Education and Training
Explore Education and Training
Professor Carmel Foley | Beyond the Classroom: How University Clubs Cultivate Successful Graduates
In today’s competitive job market, universities face the challenge of ensuring that their graduates are not only knowledgeable but also possess a range of attributes that make them employable. Traditional academic programs often focus on curriculum and formal learning environments, but recent research highlights the significant role of extracurricular activities in student development. Professor Carmel Foley at the University of Technology Sydney and her colleagues have delved into this underexplored area, examining how participation in university-based sport and social clubs contributes to the development of essential graduate attributes.
Fostering Equity and Inclusion at West Virginia University and Beyond
Broadening participation in academic environments is crucial to enhancing the learning experience of faculty and students, expanding perspectives among people from different backgrounds, improving research processes and outcomes, and fostering greater innovation. Ensuring all individuals have access to education also leads to socio-economic growth, health benefits and life-long learning skills. Indeed, all people belong in the academy.
How to Use the SEP Toolkit to Create Engaging Classroom Activities
The Next Generation Science Standards, or NGSS, guide teachers in their efforts to facilitate student ability to think like scientists and perform the intellectual work of science. The NGSS framework is organized into three key dimensions: Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts. These three dimensions are anchored in phenomenon-based experiences. This means that learners focus on observable phenomena grounded in the human-affected or natural world, rather than limiting students to theoretical questions or even simply answering other people’s questions. This video focuses on the first dimension of the NGSS: Science and Engineering Practices – or SEPs.
Berthold Seitz | Embracing Excellence in Ophthalmology Training at Saarland University Medical Center
Given the complexity and delicate nature of eye care, highly skilled ophthalmologists are essential to preserving and restoring vision. The journey to becoming an exceptional ophthalmologist is marked by in-depth training, hands-on experience, and access to cutting-edge resources. At the Saarland University Medical Center in Homburg, Germany, the Department of Ophthalmology offers a residency program that not only meets these criteria but exceeds them, fostering a nurturing environment where future specialists can thrive.
Dr. Sunny Nakae | The Bias Breakers Workshop: Reducing Bias in Medical School Admissions
Unconscious bias influences the selection of candidates in all types of organizations. This is no different in medical school admissions, where bias often results in the exclusion of talented candidates whose backgrounds and experiences may differ from those of selectors. Bias in admissions perpetuates inequities within medical education, the healthcare workforce, and in health outcomes. Many academic institutions have implemented training to raise awareness of unconscious bias. However, these trainings typically do not teach skills for addressing and mitigating bias that stems from individual and structural sources.
Converting Medical Scans to 3D Models and Augmented Reality for Medical Education
Medical imaging has revolutionized our ability to non-invasively peer into the body and spot problems. However, interpreting such images correctly is a skilled task, requiring years of specialized training. Medical scans show a series of 2D images representing a cross-sectional view of the body; so, identifying specific features and understanding how the image relates to the patient’s body is not straightforward. While 3D medical images can sometimes be created by stacking 2D images together, this typically requires specialized computers, software, and training, making such imagery less accessible for medical education. Illustrative images that can be created quickly and cheaply could greatly enhance medical education and would also be beneficial for clinicians.
STINT: An Immersive STEM Internship Programme for Teachers
In recent years, educators and policymakers have been trying to improve education in science, technology, engineering, and mathematics – or STEM. These efforts include programmes offering teachers hands-on experience in STEM workplaces, so that they can understand how the industry works and design relevant classroom activities. The rationale behind these programmes is that many teachers never experience STEM workplaces, which may limit their ability to bring real-world context into STEM education in the classroom.
Dr Sibylle Maria Kneissl | The Flipped Classroom: Facilitating Deeper Learning in Veterinary Education
This term, the University of Veterinary Medicine in Vienna is implementing a new learning approach called ‘flipped classroom’. The flipped classroom approach reverses the conventional classroom environment. Instead of attending lectures and doing tasks at home, students first learn at home, share their opinions in an online forum, and then collaborate to complete assignments in the classroom. Traditional learning approaches typically control students’ learning, directing their thoughts and feelings. In contrast, flipped classrooms allow students to study in their own time, motivating them to take control of their own learning and receive guidance from teachers when they need it.
Dr. Jill Ordynans | How Collaborative Critical Reflection Amongst Teachers is a Powerful Tool for Creating Change
The pandemic was a stressful time for both students and teachers, leading to a worldwide call for improving how education is conceptualized and carried out in schools. As a result, there is a need for more supportive and effective teacher development approaches, as the voice of teachers is vital in deciding how to move forward. In a recent study, Dr. Jill Ordynans of Touro University and colleagues investigated how critical reflection can be incorporated in collaborative teaching communities. These communities have been offered as a humanizing way to support teachers in improving education.
Professor Anne Herrmann-Werner – Dr Teresa Festl-Wietek | An Innovative Approach to Medical Education Developed During the Pandemic
COVID-19 changed the world as we know it. Overnight, we needed to adapt to socially-distanced, online workplaces, schools and pastimes. Medical education was particularly affected by this; students were sent into virtual learning environments, while being prematurely thrust into frightening clinical settings to support frontline workers. This was problematic, given that medical students are already prone to psychological stress and above-average rates of mental disorders. However, it offered an opportunity to develop and embed innovative digital teaching concepts.
Professor Ee Ling Low | Cultivating Adaptive, Resilient Teachers for an Ever-Changing World
We now live in an uncertain world, with constant and rapid changes in the climatic, technological, geopolitical, socio-economic and medical landscape. Students today will need to develop adaptability and resilience in order to thrive in this dynamic landscape. By recognizing the challenges that humanity faces, we can seize the opportunities they present. Education has a responsibility to address present concerns while preparing students for unanticipated future concerns. This prompts us to reconsider how we think about education, teaching and learning. To meet these demands, teachers need to be equipped with new skills during their preparation.
Dr Elif Miskioğlu – Dr Kaela Martin – Dr Adam Carberry | Fostering Intuition in Engineering Students to Solve 21st Century Challenges
Experienced engineers typically have advanced technical knowledge and unique skillsets. Many also develop impressive intuition through years of experience, which helps them to devise solutions to complex real-world problems. Cultivating such intuition in engineering students could better equip them to tackle humanity’s increasingly complex challenges. Before we can design classroom interventions that foster intuition in prospective engineers, we need methods that can reliably assess intuition. Using such methods, the effectiveness of a given intervention could be measured by assessing students’ intuition before and after they take part.
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