Redesigning Nursing Education: Lessons Learned from the Oregon Experience

Offers evaluation findings, lessons learned, and guidance from a coalition of community colleges and university nursing programs that offer a standard competency-based curriculum to enable students to make a seamless transition and raise skill levels

Are medical students influenced by preceptors in making career choices, and if so how? A systematic review

Author version made available in accordance with the publisher's policy.Introduction: Increasingly medical students undertake clinical training in distributed learning environments. The driving factor for this is predominantly to address medical workforce shortages. In these environments students are often taught by private practitioners, residents, house staff and registrars, as well as faculty. Through a mix of short- and long-term preceptorships, clerkships and rotations, medical students are exposed to a wider range of preceptors, mentors and role models than has traditionally been the case. The aim of this systematic review was to understand if and how medical students’ career choices are influenced by their interactions with preceptors. Method: A search of Ovid Medline, Scopus, ISI Web of Science, PubMed, Eric and CIHNAL was undertaken. The search was structured around the key terms: Medical Student, Career Choice and Preceptor, and variants of these terms. Search limits were set to English-language publications between 1995 and 2010. Results: A total of 36 articles met the selection criteria from the 533 citations sourced from the search. Required preceptorships as short as 3 weeks’ duration influence the career choice of students when they rate the preceptor as a high quality teacher. Preceptors who are judged (by students) as high quality teachers have the greatest influence on student career choice by up to four-fold. When students judged a preceptor as being a negative role model, a poor teacher or lacking discipline specific knowledge they will turn away from that field. The positive influence of relationships between preceptors and students on career choice is strongest where there is continuity of preceptors, continuity of care, and continuity of patient interactions. The longer the duration of the preceptorship the greater the influence on student career choice, particularly in primary cares environments. Conclusion: This review adds to the literature by identifying how differing components and combinations of components of a preceptorship influence medical student career choices. Multiple components of the preceptorship combined have a greater influence. In free choice, longitudinal integrated clerkships’ duration of placement and continuity relationships with preceptors have the greatest influence on medical students in pursuing a primary care career. This information informs medical schools, curriculum designers and policy-makers in reforming medical education to address workforce shortages

Undergraduate Information Systems (IS) Curriculum and Career Track Development in United States Colleges and Universities: Assessment of Adherence to IS 2010 Curriculum Guidelines

The purpose of this study was to survey information systems (IS) curriculum in Association to Advance Collegiate Schools of Business (AACSB) accredited information systems programs across the United States, to evaluate current adherence to the IS 2010 curriculum guidelines, and to assess the number and type of career track developments initiated as a result of less stringent requirements in the new curriculum guidelines. In addition, an analysis was conducted to see if curriculum in AACSB-accredited information systems programs across the United States changed significantly since other similar evaluations reported in 1996 and 2006, and whether it is closer in adherence to the IS 2010 curriculum guidelines. The results of this study provided a current-state description of IS curriculums in the United States, specifically: (a) percentage adherance relationships and between AACSB-accredited information systems programs to IS 2010 curriculum guidelines; (b) defined curriculum profiles or latent class cluster characteristics of recent career track developments that have emerged; and (c) perceptions of adherence by the IS department faculty compared to the assessed adherence to IS 2010 curriculum guidelines. In the findings, a comprehensive view of the landscape for adherence to IS curriculum guidelines is discussed, including the following. (a) There is a wide range of adherence to the IS curriculum guidelines. In addition, none of the IS program assessed were either entirely compliant or not compliant at all. (b) Some topics are widely covered (over half) as core curriculum while other topics are offered as core curriculum in less than half of IS programs. (c) Very few IS programs have formally implemented the IS 2010 career track guideline recommendations. (d) IS programs implementing formal career tracks specify a reasonably small number of track options for students to consider. (e) IS programs that include career tracks provide unique offerings beyond the proposed sample tracks depicted in the IS 2010 curriculum guidelines. (f) There appear to be reasonably well-defined categories or clusters of IS programs as related to IS 2010 curriculum guideline adherence. (g) IS program faculty describe a higher perceived adherence to IS curriculum guidelines than what is actually assessed in this study. (228 pages

Prototyping AI-Powered Social Innovation in an Undergraduate MIS course

While implementing with caution, Artificial Intelligence (AI) holds potential to help nations address pressing social issues, such as homelessness, climate change, and healthcare accessibility. With the existing and potential economic and social benefits of AI, it is crucial to integrate AI learning in undergraduate education. This paper presents the preliminary findings of a course project that engages students to learn AI by prototyping solutions to address important social issues in their communities among 120 undergraduate MIS students. Students worked in groups and developed chatbots that addressed a variety of community issues during COVID-19. A survey study shows students’ enhanced understanding and mastery of AI concepts and applications, empowerment of contributing to their communities through AI innovation, and an emerging awareness of diversity, equity, and ethical issues in the community and AI technologies. We conclude with implications of learning AI, innovation, and ethics through the lens of AI for social good

William H. Hannon Library Year in Review 2011 – 2012

https://digitalcommons.lmu.edu/whhreview/1004/thumbnail.jp

Surgite Winter 2005

Publication of Surgite for Winter 2005. The contents are: Record enrolment, Alumni Association news, Brock Days, Fall Convocation, AlumNews, Time capsule, Rowing coach

IS2020 A Competency Model for Undergraduate Programs in Information Systems: The Joint ACM/AIS IS2020 Task Force

The IS2020 report is the latest in a series of model curricula recommendations and guidelines for undergraduate degrees in Information Systems (IS). The report builds on the foundations developed in previous model curricula reports to develop a major revision of the model curriculum with the inclusion of significant new characteristics. Specifically, the IS2020 report does not directly prescribe a degree structure that targets a specific context or environment. Rather, the IS2020 report provides guidance regarding the core content of the curriculum that should be present but also provides flexibility to customize curricula according to local institutional needs