Developing and analysing a curriculum map in Occupational- and Environmental Medicine

Background: During the last 5 years a fundamental curriculum reform was realized at the medical school of the Ludwig Maximilians University. In contrast to those efforts, the learning objectives were not defined consistently for the curriculum and important questions concerning the curriculum could not be answered. This also applied to Occupational and Environmental Medicine where teachers of both courses were faced with additional problems such as the low number of students attending the lectures. The aims of the study were to develop and analyse a curriculum map for Occupational and Environmental Medicine based on learning objectives using a web-based database. Furthermore we aimed to evaluate student perception about the curricular structure. Methods: Using a web-based learning objectives database, a curriculum map for Occupational and Environmental Medicine was developed and analysed. Additionally online evaluations of students for each course were conducted. Results: The results show a discrepancy between the taught and the assessed curriculum. For both curricula, we identified that several learning objectives were not covered in the curriculum. There were overlaps with other content domains and redundancies within both curricula. 53% of the students in Occupational Medicine and 43% in Environmental Medicine stated that there is a lack of information regarding the learning objectives of the curriculum. Conclusions: The results of the curriculum mapping and the poor evaluation results for the courses suggest a need for re-structuring both curricula

The use of additional information in problem-oriented learning environments

Self-directed learning with authentic and complex problems (problem-oriented learning) requires that learners observe their own learning and use additional information when it is appropriate – e.g. hypertextual information in computer-supported learning environments. Research results indicate that learners in problem-oriented learning environments often have difficulties using additional information adequately, and that they should be supported. Two studies with a computer-supported problem-oriented learning environment in the domain of medicine analyzed the effects of strategy instruction on the use of additional information and the quality of the problem representation. In study 1, an expert model was used for strategy instruction. Two groups were compared: one group with strategy modeling and one group without. Strategy modeling influenced the frequency of looked-up hypertextual information, but did not influence the quality of learners' problem representations. This could be explained by difficulties in applying the general hypertext information to the problem. In study 2, the additional information was presented in a more contextualized way as graphical representation of the case and its relevant concepts. Again, two groups were compared: one with a strategy instruction text and one without. Strategy instruction texts supported an adequate use of this graphical information by learners and had an effect on the quality of their problem representations. These findings are discussed with respect to the design of additional help systems in problem-oriented learning environments

Report 4: The Dissemination Potential of a European Network

The report that follows represents an extraordinary and unique exchange of information. Unfolding here are the capabilities for dissemination and exploitation in the EU-funded Thematic Network ‘Dietitians Implementing Education and Training Standards’ in Europe (DIETS). At the beginning of the Network there were 112 Partners and about 500 registered users of the DIETS website, but over a three-year period this has increased to 123 Partners and well over 1000 users. The activity of these Partners and their determination to publicise the Network and, more importantly, the role of the dietitian, has been immense and sometimes difficult to capture. However, captured in this report are the learning and change to practice that has resulted, as well as closer engagement between HEIs and their dietetic departments across Europe. Some of the good practice described here will be of value to others starting this type of journey. This network of HEIs, their dietetic colleagues and others will endure long after the DIETS Network has finished its work, largely due to the enthusiasm of the Partners and the social network that has been built and embedded. The ultimate benefit to dietitians, through education, lifelong learning and their contribution to nutritional health in Europe will continue to unfold

Offshore education : offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education

This report presents a study on offshore education conducted by a consortium of Dutch higher education researchers and commissioned by the Digital University (DU). The study explored the extent to which Dutch higher education institutions are involved in offering their educational services abroad (offshore education). After thoroughly embedding offshore education in the wider contexts of internationalisation and ICT policies, the study particularly explores the practical experiences with a number of real-life offshore activities of Dutch higher education. As a warm-up to this report, a few interesting cases are briefly touched upon below

Developing a Methodology for Analyzing Educational Offerings Using Competency Descriptors

The United States Air Force needs to ensure its Airmen are receiving the best possible education so that they can perform their jobs as effectively as possible. One way to improve the evaluation and development of its Airmen is to incorporate the use of competencies to develop standards for performance and use competency-based education principles to improve the quality of education delivered to the Airmen. One of the educational centers of the United States Air Force is The Civil Engineer School. However, The Civil Engineer School needs a way to evaluate its current coursework on how well it develops competencies in Airmen and a way to create curriculums for future educational programs that focus on development of a particular competency profile. This research accomplishes both of those tasks by using the building block of competency models, descriptors. By deriving from the principles of competencies and competency-based education evaluation criteria, a methodology for determining competency development from a course is created by relating the coursework to the competency model’s descriptors. Once the descriptors have been related to coursework, an optimization tool can be used to develop curriculums based on a given competency The Civil Engineer School desires to develop. This research provides one such tool, using Microsoft Excel to determine the curriculum that meets the desired competency development in the shortest time using existing coursework or to build a new course that accomplishes the desired competency development in the shortest time using existing coursework

How the AIS can Improve its Contributions to the UN’s Sustainability Development Goals: Towards A Framework for Scaling Collaborations and Evaluating Impact

In June, 2019, the Association for Information Systems (AIS) adopted a new approach to addressing global sustainability issues by establishing the AIS Sustainability Task Force (AIS STF). This initiative focuses on building on the outcomes from the United Nations (UN) Millennium Development Goals (MDG, 2000-2015) and applying them to address the challenges associated with the UN Sustainable Development Goals (SDG, 2016-2030). In this paper, we review the challenges and outcomes from the UN sustainability programs with their potential relevance to IS in general and the AIS in particular to inform and assist increased efforts to achieve the global sustainability goals. The initial event, the AIS Sustainability Summit held at ICIS 2019, provided a forum for AIS groups and communities to share their current interests, plans, activities, and experiences relevant to the MDG and SDG. The event primarily focused on facilitating opportunities to scale the AIS’s sustainability activities through multi-disciplinary collaboration across the AIS and its communities. Members from four AIS special interest groups and the STF’s Education Workgroup presented exemplary projects at the summit that demonstrated how one can apply applied IS and research capabilities to address sustainability challenges. The sustainability summit’s also explored opportunities to achieve positive impact in addressing the SDG’s global challenges through applying AIS members’ knowledge, skills, and capabilities in relevant ways in collaboration with suitable organizations outside the AIS. Potential organizations include business, government, societal groups, and UN bodies. We presented and discussed the AIS STF’s aims, plans, outcomes, and impact. By analyzing details and options for cross-organizational collaboration, the representatives of organizations at the sustainability summit developed a proposed framework for scaling contributions and evaluating impact. Finally, they drew conclusions about the proposed activities, approaches, and framework for the AIS to improve the scope and scale of its contributions in addressing the SDG. Critically, the AIS needs to ensure that its proposed activities, contributions, and impact are examined by an internationally recognized independent process. We propose a model for the AIS to realize this requirement for evaluation in 2021

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available