1
|
Chatters LM, Taylor RJ, Neighbors HW, Bowman PJ, Williams DR, Mezuk B, Caldwell C. James S. Jackson and the program for research on Black Americans: Contributions to psychology and the social sciences. Am Psychol 2023; 78:413-427. [PMID: 37384497 PMCID: PMC10313130 DOI: 10.1037/amp0001067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/01/2023]
Abstract
James S. Jackson (1944-2020) is remembered as a groundbreaking social psychologist whose career contributions in scholarship, research, and service were fundamental to the field of psychology. This article briefly outlines his career-long work and contributions. A strong believer in interdisciplinary work, his research spanned other related social science disciplines (e.g., sociology, political science), as well as health and social welfare professions (public health, social work, medicine). As the founding director of the Program for Research on Black Americans at the Institute for Social Research, James Jackson initiated and led a long-standing program with a dual focus on research and training and mentoring doctoral students, postdoctoral scholars, and early career scientists. Jackson's efforts in the development of several nationally representative surveys of the Black population in the United States (e.g., National Survey of Black Americans, National Survey of American Life) revolutionized research focusing on the lives of Black Americans. James Jackson's international influence and reputation included numerous prestigious positions within national science organizations and honors and awards for his scientific contributions. Among James S. Jackson's most enduring legacies is the vast network of current scientists, researchers, and academics who were trained under his direction and leadership. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
Collapse
Affiliation(s)
- Linda M. Chatters
- School of Social Work, University of Michigan
- School of Public Health, University of Michigan
- Program for Research on Black Americans, University of Michigan
| | - Robert Joseph Taylor
- School of Social Work, University of Michigan
- Program for Research on Black Americans, University of Michigan
| | | | | | | | | | - Cleopatra Caldwell
- School of Public Health, University of Michigan
- Program for Research on Black Americans, University of Michigan
| |
Collapse
|
2
|
Ene CU, Ugwuanyi CS, Ejimonye JC, Ani MI, Eneogu ND, Ikeh FE, Eya NM, Oguguo BC, Ibenegbu QO, Odionye N, Monday S, Nji I, Kalu IA, Eze BA, Ugwu FC, Nwachukwu VN. Effects of rational emotive occupational health coaching on work stress among academic staff of science and social science education in Nigerian universities: A randomised trial evaluation. Medicine (Baltimore) 2021; 100:e26963. [PMID: 34449461 PMCID: PMC8389868 DOI: 10.1097/md.0000000000026963] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2020] [Accepted: 07/28/2021] [Indexed: 01/04/2023] Open
Abstract
BACKGROUND This study determined the effects of rational emotive occupational health coaching on the management of work stress among academic staff of science and social science education in south east Nigerian universities. METHOD A randomized controlled trial experimental design was adopted for the study with a sample size of 63 participants who were randomized into an intervention group (n = 32) and control group (n = 31). Occupational stress index and perceived stress scale were used for data collection. The intervention program was administered for 12 weeks after which posttest was administered and a 2-month follow-up measure followed. Mixed-design repeated analysis of variance was used to determine the within-groups and between-groups effects. RESULTS The findings of the study revealed that there was no significant difference between the baseline, and the nonintervention group did not change over time in their management of work stress. However, the mean stress of the intervention group decreased over time than that of the control group. CONCLUSION Rational emotive occupational health coaching had significant effects on the management of work stress among academic staff of science and social science education.
Collapse
Affiliation(s)
- Catherine U. Ene
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Christian S. Ugwuanyi
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
- School of Education Studies, Faculty of Education, University of the Free State, Bloemfontein, South Africa
| | - Jovita C. Ejimonye
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Mercy I. Ani
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Njideka D. Eneogu
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Francis E. Ikeh
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ngozi M. Eya
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Basil C. Oguguo
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | | | - Nonye Odionye
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Samson Monday
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ifeyinwa Nji
- Department of Social Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Ijeoma A. Kalu
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Beatrice A. Eze
- Department of Educational Foundations, Faculty of Education, Alex Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, Nigeria
| | - Felicia C. Ugwu
- Department of Science Education, Faculty of Education, University of Nigeria, Nsukka
| | - Victor N. Nwachukwu
- Department of Library and Information Science, Faculty of Education, University of Nigeria, Nsukka
| |
Collapse
|
3
|
Lee J, Lee J, Jung IY. An integrated humanities-social sciences course in health sciences education: proposed design, effectiveness, and associated factors. BMC Med Educ 2020; 20:117. [PMID: 32306973 PMCID: PMC7168810 DOI: 10.1186/s12909-020-02022-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/09/2020] [Accepted: 03/26/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Previous research has not provided enough direction regarding effective content design of courses integrating the humanities and social sciences in medical and dental education. This study aims at exploring how an Integrated Medical/Dental Humanities-Social Medicine/Dentistry course may be designed; how effective it may be in terms of student growth in knowledge, attitudes, skills, and aspirations; and associated factors. METHODS The course was designed by distilling commonalities in the international standards for medical/dental education proposed by seven major health organizations. This analysis resulted in a curriculum covering nine major topics: history, professionalism, communication, ethics, management, policy, insurance, law, and research methodology. During the 2017 calendar year, data was collected and statistically analyzed from 68 third-year pre-doctoral students enrolled in the resulting MDHS 13-week course. RESULTS Participants showed growth in skills, aspirations, knowledge, and attitudes, with the greatest change occurring in skills, then aspirations, knowledge, and attitudes. Knowledge growth was the only variable significantly related to student achievement of course objectives (β = 0.635, t (63) = 3.394, p = 0.001). The topics that students perceived as most critical were insurance, policy, management, and law. The perceived importance of research was most common among participants and was significantly related to all learning outcomes (For knowledge, β = 0.213, t (63) = 2.203, p = 0.031; for attitudes, β = 0.784, t (63) = 10.257, p = 0.000; for skills, β = 0.769, t (63) = 9.772, p = 0.000; and aspirations β = 0.639, t (63) = 7.595, p = 0.000). CONCLUSIONS This study proposed a framework for humanities-social sciences education in health sciences education and analyzed its implementation. The empirical evaluation of its effectiveness and factors related to successful outcomes found that students perceived gains in their knowledge, attitudes, skills, and aspirations for humanistic and social aspects of dentistry/medicine. In addition, their recognition of the importance of research was associated with the greatest growth in all four learning outcomes. This study may contribute to the improved design of integrated humanities-social sciences courses.
Collapse
Affiliation(s)
- Jihyun Lee
- Department of Dental Education, School of Dentistry, Seoul National University, Seoul, Republic of Korea
| | - Jueyeun Lee
- Department of Preventive Dentistry, College of Dentistry, Yonsei University, Seoul, Republic of Korea
| | - Il Young Jung
- Department of Conservative Dentistry, College of Dentistry, Yonsei University, Seoul, Republic of Korea
| |
Collapse
|
4
|
Lam JTH, Hanson MD, Martimianakis MAT. Exploring the Socialization Experiences of Medical Students From Social Science and Humanities Backgrounds. Acad Med 2020; 95:401-410. [PMID: 31348068 DOI: 10.1097/acm.0000000000002901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE To explore the structural, cultural, and interpersonal issues that may contribute to the inadvertent marginalization of medical students with social science and humanities (SSH) backgrounds. METHOD Using the hidden curriculum as an analytic construct, the lead author interviewed 14 medical students with SSH backgrounds at the University of Toronto Faculty of Medicine from February to October 2015. The authors analyzed the interview transcripts for common themes around positive and negative cultural, structural, and interpersonal dimensions of the socialization process. RESULTS Participants reported barriers to applying to medical school: needing to complete prerequisite courses and to do well on an exam geared toward those with a strong science background (the Medical College Admission Test) and lacking an application cohort. Some participants felt they were not ideal candidates for medical school. Participants appreciated how their SSH backgrounds and associated skill sets shaped both their perspectives on patient care and their developing professional identities. However, they perceived that others largely deemed their previous training as irrelevant, and they felt marginalized in medical school by peers, instructors, and the curriculum. These experiences led both to self-censorship, which enabled them to seem to conform to normative behaviors, and to the pursuit of reaffirming elective experiences. CONCLUSIONS The existing hidden curriculum inadvertently marginalizes SSH medical students; their experiences likely reflect the socialization experiences of other students from underrepresented backgrounds. Curricular and institutional reforms are imperative to shift the hidden curriculum toward one of epistemological inclusion that better supports students from nontraditional backgrounds.
Collapse
Affiliation(s)
- Justin T H Lam
- J.T.H. Lam is resident physician, Department of Pediatrics, University of Toronto and Hospital for Sick Children, Toronto, Ontario, Canada; ORCID: http://orcid.org/0000-0002-7643-1179. M.D. Hanson is professor, Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada; ORCID: http://orcid.org/0000-0002-0820-4521. M.A. Martimianakis is associate professor, Department of Pediatrics, University of Toronto and Hospital for Sick Children, and scientist, The Wilson Centre, University of Toronto and University Health Network, Toronto, Ontario, Canada; ORCID: http://orcid.org/0000-0002-2531-3156
| | | | | |
Collapse
|
5
|
Mathur A, Lean SF, Maun C, Walker N, Cano A, Wood ME. Research ethics in inter- and multi-disciplinary teams: Differences in disciplinary interpretations. PLoS One 2019; 14:e0225837. [PMID: 31774867 PMCID: PMC6881010 DOI: 10.1371/journal.pone.0225837] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2019] [Accepted: 11/13/2019] [Indexed: 11/18/2022] Open
Abstract
As research teams are increasingly comprised of members from multiple disciplines, ranging from the physical sciences, life sciences, social and behavioral sciences to the arts and humanities, it is important to revisit how research is conducted at several levels. Coupled with the national concern over rigor and reproducibility in research, it is therefore crucial to ensure that all members of such multidisciplinary teams view the need for ethics in the conduct of research in similar ways. Towards this end, Wayne State University developed a course in the Responsible Conduct of Research (RCR) which was mandatory for all its 1500 doctoral students across all disciplines in its 75 PhD programs. We found that student perceptions of the validity, applicability and usefulness of the course varied by discipline. This was in spite of iterative changes made to the course by faculty in those disciplines to make the content palatable to all. The findings show that more work needs to be done to fully incorporate the needs of social sciences and humanities disciplines in a comprehensive university course. This is especially important as these students become members of large multidisciplinary research teams in order to uphold the highest levels of rigor, reproducibility and ethics.
Collapse
Affiliation(s)
- Ambika Mathur
- Graduate School, University of Texas at San Antonio, San Antonio, Texas, United States of America
| | - Sharon F. Lean
- Graduate School, Wayne State University, Detroit, Michigan, United States of America
| | - Caroline Maun
- Department of English, Wayne State University, Detroit, Michigan, United States of America
| | - Natalie Walker
- Graduate School, Wayne State University, Detroit, Michigan, United States of America
| | - Annmarie Cano
- Office of the Provost, Wayne State University, Detroit, Michigan, United States of America
| | - Mary E. Wood
- Graduate School, Wayne State University, Detroit, Michigan, United States of America
- * E-mail:
| |
Collapse
|
6
|
Chaudhary ZK, Mylopoulos M, Barnett R, Sockalingam S, Hawkins M, O'Brien JD, Woods NN. Reconsidering Basic: Integrating Social and Behavioral Sciences to Support Learning. Acad Med 2019; 94:S73-S78. [PMID: 31365405 DOI: 10.1097/acm.0000000000002907] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE The integration of basic science mechanistic knowledge (pathophysiology and etiology) with clinical features (signs and symptoms) during learning leads to robust cognitive representations in novices and supports the development of clinical reasoning, including better diagnostic accuracy and later learning of related concepts. However, previous studies have used a limited scope of traditional biomedical sciences, including biochemistry, anatomy, and physiology. The use of extended forms of foundational knowledge, including behavioral and sociological sciences, that have been proposed to support learning and performance in complex health systems remains unexplored. METHOD Thirty-three first-year medical students from the University of Toronto MD Program participated in the study. The effect of integrated extended basic science (EBS) learning was compared with that of clinically focused instruction on an initial assessment of diagnosis using clinical vignettes and a "preparation for future learning" assessment (PFLA) to assess learning of new related content in medical psychiatry (co-occurring physical and mental health conditions). RESULTS Both forms of instruction supported the development of diagnostic ability on initial assessment (t[30] = 1.20, P = .24). On the PFLA, integrated instruction of extended forms of basic science led to superior performance on assessing complex patients' health care needs (t[30] = 2.70, P < .05). CONCLUSIONS Similar to previous studies using integration of biomedical sciences, the integration of EBS can enhance later learning of new related concepts. These results have implications for curriculum design to support development of expert clinical reasoning.
Collapse
Affiliation(s)
- Zarah K Chaudhary
- Z.K. Chaudhary is research associate, The Wilson Centre, University Health Network, and Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. M. Mylopoulos is associate professor, Department of Pediatrics, and scientist and associate director, The Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. R. Barnett is a medical student, MD Program, University of Toronto, Toronto, Ontario, Canada. S. Sockalingam is professor, Department of Psychiatry, centre researcher, The Wilson Centre, University of Toronto, and vice president of education, Centre for Addiction and Mental Health, Toronto, Ontario, Canada. M. Hawkins is clinical fellow, Medical Psychiatry Alliance, University of Toronto, Toronto, Ontario, Canada. J.D. O'Brien is lecturer, Department of Psychiatry, University of Toronto, Toronto, Ontario, Canada. N.N. Woods is associate professor, Department of Family and Community Medicine, and scientist, Wilson Centre and Centre of Ambulatory Care Education at Women's College Hospital, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | | | | | | | | | | | | |
Collapse
|
7
|
Abstract
Using mechanisms of active learning, we developed a Persona project for our undergraduate Introduction to Gerontology course. We conceive of Personas as fictional characters that are created through the amalgamation of physical, social, and psychological traits and have unique lived experiences. This article details the development of this innovative pedagogical tool and describes how Personas are used as part of an experiential learning assignment over the course of a semester. Student-generated Personas act to contextualize the broad course material, ranging from physical and mental health to environments and financial well-being in later life. Student feedback of the Persona project highlights what they learned, how this project was helpful for them, and suggestions for enhancing the experience for students in subsequent semesters. We conclude by recommending that other gerontological and social science educators incorporate Personas into their coursework to provide students an interactive tool to apply information learned through class lectures and readings.
Collapse
Affiliation(s)
- Sarah L Canham
- Gerontology Research Centre, Simon Fraser University , Vancouver, BC , Canada
- Department of Gerontology, Simon Fraser University , Vancouver, BC , Canada
| | - Atiya Mahmood
- Department of Gerontology, Simon Fraser University , Vancouver, BC , Canada
| |
Collapse
|
8
|
Tanyi PL, Pelser A. The missing link: Finding space for gerontology content into university curricula in South Africa. Gerontol Geriatr Educ 2019; 40:491-507. [PMID: 29412072 DOI: 10.1080/02701960.2018.1428579] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2017] [Revised: 01/09/2018] [Accepted: 01/09/2018] [Indexed: 06/08/2023]
Abstract
The rapid increase in the global elderly population has been widely documented in both demographic and popular literature in recent decades. Population estimates produced by the national statistical service of South Africa in 2017 show that the proportion of elderly (60 years and older) in South Africa is growing fast, reaching 8.1% of the total population in 2017. The country is set to experience a doubling of the population over the age of 65 by the year 2020. Similar to their counterparts in the developed world, tertiary institutions throughout Africa too are faced with the challenge of training professionals capable of understanding and responding to the socioeconomic consequences, social priorities, and complex needs of an increasing aging population. The right set of policies can equip individuals, families, and societies to address the challenges of an aging population. After conducting an extensive literature review, we recommend that policy-makers in South Africa should look into ways that will enable them to meet the many challenges of an aging population in the coming decades. One way to address this issue would be to include gerontology content into the curricula of programs in the humanities and social sciences.
Collapse
Affiliation(s)
- Perpetua Lum Tanyi
- Deaprtment of Sociology, University of the Free State , Bloemfontein , South Africa
- Department of Social Work, University of Nigeria Nsukka , Nsukka , Nigeria
| | - André Pelser
- Deaprtment of Sociology, University of the Free State , Bloemfontein , South Africa
| |
Collapse
|
9
|
Ortega Sánchez D, Gómez Trigueros IM. Gamification, social problems, and gender in the teaching of social sciences: Representations and discourse of trainee teachers. PLoS One 2019; 14:e0218869. [PMID: 31242248 PMCID: PMC6594637 DOI: 10.1371/journal.pone.0218869] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Accepted: 06/11/2019] [Indexed: 11/19/2022] Open
Abstract
This paper analyses the representations and discourse of 41 trainee teachers on the inclusion of gaming elements in education and their potential contribution to covering social problems in the curriculum, and to education on and for gender equality between men and women. The study follows the principles of mixed methods research, based on the transcription, coding, categorisation, and analysis of data obtained from 34 semi-structured interviews and two focus groups, in addition to their descriptive quantitative analysis. The results showed optimum reception of gamification as a useful formative strategy in the various stages of education and that it can be validly used to include gender as a category of analysis in the teaching of social sciences.
Collapse
Affiliation(s)
- Delfín Ortega Sánchez
- Department of Specific Didactics, Faculty of Education, University of Burgos, Burgos, Spain
- * E-mail:
| | - Isabel María Gómez Trigueros
- Department of General Didactics and Specific Didactics, Faculty of Education, University of Alicante, Alicante, Spain
| |
Collapse
|
10
|
Ezegbe BN, Eseadi C, Ede MO, Igbo JN, Anyanwu JI, Ede KR, Egenti NT, Nwokeoma BN, Mezieobi DI, Oforka TO, Omeje GN, Ugwoezuonu AU, Nwosu N, Amoke CV, Offordile EE, Ezema LC, Ikechukwu-Ilomuanya AB, Ozoemena LC. Impacts of cognitive-behavioral intervention on anxiety and depression among social science education students: A randomized controlled trial. Medicine (Baltimore) 2019; 98:e14935. [PMID: 30985642 PMCID: PMC6485788 DOI: 10.1097/md.0000000000014935] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/17/2018] [Revised: 02/27/2019] [Accepted: 02/28/2019] [Indexed: 12/14/2022] Open
Abstract
BACKGROUND Anxiety is a common disorder which refers to a significant and persistent fear of one or more social or performance situations. This study investigated the impacts of cognitive-behavioral intervention on anxiety and depression among undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. METHODS Participants were 55 undergraduate students enrolled in social science education programs at public universities in the Southeast Nigeria. The adequacy of the sample size used was determined using GPower software. Cognitive-behavioral treatment manuals on anxiety and depression were used to deliver the intervention. Data analyses were completed using repeated measures analysis of variance. RESULTS Results indicated a significant positive impact of cognitive-behavioral intervention on anxiety and depression among social science education students exposed to the cognitive-behavioral intervention when compared to the waitlisted group. Results also showed that there was a significant time × group interaction for anxiety and depression. Follow-up tests showed that significant reduction in anxiety and depression persisted after 3 months for the cognitive-behavioral intervention group in comparison to the waitlisted control group. CONCLUSION We concluded that cognitive-behavioral intervention was a successful intervention which decreased the symptoms of anxiety and depression in social science education students who participated in the study. Additional studies are recommended to further corroborate the influence of cognitive-behavioral intervention in the reduction of anxiety and depressive symptoms in the Nigerian undergraduate student population.
Collapse
Affiliation(s)
| | - Chiedu Eseadi
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Moses Onyemaechi Ede
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Janet N. Igbo
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Joy I. Anyanwu
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Kelechi R. Ede
- Department of Agricultural Science Education, Delta State University, Abraka, Delta State
| | - Nkechi T. Egenti
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Bonaventure N. Nwokeoma
- Department of Sociology and Anthropology, University of Nigeria, Nsukka, Enugu State, Nigeria
| | | | - Theresa O. Oforka
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Grace N. Omeje
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Amanda U. Ugwoezuonu
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Nneka Nwosu
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Chijioke V. Amoke
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | - Edmund E. Offordile
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| | | | | | - Lilian C. Ozoemena
- Department of Educational Foundations, University of Nigeria, Nsukka, Enugu State
| |
Collapse
|
11
|
Lele Mookerjee A, Fischer BD, Cavanaugh S, Rajput V. Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years. Med Teach 2019; 41:167-171. [PMID: 29781379 DOI: 10.1080/0142159x.2018.1457214] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.
Collapse
Affiliation(s)
| | | | - Susan Cavanaugh
- a Cooper Medical School of Rowan University , Camden , NJ , USA
| | - Vijay Rajput
- b Ross University School of Medicine , Miramar , FL , USA
| |
Collapse
|
12
|
Waters DJ, Hyner GC, Ferraro KF. A pedagogical strategy addressing an unmet need: Making the biology of aging an accessible part of interdisciplinary gerontology education. Gerontol Geriatr Educ 2019; 40:55-70. [PMID: 29048244 DOI: 10.1080/02701960.2017.1391803] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
In an age of specialization, obstacles to interdisciplinary training and integrated intellectual growth are expected. One such obstacle to graduate-level training in gerontology is the challenge of making the biology of aging accessible to nonbiologists. In this article, the authors' aim is to share 15 years of experience developing a pedagogical strategy that situates the biology of aging as an accessible part of interdisciplinary gerontology education for nonbiologists and biologists alike. The approach hinges on a four-pronged learning opportunity-four course offerings-that places high priority on exactitude with language and sees development of an attitude of precision with language as essential to intellectual growth. By inspiring students to master language in the key of B-Biology of Aging-we unleash a versatile method for developing cross-disciplinary discoverers prepared for a lifetime of seeing and reporting.
Collapse
Affiliation(s)
- David J Waters
- a Center for Exceptional Longevity Studies, Gerald P. Murphy Cancer Foundation , West Lafayette , Indiana , USA
- b Department of Veterinary Clinical Sciences , Purdue University , West Lafayette , Indiana , USA
- c Center on Aging and the Life Course, Purdue University , West Lafayette , Indiana , USA
| | - Gerald C Hyner
- c Center on Aging and the Life Course, Purdue University , West Lafayette , Indiana , USA
- d Department of Health and Kinesiology , Purdue University , West Lafayette , Indiana , USA
| | - Kenneth F Ferraro
- c Center on Aging and the Life Course, Purdue University , West Lafayette , Indiana , USA
- e Department of Sociology , Purdue University , West Lafayette , Indiana , USA
| |
Collapse
|
13
|
Kurtz DLM, Janke R, Vinek J, Wells T, Hutchinson P, Froste A. Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review. Int J Med Educ 2018; 9:271-285. [PMID: 30368488 PMCID: PMC6387770 DOI: 10.5116/ijme.5bc7.21e2] [Citation(s) in RCA: 46] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2018] [Accepted: 10/17/2018] [Indexed: 05/23/2023]
Abstract
OBJECTIVES To review the research literature on cultural safety education within post-secondary health science programs. METHODS We conducted health and social science database searches from 1996-2016, using combined keywords: cultural competence or safety; teaching or curriculum; universities, polytechnics or professional programs; and Aboriginal or Indigenous. In dyads, authors selected, and reviewed studies independently followed by discussion and consensus to identify thematic linkages of major findings. RESULTS A total of 1583 abstracts and 122 full-text articles were reviewed with 40 selected for final inclusion. Publications from Australia, Canada, New Zealand and the United States described curriculum development and delivery. A variety of evaluation approaches were used including anecdotal reports, focus groups, interviews, course evaluations, reflective journals, pre-post surveys, critical reflective papers, and exam questions. Duration and depth of curricular exposure ranged from one day to integration across a six-year program. Changes in student knowledge, attitude, self-confidence, and behaviour when working with Indigenous populations were reported. Cultural safety education and application to practice were shown to be linked to improved relationships, healthier outcomes, and increased number of Indigenous people entering health education programs and graduates interested in working in diverse communities. CONCLUSIONS This review provides a summary of multidisciplinary didactic and experiential instructional approaches to cultural safety education and the impact on students, educators and Indigenous people. Institutional support, strategic planning and cultural safety curriculum policy within post-secondary settings and community engagement are imperative for positive student experiences, advocacy, and actions toward health equity and improved health for Indigenous people and communities.
Collapse
Affiliation(s)
- Donna Lee Marie Kurtz
- School of Nursing, Faculty of Health and Social Development, University of British Columbia Okanagan Kelowna, Canada
| | - Robert Janke
- School of Nursing, Faculty of Health and Social Development, University of British Columbia Okanagan Kelowna, Canada
| | - Jeanette Vinek
- School of Nursing, Faculty of Health and Social Development, University of British Columbia Okanagan Kelowna, Canada
| | - Taylor Wells
- School of Nursing, Faculty of Health and Social Development, University of British Columbia Okanagan Kelowna, Canada
| | - Pete Hutchinson
- First Nations, Inuit and Métis Cancer Control, Canadian Partnership Against Cancer
| | - Amber Froste
- Okanagan Indian Band, Community Services and Development, Vernon, Canada
| |
Collapse
|
14
|
Campos F, Sola M, Santisteban-Espejo A, Ruyffelaert A, Campos-Sánchez A, Garzón I, Carriel V, de Dios Luna-Del-Castillo J, Martin-Piedra MÁ, Alaminos M. Conceptions of learning factors in postgraduate health sciences master students: a comparative study with non-health science students and between genders. BMC Med Educ 2018; 18:128. [PMID: 29879964 PMCID: PMC5992711 DOI: 10.1186/s12909-018-1227-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/28/2017] [Accepted: 05/17/2018] [Indexed: 05/28/2023]
Abstract
BACKGROUND The students' conceptions of learning in postgraduate health science master studies are poorly understood. The aim of this study was to compare the factors influencing conceptions of learning in health sciences and non-health sciences students enrolled in postgraduate master programs in order to obtain information that may be useful for students and for future postgraduate programs. METHODS A modified version of the Learning Inventory Conception Questionnaire (COLI) was used to compare students' conception learning factors in 131 students at the beginning of their postgraduate studies in health sciences, experimental sciences, arts and humanities and social sciences. RESULTS The present study demonstrates that a set of factors may influence conception of learning of health sciences postgraduate students, with learning as gaining information, remembering, using, and understanding information, awareness of duty and social commitment being the most relevant. For these students, learning as a personal change, a process not bound by time or place or even as acquisition of professional competences, are less relevant. According to our results, this profile is not affected by gender differences. CONCLUSIONS Our results show that the overall conceptions of learning differ among students of health sciences and non-health sciences (experimental sciences, arts and humanities and social sciences) master postgraduate programs. These finding are potentially useful to foster the learning process of HS students, because if they are metacognitively aware of their own conception or learning, they will be much better equipped to self-regulate their learning behavior in a postgraduate master program in health sciences.
Collapse
Affiliation(s)
- Fernando Campos
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
| | - Miguel Sola
- Ph.D. student of Biomedicine Program, University of Granada, Granada, Spain
| | | | | | | | - Ingrid Garzón
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
| | - Víctor Carriel
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
| | | | - Miguel Ángel Martin-Piedra
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
- Department of Histology, School of Medicine, Avda de la Ilustración, 11, 18016 Granada, Spain
| | - Miguel Alaminos
- Group of Tissue Engineering, Department of Histology (Tissue Engineering Group), University of Granada and research institute ibs.Granada, Granada, Spain
| |
Collapse
|
15
|
Vaughn S, Fall AM, Roberts G, Wanzek J, Swanson E, Martinez LR. Class Percentage of Students With Reading Difficulties on Content Knowledge and Comprehension. J Learn Disabil 2018; 52:120-134. [PMID: 29779435 DOI: 10.1177/0022219418775117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
We examined the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms. Using a within-teacher randomized control design, 18 eighth-grade teachers' social studies classes were randomly assigned to a treatment or comparison condition. Teachers taught all their classes (treatment and comparison) using the same content; however, in the treatment classes, teachers used instructional practices that included comprehension canopy, essential words, knowledge acquisition, and team-based learning. Students with reading comprehension difficulties in the treatment classes (n = 359) outperformed students with reading comprehension difficulties in the comparison classes (n = 331) on measures of content knowledge acquisition and content reading comprehension but not general reading comprehension. In addition, the proportion of students with reading comprehension difficulties in classes moderated outcomes for content knowledge acquisition and content reading comprehension.
Collapse
|
16
|
Pickersgill M, Chan S, Haddow G, Laurie G, Sridhar D, Sturdy S, Cunningham-Burley S. The social sciences, humanities, and health. Lancet 2018; 391:1462-1463. [PMID: 29676265 DOI: 10.1016/s0140-6736(18)30669-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2018] [Accepted: 03/09/2018] [Indexed: 12/15/2022]
Affiliation(s)
- Martyn Pickersgill
- Centre for Biomedicine, Self and Society, The University of Edinburgh, Old Medical School, Edinburgh EH8 9AG, UK.
| | - Sarah Chan
- Centre for Biomedicine, Self and Society, The University of Edinburgh, Old Medical School, Edinburgh EH8 9AG, UK
| | - Gill Haddow
- Centre for Biomedicine, Self and Society, The University of Edinburgh, Old Medical School, Edinburgh EH8 9AG, UK
| | - Graeme Laurie
- Centre for Biomedicine, Self and Society, The University of Edinburgh, Old Medical School, Edinburgh EH8 9AG, UK
| | - Devi Sridhar
- Centre for Biomedicine, Self and Society, The University of Edinburgh, Old Medical School, Edinburgh EH8 9AG, UK
| | - Steve Sturdy
- Centre for Biomedicine, Self and Society, The University of Edinburgh, Old Medical School, Edinburgh EH8 9AG, UK
| | - Sarah Cunningham-Burley
- Centre for Biomedicine, Self and Society, The University of Edinburgh, Old Medical School, Edinburgh EH8 9AG, UK
| |
Collapse
|
17
|
Cor MK. Measuring social science concepts in pharmacy education research: From definition to item analysis of self-report instruments. Curr Pharm Teach Learn 2018; 10:112-118. [PMID: 29248068 DOI: 10.1016/j.cptl.2017.09.015] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2016] [Revised: 08/19/2017] [Accepted: 09/19/2017] [Indexed: 06/07/2023]
Abstract
MY ISSUE Interpreting results from quantitative research can be difficult when measures of concepts are constructed poorly, something that can limit measurement validity. METHODS Social science steps for defining concepts, guidelines for limiting construct-irrelevant variance when writing self-report questions, and techniques for conducting basic item analysis are reviewed to inform the design of instruments to measure social science concepts in pharmacy education research. MY RECOMMENDATIONS AND THEIR APPLICATIONS Based on a review of the literature, four main recommendations emerge: These include: (1) employ a systematic process of conceptualization to derive nominal definitions; (2) write exact and detailed operational definitions for each concept, (3) when creating self-report questionnaires, write statements and select scales to avoid introducing construct-irrelevant variance (CIV); and (4) use basic item analysis results to inform instrument revision. POTENTIAL IMPACT Employing recommendations that emerge from this review will strengthen arguments to support measurement validity which in turn will support the defensibility of study finding interpretations. An example from pharmacy education research is used to contextualize the concepts introduced.
Collapse
Affiliation(s)
- M Ken Cor
- University of Alberta Faculty of Pharmacy and Pharmaceutical Sciences, 3-209 Edmonton Clinic Health Academy, 11405 - 87 Ave, Edmonton, Alberta, Canada T6G1C9.
| |
Collapse
|
18
|
Naseem S, Munaf S. Suicidal Ideation, Depression, Anxiety, Stress, And Life Satisfaction Of Medical, Engineering, And Social Sciences Students. J Ayub Med Coll Abbottabad 2017; 29:422-427. [PMID: 29076675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
BACKGROUND Pursuing higher education is not an easy task as it requires hard work, dedication, and motivation. Although there are many rewards involved in growing up academically, nevertheless, it contains a few hazards too. For instance, suicidal ideation is associated with presence of depression, anxiety, and stress with low level of satisfaction with life in students finding difficulty in handling educational demands of higher education. Therefore, the present study focused on the query that whether there is any difference or not among medical, engineering, and social sciences students of city of Karachi, Pakistan in the level of suicidal ideation, depression, anxiety, stress, and life satisfaction. METHODS Using comparative group design, total 300 students (150 males and 150 females) with age range of 19-26 were selected from faculties of medical, engineering, and social sciences of different universities of Karachi, Pakistan, through purposive sampling. Respondent Profile Form, The Suicide Behaviours Questionnaire-Revised, Depression Anxiety Stress Scale-21, and Satisfaction with Life Scale were administered to assess suicidal ideation; depression, anxiety, stress; and life satisfaction, respectively, of the students. Scores were analysed through ANOVA and Post Hoc (Tukey's HSD) test using SPSS. RESULTS Social sciences and engineering students were significantly higher on depression, anxiety, and stress than medical students [F (2, 297) =8.701, p=.000] whereas insignificant differences in the level of suicidal ideation [F (2, 297) =1.914, p=.149] and life satisfaction [F (2, 297) = .726, p = .485] among these students were found. CONCLUSIONS With the help of these findings, it would be easier to counsel students of different disciplines in time on the lines of suggested preventive measures.
Collapse
Affiliation(s)
- Sabahat Naseem
- Institute of Clinical Psychology, University of Karachi, Pakistan
| | - Seema Munaf
- Institute of Clinical Psychology, University of Karachi, Pakistan
| |
Collapse
|
19
|
Holmes SM, Karlin J, Stonington SD, Gottheil DL. The first nationwide survey of MD-PhDs in the social sciences and humanities: training patterns and career choices. BMC Med Educ 2017; 17:60. [PMID: 28327141 PMCID: PMC5361808 DOI: 10.1186/s12909-017-0896-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2016] [Accepted: 03/09/2017] [Indexed: 05/30/2023]
Abstract
BACKGROUND While several articles on MD-PhD trainees in the basic sciences have been published in the past several years, very little research exists on physician-investigators in the social sciences and humanities. However, the numbers of MD-PhDs training in these fields and the number of programs offering training in these fields are increasing, particularly within the US. In addition, accountability for the public funding for MD-PhD programs requires knowledge about this growing population of trainees and their career trajectories. The aim of this paper is to describe the first cohorts of MD-PhDs in the social sciences and humanities, to characterize their training and career paths, and to better understand their experiences of training and subsequent research and practice. METHODS This paper utilizes a multi-pronged recruitment method and novel survey instrument to examine an understudied population of MD-PhD trainees in the social sciences and humanities, many of whom completed both degrees without formal programmatic support. The survey instrument was designed to collect demographic, training and career trajectory data, as well as experiences of and perspectives on training and career. It describes their routes to professional development, characterizes obstacles to and predictors of success, and explores career trends. RESULTS The average length of time to complete both degrees was 9 years. The vast majority (90%) completed a clinical residency, almost all (98%) were engaged in research, the vast majority (88%) were employed in academic institutions, and several others (9%) held leadership positions in national and international health organizations. Very few (4%) went into private practice. The survey responses supply recommendations for supporting current trainees as well as areas for future research. CONCLUSIONS In general, MD-PhDs in the social sciences and humanities have careers that fit the goals of agencies providing public funding for training physician-investigators: they are involved in mutually-informative medical research, clinical practice, and teaching - working to improve our responses to the social, cultural, and political determinants of health and health care. These findings provide strong evidence for continued and improved funding and programmatic support for MD-PhD trainees in the social sciences and humanities.
Collapse
Affiliation(s)
- Seth M. Holmes
- Public Health and Medical Anthropology, University of California Berkeley, 50 University Hall, MC 7360, Berkeley, CA 94720 USA
- Anthropology, History and Social Medicine, School of Medicine, University of California San Francisco, 50 University Hall, MC 7360, Berkeley, CA 94720 USA
- Department of Medicine, Alameda County Medical Center, 50 University Hall, MC 7360, Berkeley, CA 94720 USA
| | - Jennifer Karlin
- Family and Community Medicine, School of Medicine, University of California San Francisco, San Francisco, USA
| | - Scott D. Stonington
- Department of Anthropology and Department of Medicine, School of Medicine, University of Michigan, Michigan, USA
| | - Diane L. Gottheil
- Medical Scholars Program, University of Illinois College of Medicine at Urbana-Champaign, Illinois, USA
| |
Collapse
|
20
|
David PM, Motutsky A, Robitaille C, Beauchesne MF, Collin J. [The social sciences at the Faculty of Pharmacy: and innovative course of community health at the University of Montreal]. J Pharm Belg 2017:38-42. [PMID: 30281232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
Social sciences are important for training in pharmacy faculties. The course set up at the Faculty of Pharmacy of the University of Montreal in 2011 is a very innovative way to meet this challenge. The purpose of this report is to share this experience by providing a synthetic description. Many students were able to develop new skills and strengthen their skills, including leadership and critical thinking. The Faculty of Pharmacy was also able to achieve greater visibility in the Montreal community, that is to say from the associations, but also with what is out there called the "local health network" linking various health care professionals and institutions. Beyond the quantifiable results, this course is an evolving learning process in which the group interactions, individual and collective values and the task sharing allow students to build a working knowledge of social factors, which d.etermine health problems.
Collapse
|
21
|
Hur H, Andalib MA, Maurer JA, Hawley JD, Ghaffarzadegan N. Recent trends in the U.S. Behavioral and Social Sciences Research (BSSR) workforce. PLoS One 2017; 12:e0170887. [PMID: 28166252 PMCID: PMC5293198 DOI: 10.1371/journal.pone.0170887] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2016] [Accepted: 01/10/2017] [Indexed: 11/19/2022] Open
Abstract
While behavioral and social sciences occupations comprise one of the largest portions of the “STEM” workforce, most studies of diversity in STEM overlook this population, focusing instead on fields such as biomedical or physical sciences. This study evaluates major demographic trends and productivity in the behavioral and social sciences research (BSSR) workforce in the United States during the past decade. Our analysis shows that the demographic trends for different BSSR fields vary. In terms of gender balance, there is no single trend across all BSSR fields; rather, the problems are field-specific, and disciplines such as economics and political science continue to have more men than women. We also show that all BSSR fields suffer from a lack of racial and ethnic diversity. The BSSR workforce is, in fact, less representative of racial and ethnic minorities than are biomedical sciences or engineering. Moreover, in many BSSR subfields, minorities are less likely to receive funding. We point to various funding distribution patterns across different demographic groups of BSSR scientists, and discuss several policy implications.
Collapse
Affiliation(s)
- Hyungjo Hur
- John Glenn College of Public Affairs, The Ohio State University, Columbus, Ohio, United States of America
| | - Maryam A. Andalib
- Grado Department of Industrial and Systems Engineering, Virginia Tech, Blacksburg, Virginia, United States of America
| | - Julie A. Maurer
- John Glenn College of Public Affairs, The Ohio State University, Columbus, Ohio, United States of America
| | - Joshua D. Hawley
- John Glenn College of Public Affairs, The Ohio State University, Columbus, Ohio, United States of America
| | - Navid Ghaffarzadegan
- Grado Department of Industrial and Systems Engineering, Virginia Tech, Blacksburg, Virginia, United States of America
- * E-mail:
| |
Collapse
|
22
|
Kuper A, Veinot P, Leavitt J, Levitt S, Li A, Goguen J, Schreiber M, Richardson L, Whitehead CR. Epistemology, culture, justice and power: non-bioscientific knowledge for medical training. Med Educ 2017; 51:158-173. [PMID: 27862175 DOI: 10.1111/medu.13115] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/24/2016] [Revised: 03/14/2016] [Accepted: 04/25/2016] [Indexed: 05/08/2023]
Abstract
CONTEXT While medical curricula were traditionally almost entirely comprised of bioscientific knowledge, widely accepted competency frameworks now make clear that physicians must be competent in far more than biomedical knowledge and technical skills. For example, of the influential CanMEDS roles, six are conceptually based in the social sciences and humanities (SSH). Educators frequently express uncertainty about what to teach in this area. This study concretely identifies the knowledge beyond bioscience needed to support the training of physicians competent in the six non-Medical Expert CanMEDS roles. METHODS We interviewed 58 non-clinician university faculty members with doctorates in over 20 SSH disciplines. We abstracted our transcripts (meaning condensation, direct quotations) resulting in approximately 300 pages of data which we coded using top-down (by CanMEDS role) and bottom-up (thematically) approaches and analysed within a critical constructivist framework. Participants and clinicians with SSH PhDs member-checked and refined our results. RESULTS Twelve interrelated themes were evident in the data. An understanding of epistemology, including the constructed nature of social knowledge, was seen as the foundational theme without which the others could not be taught or understood. Our findings highlighted three anchoring themes (Justice, Power, Culture), all of which link to eight more specific themes concerning future physicians' relationships to the world and the self. All 12 themes were cross-cutting, in that each related to all six non-Medical Expert CanMEDS roles. The data also provided many concrete examples of potential curricular content. CONCLUSIONS There is a definable body of SSH knowledge that forms the academic underpinning for important physician competencies and is outside the experience of most medical educators. Curricular change incorporating such content is necessary if we are to strengthen the non-Medical Expert physician competencies. Our findings, particularly our cross-cutting themes, also provide a pedagogically useful mechanism for holistically teaching the underpinnings of physician competence. We are now implementing our findings into medical curricula.
Collapse
Affiliation(s)
- Ayelet Kuper
- Wilson Centre, University Health Network/University of Toronto, Toronto, ON, Canada
- Department of Medicine, Sunnybrook Health Sciences Centre, Toronto, ON, Canada
- Department of Medicine, University of Toronto, Toronto, ON, Canada
| | - Paula Veinot
- Department of Medicine, University of Toronto, Toronto, ON, Canada
| | - Jennifer Leavitt
- Department of Family Practice, University of British Columbia, Vancouver, BC, Canada
| | - Sarah Levitt
- Department of Psychiatry, University of Toronto, Toronto, ON, Canada
| | - Amanda Li
- Department of Medicine, University of Toronto, Toronto, ON, Canada
| | - Jeannette Goguen
- Department of Medicine, University of Toronto, Toronto, ON, Canada
- Department of Medicine, St Michael's Hospital, Toronto, ON, Canada
| | - Martin Schreiber
- Department of Medicine, University of Toronto, Toronto, ON, Canada
- Department of Medicine, St Michael's Hospital, Toronto, ON, Canada
| | - Lisa Richardson
- Wilson Centre, University Health Network/University of Toronto, Toronto, ON, Canada
- Department of Medicine, University of Toronto, Toronto, ON, Canada
- Department of Medicine, University Health Network, Toronto, ON, Canada
| | - Cynthia R Whitehead
- Wilson Centre, University Health Network/University of Toronto, Toronto, ON, Canada
- Department of Family & Community Medicine, Women's College Hospital, Toronto, ON, Canada
- Department of Family & Community Medicine, University of Toronto, Toronto, ON, Canada
| |
Collapse
|
23
|
Abstract
To examine the relation of mathematical background and initial attitudes toward statistics of Spanish “college students in social sciences the Survey of Attitudes Toward Statistics was given to 827 students. Multivariate analyses tested the effects of two indicators of mathematical background (amount of exposure and achievement in previous courses) on the four subscales. Analysis suggested grades in previous courses are more related to initial attitudes toward statistics than the number of mathematics courses taken. Mathematical background was related with students' affective responses to statistics but not with their valuing of statistics. Implications of possible research are discussed.
Collapse
Affiliation(s)
- José Carmona
- Department of Psychology, University of Huelva, Avda. Fuerzas Armadas, s/n, 21007 Huelva, Spain.
| | | | | |
Collapse
|
24
|
Carney PA, Palmer RT, Fuqua Miller M, Thayer EK, Estroff SE, Litzelman DK, Biagioli FE, Teal CR, Lambros A, Hatt WJ, Satterfield JM. Tools to Assess Behavioral and Social Science Competencies in Medical Education: A Systematic Review. Acad Med 2016; 91:730-42. [PMID: 26796091 PMCID: PMC4846480 DOI: 10.1097/acm.0000000000001090] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
PURPOSE Behavioral and social science (BSS) competencies are needed to provide quality health care, but psychometrically validated measures to assess these competencies are difficult to find. Moreover, they have not been mapped to existing frameworks, like those from the Liaison Committee on Medical Education (LCME) and Accreditation Council for Graduate Medical Education (ACGME). This systematic review aimed to identify and evaluate the quality of assessment tools used to measure BSS competencies. METHOD The authors searched the literature published between January 2002 and March 2014 for articles reporting psychometric or other validity/reliability testing, using OVID, CINAHL, PubMed, ERIC, Research and Development Resource Base, SOCIOFILE, and PsycINFO. They reviewed 5,104 potentially relevant titles and abstracts. To guide their review, they mapped BSS competencies to existing LCME and ACGME frameworks. The final included articles fell into three categories: instrument development, which were of the highest quality; educational research, which were of the second highest quality; and curriculum evaluation, which were of lower quality. RESULTS Of the 114 included articles, 33 (29%) yielded strong evidence supporting tools to assess communication skills, cultural competence, empathy/compassion, behavioral health counseling, professionalism, and teamwork. Sixty-two (54%) articles yielded moderate evidence and 19 (17%) weak evidence. Articles mapped to all LCME standards and ACGME core competencies; the most common was communication skills. CONCLUSIONS These findings serve as a valuable resource for medical educators and researchers. More rigorous measurement validation and testing and more robust study designs are needed to understand how educational strategies contribute to BSS competency development.
Collapse
Affiliation(s)
- Patricia A Carney
- P.A. Carney is professor of family medicine and of public health and preventive medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. R.T. Palmer is assistant professor of family medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. M.F. Miller is senior research assistant, Department of Family Medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. E.K. Thayer is research assistant, Department of Family Medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. S.E. Estroff is professor, Department of Social Medicine, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina. D.K. Litzelman is D. Craig Brater Professor of Medicine and senior director for research in health professions education and practice, Indiana University School of Medicine, Indianapolis, Indiana. F.E. Biagioli is professor of family medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. C.R. Teal is assistant professor, Department of Medicine, and director, Educational Evaluation and Research, Office of Undergraduate Medical Education, Baylor College of Medicine, Houston, Texas. A. Lambros is active emeritus associate professor, Social Sciences & Health Policy, Wake Forest School of Medicine, Winston-Salem, North Carolina. W.J. Hatt is programmer analyst, Department of Family Medicine, Oregon Health & Science University School of Medicine, Portland, Oregon. J.M. Satterfield is professor of clinical medicine, University of California, San Francisco, School of Medicine, San Francisco, California
| | | | | | | | | | | | | | | | | | | | | |
Collapse
|
25
|
Kasper J, Greene JA, Farmer PE, Jones DS. All Health Is Global Health, All Medicine Is Social Medicine: Integrating the Social Sciences Into the Preclinical Curriculum. Acad Med 2016; 91:628-32. [PMID: 26703416 DOI: 10.1097/acm.0000000000001054] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
As physicians work to achieve optimal health outcomes for their patients, they often struggle to address the issues that arise outside the clinic. Social, economic, and political factors influence patients' burden of disease, access to treatment, and health outcomes. This challenge has motivated recent calls for increased attention to the social determinants of health. At the same time, advocates have called for increased attention to global health. Each year, more U.S. medical students participate in global health experiences. Yet, the global health training that is available varies widely. The discipline of social medicine, which attends to the social determinants of disease, social meanings of disease, and social responses to disease, offers a solution to both challenges. The analyses and techniques of social medicine provide an invaluable toolkit for providing health care in the United States and abroad.In 2007, Harvard Medical School implemented a new course, required for all first-year students, that teaches social medicine in a way that integrates global health. In this article, the authors argue for the importance of including social medicine and global health in the preclinical curriculum; describe Harvard Medical School's innovative, integrated approach to teaching these disciplines, which can be used at other medical schools; and explore the barriers that educators may face in implementing such a curriculum, including resistance from students. Such a course can equip medical students with the knowledge and tools that they will need to address complex health problems in the United States and abroad.
Collapse
Affiliation(s)
- Jennifer Kasper
- J. Kasper is assistant professor and chair, Faculty Advisory Committee on Global Health, Harvard Medical School, and faculty member, Division of Global Health, Massachusetts General Hospital for Children, Boston, Massachusetts. J.A. Greene is associate professor of medicine and of the history of medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland. P.E. Farmer is Kolokotrones University Professor of Global Health and Social Medicine, Harvard Medical School, Boston, Massachusetts. D.S. Jones is A. Bernard Ackerman Professor of the Culture of Medicine, Faculty of Medicine, Harvard Medical School, Boston, Massachusetts, and Faculty of Arts and Sciences, Harvard University, Cambridge, Massachusetts
| | | | | | | |
Collapse
|
26
|
Tinker A, Hussain L, D'Cruz JL, Tai WYS, Zaidman S. Why should medical students study Social Gerontology? Age Ageing 2016; 45:190-3. [PMID: 26806820 DOI: 10.1093/ageing/afw003] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2015] [Accepted: 11/26/2015] [Indexed: 11/12/2022] Open
Abstract
The General Medical Council (GMC) provides a core curriculum for all medical degrees in the UK. However, these guidelines do not provide in-depth, specific learning outcomes for the various medical specialties. Recognising our ageing population, the British Geriatrics Society in 2013 published their own supplementary guidelines to encourage and further direct teaching on Gerontology and Geriatric Medicine in medical school curricula. Although teaching on Geriatric Medicine, a sub-discipline of Gerontology, has reassuringly increased in UK medical schools, there are convincing arguments for greater emphasis to be placed on the teaching of another sub-discipline: Social Gerontology. Considering the skills and knowledge likely to be gained from the teaching of Social Gerontology, in this paper we argue for the greater universal adoption of its teaching. This would help ensure that the doctors of tomorrow are better equipped to manage more successfully and holistically the growing cohort of older patients.
Collapse
Affiliation(s)
- Anthea Tinker
- Institute of Gerontology, King's College London, London, UK
| | - Labib Hussain
- Institute of Gerontology, King's College London, London, UK
| | | | | | | |
Collapse
|
27
|
Parker JE, Wagner DJ. From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education. CBE Life Sci Educ 2016; 15:15/3/fe5. [PMID: 27587851 PMCID: PMC5008903 DOI: 10.1187/cbe.16-01-0052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/16/2016] [Accepted: 05/07/2016] [Indexed: 06/06/2023]
Abstract
The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency's educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students' critical communication, leadership skills, and experiential learning opportunities. Some of these programs include opportunities for which students can apply, while others focus on faculty applications. Opportunities faculty can apply for may support student-recruitment and student-retention techniques, curriculum development, innovative teaching methods, and institutional capacity-building programs. Overall, these programs foster a diverse workforce in agricultural science that matches the increasing diversity of the country.
Collapse
Affiliation(s)
- Joyce E Parker
- Division of Community and Education, National Institute of Food and Agriculture, U.S. Department of Agriculture, Washington, DC 20250-2201
| | - David J Wagner
- Division of Community and Education, National Institute of Food and Agriculture, U.S. Department of Agriculture, Washington, DC 20250-2201
| |
Collapse
|
28
|
Louie AK, Merrell SB, Beresin EV, Balon R, Coverdale JH, Roberts LW. Behavioral and Social Sciences for Personalized Medicine: Teaching with Novel Methods. Acad Psychiatry 2015; 39:609-612. [PMID: 26423677 DOI: 10.1007/s40596-015-0435-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2015] [Accepted: 09/18/2015] [Indexed: 06/05/2023]
|
29
|
Bolton JW. How to integrate biological, psychological, and sociological knowledge in psychiatric education: a case formulation seminar series. Acad Psychiatry 2015; 39:699-702. [PMID: 25266108 DOI: 10.1007/s40596-014-0223-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2014] [Accepted: 09/10/2014] [Indexed: 06/03/2023]
|
30
|
Devlin MJ, Richards BF, Cunningham H, Desai U, Lewis O, Mutnick A, Nidiry MAJ, Saha P, Charon R. "Where Does the Circle End?": Representation as a Critical Aspect of Reflection in Teaching Social and Behavioral Sciences in Medicine. Acad Psychiatry 2015; 39:669-77. [PMID: 25272952 PMCID: PMC4383731 DOI: 10.1007/s40596-014-0222-8] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/28/2014] [Accepted: 09/10/2014] [Indexed: 05/17/2023]
Abstract
OBJECTIVE This paper describes a reflective learning program within a larger curriculum on behavioral and social science that makes use of close reading, written representation of experience, discussion, and textual response. This response may in turn lead to further reflection, representation, and response in a circular pattern. A unique feature of this program is that it pays attention to the representation itself as the pivotal activity within reflective learning. Using the narrative methods that are the hallmark of this program, faculty writings were analyzed to characterize the essential benefits that derive from these practices. METHODS In the context of a faculty development seminar on the teaching of behavioral and social sciences in medical curricula, a group of 15 faculty members wrote brief narratives of reflective learning experiences in which they had made use of the methods described above. Their responses were submitted to iterative close reading and discussion, and potential themes were identified. RESULTS Four themes emerged: writing as attention to self, writing as attention to other, writing as reader/writer contract, and writing as discovery. In each instance, writing provides a new or deepened perspective, and in each case, the dividends for the writer are amplified by the narrative skills of those who read, listen, and respond. CONCLUSIONS The narrative pedagogy described and modeled herein provides a potentially promising approach to teaching the social, cultural, behavioral, and interpersonal aspects of medical education and practice. Future research will deepen our understanding of the benefits and limitations of this pedagogy and expand our appreciation of its applications.
Collapse
Affiliation(s)
- Michael J Devlin
- Columbia University College of Physicians and Surgeons, New York, NY, USA.
| | - Boyd F Richards
- Columbia University College of Physicians and Surgeons, New York, NY, USA
| | - Hetty Cunningham
- Columbia University College of Physicians and Surgeons, New York, NY, USA
| | - Urmi Desai
- Columbia University College of Physicians and Surgeons, New York, NY, USA
| | - Owen Lewis
- Columbia University College of Physicians and Surgeons, New York, NY, USA
| | - Andrew Mutnick
- Columbia University College of Physicians and Surgeons, New York, NY, USA
| | - Mary Anne J Nidiry
- Columbia University College of Physicians and Surgeons, New York, NY, USA
| | - Prantik Saha
- Columbia University College of Physicians and Surgeons, New York, NY, USA
| | - Rita Charon
- Columbia University College of Physicians and Surgeons, New York, NY, USA
| |
Collapse
|
31
|
Wood CV. Knowledge ecologies, "supple" objects, and different priorities across women's and gender studies programs and departments in the United States, 1970-2010. J Hist Behav Sci 2015; 51:387-408. [PMID: 26334552 DOI: 10.1002/jhbs.21744] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
This article examines the evolving connections between local conditions and knowledge processes in women's and gender studies, a research field in the social sciences and humanities. Data are historical records from five early-adopting women's and gender studies units in the United States and interviews with affiliated professors. In their formative years, these programs were consistent in their intellectual content. Scholars across sites defined the purpose of women's studies similarly: to address the lack of research on women and social problems of sex inequality. Gradually, scholars incorporated a range of analytic categories into women's studies' agenda, including gender identities and masculinities, leading to diverse understandings and redefinitions of the central objects of analysis. Analytic shifts are reflected in differences in the institutional and intellectual composition of programs and departments. To explain how local departmental conditions affect the conception of core objects of study in gender research, the author builds on the literature on knowledge ecologies and introduces the concept of the "supple object."
Collapse
|
32
|
Kolomitro K, Stockley D, Egan R, MacDonald ML. Crossing boundaries: the design of an interdisciplinary training program to improve care for the frail elderly. Gerontol Geriatr Educ 2015; 36:302-317. [PMID: 25950718 DOI: 10.1080/02701960.2015.1031894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The Technology Evaluation in the Elderly Network (TVN) was funded in July 2012 under the Canadian Networks of Centres of Excellence program. This article highlights the development and preliminary evaluation of the TVN Interdisciplinary Training Program. This program is based on an experiential learning approach that crosses a multitude of disciplines including health sciences, law, social sciences, and ethical aspects of working with the frail elderly. Opportunities within the program include mentorship, interdisciplinary online collaborative projects, external placements, academic products, pre-grant submission, trainee-driven requirements, Network meetings, online modules/webinars, and most importantly active involvement with patients, families, and their support systems. The authors have 120 trainees from approximately 23 different disciplines including law, ethics, public policy, social work, and engineering engaged in the program. Based on our evaluation this program has been perceived as highly valuable by the participants and the community.
Collapse
Affiliation(s)
- Klodiana Kolomitro
- a Centre for Teaching and Learning, Queen's University , Kingston , Ontario , Canada
| | | | | | | |
Collapse
|
33
|
Lubisch B. [We need a new profession of psychotherapists – pro]. Psychiatr Prax 2015; 42:65-66. [PMID: 25764129 DOI: 10.1055/s-0034-1387535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Affiliation(s)
- Barbara Lubisch
- Psychologische Psychotherapeutin, Deutsche Psychotherapeuten Vereinigung (DPtV), Bundesvorsitzende
| |
Collapse
|
34
|
Perdiguero Gil E. [Emili Balaguer i Perigüell and socio-health sciences in medicine teaching]. Dynamis 2015; 35:491-494. [PMID: 26775440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
|
35
|
Hall JN, Woods N, Hanson MD. Is social sciences and humanities (SSH) premedical education marginalized in the medical school admission process? A review and contextualization of the literature. Acad Med 2014; 89:1075-1086. [PMID: 24826852 DOI: 10.1097/acm.0000000000000284] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
PURPOSE To investigate the performance outcomes of medical students with social sciences and humanities (SSH) premedical education during and beyond medical school by reviewing the literature, and to contextualize this review within today's admission milieu. METHOD From May to July 2012, the lead author searched the PubMed, MEDLINE, and PsycINFO databases, and reference lists of relevant articles, for research that compared premedical SSH education with premedical sciences education and its influence on performance during and/or after medical school. The authors extracted representative themes and relevant empirical findings. They contextualized their findings within today's admission milieu. RESULTS A total of 1,548 citations were identified with 20 papers included in the review. SSH premedical education is predominately an American experience. For medical students with SSH background, equivalent academic, clinical, and research performance compared with medical students with a premedical science background is reported, yet different patterns of competencies exist. Post-medical-school equivalent or improved clinical performance is associated with an SSH background. Medical students with SSH backgrounds were more likely to select primary care or psychiatry careers. SSH major/course concentration, not SSH course counts, is important for admission decision making. The impact of today's admission milieu decreases the value of an SSH premedical education. CONCLUSIONS Medical students with SSH premedical education perform on par with peers yet may possess different patterns of competencies, research, and career interests. However, SSH premedical education likely will not attain a significant role in medical school admission processes.
Collapse
Affiliation(s)
- Justin N Hall
- Mr. Hall is a third-year medical student and Leadership Education and Development (LEAD) Program scholar, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Woods is a scientist, The Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Hanson is associate dean, Admissions and Student Finances, Undergraduate Medical Education, and associate professor, Department of Psychiatry, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | | | | |
Collapse
|
36
|
Swanson E, Hairrell A, Kent S, Ciullo S, Wanzek JA, Vaughn S. A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. J Learn Disabil 2014; 47:178-195. [PMID: 22798105 DOI: 10.1177/0022219412451131] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided. A total of 27 studies met criteria for the synthesis, with 16 studies providing sufficient data for inclusion in the meta-analysis. Reading interventions implemented within the context of social studies have employed the use of graphic organizers, mnemonics, reading and answering questions, guided notes, and multicomponent comprehension instruction. The overall mean effect size for interventions included in the meta-analysis was 1.02, indicating that reading interventions delivered using social studies content have a substantial positive effect on outcomes among students with learning disabilities.
Collapse
|
37
|
Miller E, Balmer D, Hermann N, Graham G, Charon R. Sounding narrative medicine: studying students' professional identity development at Columbia University College of Physicians and Surgeons. Acad Med 2014; 89:335-42. [PMID: 24362390 PMCID: PMC4002760 DOI: 10.1097/acm.0000000000000098] [Citation(s) in RCA: 74] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
PURPOSE To learn what medical students derive from training in humanities, social sciences, and the arts in a narrative medicine curriculum and to explore narrative medicine's framework as it relates to students' professional development. METHOD On completion of required intensive, half-semester narrative medicine seminars in 2010, 130 second-year medical students at Columbia University College of Physicians and Surgeons participated in focus group discussions of their experiences. Focus group transcriptions were submitted to close iterative reading by a team who performed a grounded-theory-guided content analysis, generating a list of codes into which statements were sorted to develop overarching themes. Provisional interpretations emerged from the close and repeated readings, suggesting a fresh conceptual understanding of how and through what avenues such education achieves its goals in clinical training. RESULTS Students' comments articulated the known features of narrative medicine--attention, representation, and affiliation--and endorsed all three as being valuable to professional identity development. They spoke of the salience of their work in narrative medicine to medicine and medical education and its dividends of critical thinking, reflection, and pleasure. Critiques constituted a small percentage of the statements in each category. CONCLUSIONS Students report that narrative medicine seminars support complex interior, interpersonal, perceptual, and expressive capacities. Students' lived experiences confirm some expectations of narrative medicine curricular planners while exposing fresh effects of such work to view.
Collapse
Affiliation(s)
- Eliza Miller
- Dr. Miller is a resident, Department of Neurology, Columbia University Medical Center, New York, New York. Dr. Balmer is associate professor, Department of Pediatrics, and associate director, Center for Research, Innovation and Scholarship in Medical Education, Baylor College of Medicine, Houston, Texas. Ms. Hermann is creative director, Program in Narrative Medicine, Columbia University College of Physicians and Surgeons, New York, New York. Ms. Graham is a student, Yale School of Nursing, New Haven, Connecticut. Dr. Charon is professor of clinical medicine and executive director of the Program in Narrative Medicine, Columbia University College of Physicians and Surgeons, New York, New York
| | | | | | | | | |
Collapse
|
38
|
Zenderland L. Social science as a "weapon of the weak": Max Weinreich, the Yiddish Scientific Institute, and the study of culture, personality, and prejudice. Isis 2013; 104:742-772. [PMID: 24783492 DOI: 10.1086/674942] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
This essay examines Max Weinreich's efforts to turn "culture and personality studies" into social and psychological weapons that could be used to combat the effects of prejudice. It focuses on language choice, audience, and purpose in the production of such knowledge by and for a Yiddish-speaking Eastern European population. During the 1930s, Weinreich led the Yiddish Scientific Institute, a research organization headquartered in Poland but affiliated with neither a state nor a university. He was profoundly influenced by a year spent at Yale and a trip through the American South visiting segregated African-American universities. In his 1935 study Der veg tsu undzer yugnt [The Way to Our Youth], Weinreich blended European, Soviet, American, and African-American research traditions to examine the effects of prejudice on child and adolescent development; he also considered the ways members of "despised minorities" could use such science. In 1940 he fled to New York and in 1946 published Hitler's Professors, the first book analyzing the uses of the human sciences to advance Nazi state-sponsored antisemitism. In examining Weinreich's Yiddish and English writings, this essay explores the broader relationship of social science not only to state power but also to statelessness and powerlessness.
Collapse
|
39
|
Douglas EM, Serino PJ. The extent of evidence-based information about child maltreatment fatalities in social science textbooks. J Evid Based Soc Work 2013; 10:447-454. [PMID: 24066634 DOI: 10.1080/15433714.2012.759839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Previous research has established that child welfare workers lack important information about child maltreatment fatalities and risk factors leading to death. Further, training has not been associated with improvements in knowledge. The authors assessed the presence of evidence-based information about child maltreatment fatalities and risk factors for death in 24 social science textbooks about child abuse and neglect or child welfare. The results indicate that basic information, such as definitions and incidence rates of child maltreatment fatalities are routinely included in social science textbooks, but information about child, parent, and household risk factors are not, and that inaccurate information is often included. Implications of the findings are discussed.
Collapse
Affiliation(s)
- Emily M Douglas
- a School of Social Work, Bridgewater State University , Bridgewater , Massachusetts , USA
| | | |
Collapse
|
40
|
Abstract
"What is human about human beings? How did they get that way? How can they be made more so?" These three questions formed the basis of a fifth-grade social studies curriculum project developed in the 1960s called Man: A Course of Study, or MACOS. In the years between the curriculum's development in the 1960s and its controversial implementation in the 1970s, two separate sets of concerns served to problematize the use of anthropological materials in public school classrooms. On the one hand, MACOS designers were wary of the possibly racist interpretations of exploring so-called "primitive" cultures in the classroom. On the other, conservative textbook reformers objected to claims that all cultural solutions to biological problems were morally equivalent. Once MACOS earned a place in national news, it came to embody both hopes for the redemption of American democratic society and fears about the violent nature of humans, depending on one's political perspective. These mixed messages eventually undermined the long-term success of the program as public science.
Collapse
|
41
|
Abid K. Faculty development: a need in time for educators in healthcare. J PAK MED ASSOC 2013; 63:428-431. [PMID: 23905434] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
OBJECTIVE To appraise learning behaviour among participants of faculty development programme in a diverse group setting. METHODS The qualitative study was conducted at the Capacity Building Centre of the National Institute of Health and Social Sciences, Islamabad, in March-April 2010. From all the participants who planned to be healthcare educators, 27 were selected for the study. Methodology used was focus group. Coding for focus group interview was done as E1, E2, E3 and E4 for educators from basic sciences, clinical/pre-clinical discipline, nursing and midwifery, and social sciences and information technology profession respectively. For gap analysis, need assessment of focus groups was done with a pre-tested questionnaire. Change in attitude and behaviour as educators was observed in the experience phase during the three modules of the programme. A post-test questionnaire was used to evaluate the effectiveness of the programme. RESULTS The response rate of the participants was 100%. Gap analysis of focus groups came up with the same challenges that are faced by faculty: insufficient knowledge in the five domains of professional development. In institutional settings, no planned faculty development programmes were reported. By the end of the third module, the participants admitted their step-wise skill development and considered it to be a value addition in their professional career. CONCLUSION Talent is not sparse in today's educators of health profession. But professional development to improve their skills is the need of the hour. Capacity-building at workplace is the best solution as it can be managed within the available timeframe and resources.
Collapse
Affiliation(s)
- Kauser Abid
- Islamabad Medical and Dental College, Bhara Khou, Islamabad.
| |
Collapse
|
42
|
Abstract
Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.
Collapse
|
43
|
|
44
|
Baizerman M, Rence E, Johnson S. Use of research for transforming youth agencies. New Dir Youth Dev 2013; 2013:59-77. [PMID: 24136838 DOI: 10.1002/yd.20069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
Current philosophy and practice urge, even require for funding, that programs be empirically based and grounded in empirically proven emerging, promising, or best practices. In most of the human services, including youth programs, services, and practices, this requirement is a goal as well as an ideal. Empirical research and evaluation can be used in many ways. This article describes how it can be used for problem construction, a sociopolitical process that intentionally transforms data into "problems," the latter to mobilize and respond to the conditions documented in and by the data. This is the research strategy used primarily in an effort to transform a community youth service agency.
Collapse
|
45
|
Abstract
CONTEXT The dominance of biomedical science in medical education has been contested throughout the past century, with recurring calls for more social science and humanities content. The centrality of biomedicine is frequently traced back to Abraham Flexner's 1910 report, 'Medical Education in the United States and Canada'. However, Flexner advocated for a scientist-doctor, rather than a curriculum filled with science content. Examination of the discourses of science since Flexner allows us to explore the place of various knowledge forms in medical education. METHODS A Foucauldian critical discourse analysis was performed, examining the discourses of scientific medicine in Flexner's works and North American medical education articles in subsequent decades. Foucault's methodological principles were used to identify statements, keywords and metaphors that emerged in the development of the discourses of scientific medicine, with particular attention to recurring arguments and shifts in the meaning and use of terms. RESULTS Flexner's scientist-doctor was an incisive thinker who drew upon multiple forms of knowledge. In the post-Flexner medical education reforms, the perception of science as a discursive object embedded in the curriculum became predominant over that of the scientist as the discursive subject who uses science. Science was then considered core curricular content and was discursively framed as impossibly vast. A parallel discourse, one of the insufficiency of biomedical science for the proper training of doctors, has existed over the past century, even as the humanities and social sciences have remained on the margins in medical school curricula. CONCLUSIONS That discourses of scientific medicine have reinforced the centrality of biomedicine in medical education helps to explain the persistent marginalisation of other important knowledge domains. Medical educators need to be aware of the effects of these discourses on understandings of medical knowledge, particularly when contemplating curricular reform.
Collapse
Affiliation(s)
- Cynthia Whitehead
- Department of Family and Community Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
| |
Collapse
|
46
|
|
47
|
Westrick SC, Kamal KM, Moczygemba LR, Breland ML, Heaton PC. Characteristics of Social and Administrative Sciences graduate programs and strategies for student recruitment and future faculty development in the United States. Res Social Adm Pharm 2012; 9:101-7. [PMID: 23131662 DOI: 10.1016/j.sapharm.2012.03.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2012] [Revised: 03/14/2012] [Accepted: 03/14/2012] [Indexed: 11/19/2022]
Abstract
BACKGROUND The rising demand of faculty in Social and Administrative Sciences (SAS) in pharmacy in the United States heightens the need to increase the number of Doctor of Philosophy (PhD) graduates in SAS who choose to pursue an academic career. OBJECTIVES To describe the characteristics of SAS graduate programs and graduate students and identify strategies for student recruitment and future faculty development. METHODS An Internet survey (phase I) with key informants (graduate program officers/department chairs) and semistructured telephone interviews (phase II) with phase I respondents were used. Items solicited data on recruitment strategies, number of students, stipends, support, and other relevant issues pertaining to graduate program administration. Descriptive statistics were tabulated. RESULTS Of the 40 SAS graduate programs identified and contacted, 24 completed the Internet survey (response rate [RR]=60.0%) and, of these, 16 completed the telephone interview (RR=66.7%). At the time of the survey, the median number of graduate students with a U.S.-based PharmD degree was 3. An average annual stipend for graduate assistants was $20,825. The average time to PhD degree completion was 4.57 years, and approximately 31% of PhD graduates entered academia. Various strategies for recruitment and future faculty development were identified and documented. CONCLUSIONS Findings allow SAS graduate programs to benchmark against other institutions with respect to their own achievement/strategies to remain competitive in student recruitment and development. Additional research is needed to determine the success of various recruitment strategies and identify potential new ones.
Collapse
Affiliation(s)
- Salisa C Westrick
- Department of Pharmacy Care Systems, Harrison School of Pharmacy, Auburn University, 207 Dunstan Hall, Auburn, AL 36849, USA.
| | | | | | | | | |
Collapse
|
48
|
Al-Borie HM. Medical social sciences. Their potential contributions to medical education reforms in Saudi Arabia. Saudi Med J 2012; 33:711-715. [PMID: 22821303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2023] Open
Abstract
This article emphasizes a holistic definition of health. It then introduces the concept of Medical social sciences, and drawing from the literature, argues for the inevitability of social sciences in medical education, especially in the health systems of developing countries including the Kingdom of Saudi Arabia (KSA). This is followed by a brief history of medical education in KSA, and an examination of some important social science issues. Finally, this article suggests how a holistic approach involving inputs from the social and behavioral sciences could be incorporated into undergraduate medical education to produce medical professionals who could better meet the community and public health needs of the country.
Collapse
Affiliation(s)
- Hussein M Al-Borie
- Department of Health Services and Hospital Administration, Faculty of Economics and Administration, King Abdulaziz University, PO Box 80271, Jeddah 21589, Kingdom of Saudi Arabia.
| |
Collapse
|
49
|
Hausberg M, Hergert A, Bullinger M, Spitzer C, von dem Knesebeck O, Andreas S, Rabung S. Teaching social scientific methods to medical undergraduates: a challenge worth facing. Med Teach 2012; 34:423-424. [PMID: 22452284 DOI: 10.3109/0142159x.2012.669090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
|
50
|
Delisle RG. Human evolution: an agenda for history, philosophy, and social studies. Hist Philos Life Sci 2012; 34:3-7. [PMID: 23272591] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Affiliation(s)
- Richard G Delisle
- Archaeology, Philosophy, and Liberal Education, University of Lethbridge, 4401 University Drive, Lethbridge, Alberta, Canada T1K 3M4
| |
Collapse
|