in the program. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

‘I would say nine times out of 10 they come to the LSA rather than the teacher’. The role of teaching assistants in supporting children's mental health     

Ida Conboy 《Support for Learning》2021,36(3):380-399

This research explored how seven primary school teaching assistants (TAs) experienced their role in supporting children's mental health. Interviews were analysed using Interpretative Phenomenological Analysis (IPA). The participants believed that they supported children's mental health and particularly referenced the close relationships that they formed with children. Throughout their accounts of supporting children, the TAs referenced helpful factors (e.g. support from other staff) and challenges (e.g. hierarchy) within the school system. Supporting children’s mental health was an emotional experience for the TAs; they discussed the rewarding element, however, the topic also elicited fear. The findings provide several implications for school staff and external professionals about how TAs can be supported in their role. These include involving TAs in training opportunities, providing TAs with supervision, considering communication systems in schools, and introducing a mental health policy.  相似文献   

Transforming in the visiting assistant professor role: collaborative self-study research in physical education teacher education     

James D. Ressler  K. Andrew R. Richards 《Sport, Education and Society》2019,24(5):507-519

Transitioning into faculty roles can be a challenging experience. Responsibilities related to teaching, research, and service can be difficult to balance, and mismatch between personal preferences for work focus and instructional expectations can be problematic. This is particularly true of visiting assistant professors who want to work toward tenure-track positions, but whose current job focus is on teaching. Through transformative learning theory and employing the methodologies of self-study, we sought to understand the experiences of Kevin, the second author and a first-year visiting assistant professor. We draw data from Kevin's reflective journal and discussions between Kevin and his critical friend, Jim. Themes included (a) becoming an academic, (b) a hard-wired disposition toward work, and (c) influence of the VAP on emotional and personal health. Results are discussed through the lens of transformative learning theory and focus on Kevin's growth during his year as a visiting assistant professor.  相似文献   

高校班主任助理制建立的必要性及可行性分析   总被引：1，自引：0，他引：1  

黄敬宝 《中国科技信息》2006,(15):237-238

在目前全国高校扩招的形势下．班主任的队伍并没有相应扩大。如何赋予高校班级管理工作新的内涵，如何加强与提高班主任管理工作，成为摆在我们面前的新课题。班主任助理制是新形势下高校实施班级管理工作的有效途径之一。  相似文献   

博客在电大开放教育辅助教学平台中的思考     

龙苗 《职教探索与研究》2007,(2)

博客(Blog)作为一种新的网络媒体,和BBS及网站比起来有其自身的优点。根据博客独特的优点与电大开放教育的特色,对博客作为辅助教学的手段进行了有益的实践和探索,并就辅助教学过程中存在的问题进行了反思,在实践的基础上认为,博客作为电大开放教育辅助教学的手段是可能并且可行的。  相似文献   

《论语》助动词研究   总被引：1，自引：0，他引：1  

杨海峰 《河池学院学报》2003,23(3):66-70

本文主要从表意愿、表可能、表事理三个方面对《论语》的助动词进行了具体阐释 ,并提出许多新的见解。  相似文献   

明中后期驿丞群体的身份与心态     

于宝航 《辽宁师范大学学报(社会科学版)》2007,30(4):125-128

明代的驿丞出身卑微,品秩低下,但对于政治系统的运行具有重要作用,这种矛盾的身份影响到他们的心态,造成了明中后期驿递系统的种种弊病。通过提升边缘人群在历史观察中的地位,可将制度的变迁与其同时代的社会文化因素联系起来,在揭示明中后期驿递变迁深层原因的同时,用普通联系的思维方式观察社会历史。  相似文献   

浅谈辅导员运用师生关系对学生的育人教育     

赵海英 《商丘职业技术学院学报》2004,3(5):77-78

辅导员的工作对象是情感丰富、可塑性很强的学生，师生情感关系直接影响着学生的积极性、创造性。优化师生情感关系，重建温馨感人的师生情谊，是师生关系改革的现实要求。  相似文献   

三维动画技术在机械类课程教学中的应用   总被引：1，自引：0，他引：1  

李曙生  金家楣 《泰州职业技术学院学报》2003,3(2):41-43

介绍了三维动画技术的特点及其在机械教学中的应用范围，并介绍了运用Pro／E软件进行三维动画制作的过程。  相似文献   

“Is This What You’re Talking About?”: Identity Negotiation in International Teaching Assistants’ Instructional Interactions with U.S. College Students     

Shiao-Yun Chiang 《Journal of Language, Identity & Education》2016,15(2):114-128

The instructional performance of international teaching assistants (ITA) in U.S. universities is generally considered as problematic due to linguistic and cultural differences in existing studies. Drawing on interactional sociolinguistics, conversation analysis, and positioning theory, this study aims to find out how ITAs are juxtaposed between content expert and language novice in the actual instructional interactions with U.S. college students. The data under study consist of a number of dyadic office hour interactions. The matter of analytic interest is the type of sentence completion that U.S. college students use to assist or improve on ITAs’ instructional discourse. While interactionally accommodating, sentence completion may position the ITA instructors as language novices, and furthermore cast doubt on their situated identity as instructors. The findings here may shed some light on our understanding of how ITAs are negatively perceived and even stereotyped in their instructional discourse.  相似文献