The perceived strengths and weaknesses of the General Practice training e-portfolio: A case study exploration of General Practitioner (GP) trainers’ perspectives

Background: General Practitioner (GP) trainers spend considerable time completing their trainees’ e-portfolios, yet there is a paucity of research into their views. This study aimed to illuminate their perspectives and propose modifications. Additionally, a recent law-suit has highlighted tensions over written reflections in training e-portfolios being used in a court of law and this paper contributes to the conversation. Methods: Case study methodology was adopted. A survey permitted purposeful selection of six GP trainers for interview and informed the interview schedule. Semi-structured interviews provided the data and thematic analysis was employed for data analysis. Credibility indicators included member-checking and cross-checking. Results: Strengths and weaknesses of the e-portfolio were identified. Strengths lay in the ability to demonstrate accountability for a rigorous educational process, and intrinsic educational aspects of the e-portfolio. Weaknesses lay in the time spent by GP trainers in documentation, perceived by them as excessive, and the threats to credibility conferred both by burdensome documentation and the requirement for written reflection on clinical errors. Conclusions and Recommendations: GP trainers risk their work-life balance and clinical performance by the time spent on the e-portfolio. Participants proposed reducing documentation with fewer competencies and log-entries. They suggested that written reflection on clinical imperfections should not be expected, whilst learning from researching knowledge gaps should, and that they, as GP trainers, should be more involved in e-portfolio evolution

Image-Based 3D Modeling as a Documentation Method for Zooarchaeological Remains in Waste-Related Contexts

During the last twenty years archaeology has experienced a technological revolution that spans scientific achieve-ments and day-to-day practices. The tools and methods from this digital change have also strongly impacted archaeology. Image-based 3D modeling is becoming more common when documenting archaeological features but is still not implement-ed as standard in field excavation projects. When it comes to integrating zooarchaeological perspectives in the interpreta-tional process in the field, this type of documentation is a powerful tool, especially regarding visualization related to reconstruction and resolution. Also, with the implementation of image-based 3D modeling, the use of digital documentation in the field has been proven to be time- and cost effective (e.g., De Reu et al. 2014; De Reu et al. 2013; Dellepiane et al. 2013; Verhoeven et al. 2012). Few studies have been published on the digital documentation of faunal remains in archaeological contexts. As a case study, the excavation of the infill of a clay bin from building 102 in the Neolithic settlement of Ҫatalhöyük is presented. Alongside traditional documentation, infill was photographed in sequence at each second centimeter of soil removal. The photographs were processed with Agisoft Photoscan. Seven models were made, enabling reconstruction of the excavation of this context. This technique can be a powerful documentation tool, including recording notes of zooarchaeo-logical significance, such as markers of taphonomic processes. An important methodological advantage in this regard is the potential to measure bones in situ in for analysis after excavation

An enquiry into the temporal coordination of Groupware Calendar Systems (GCS): Conceptualizing the private and public perspectives

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Groupware Calendar Systems (GCS), asynchronous on-line meeting schedulers are designed to fulfil the increased need for coordination of work, by supporting time management of temporally and geographically dispersed individuals and groups. From a study of the literature on GCS adoption, a premise was constructed that temporal coordination of GCS requires a marriage of conflicting private and public perspectives. This is based on the fact that firstly, the system has to support both individual and group work, and secondly, generally considered `private' information has to be publicized by individuals. However, there is a lack of understanding of the dynamism of these perspectives especially in relation to the process of temporal coordination in GCS. The aim of this thesis is to understand and conceptualize temporal coordination of GCS. The research strategy of this thesis adopts a `grounded approach' together with a `progressive research approach' to investigate the GCS phenomenon. The actions and processes of GCS-in-use are examined using the case study method. The research design progressively refines and reflects upon the findings in two stages: stage-one, two pilot studies and stage-two, two case studies. A selection of data collection techniques were used in order to obtain a rich data set via semi-structured in-depth interviews, observations, questionnaires, documentation and photographs. The analysis employed a pattern-matching technique and the `SCOT' framework, modified to examine the process of temporal coordination and the dynamic relationships produced in GCS which led to the construction of a new conceptual model. This model of 'reflective temporal equilibrium' presents the state of temporal coordination, formed by the phenomenon of continuous conflict between the private and public perspectives. The outcomes of this thesis provide a clearer theoretical picture of GCS, consequently leading to implications for its future design and adoption for better coordination and collaboration of work

Giftedness, perceptions and practices of teachers in Lithuania

In the context of political and cultural educational change, this research examined how a professional development programme in gifted education was effective in changing the perceptions and practices of Lithuanian teachers to utilise more comprehensive criteria for the identification of gifted children. The research addressed two main research questions: (1) How have the perceptions of giftedness changed for Lithuanian teachers following a professional development programme in gifted education at Kaunas Technological University? (2) How did the teachers at a Lithuanian basic school who attended the professional development implement a gifted student identification procedure at their school? The objective of the professional development programme was for Lithuanian teachers to collaborate on a definition and list of characteristics of giftedness in order to design a gifted student identification process. Qualitative evidence for perceptions of giftedness, gathered from pre-and post-surveys, interviews and questionnaires, indicated that these Lithuanian teachers changed their thinking about giftedness and the identification of gifted learners. Mind Mapping was used to illustrate these conceptual and thematic changes. NVivo was then employed to validate the findings, analyse and code the data. Ninety one percent of Lithuanian teachers changed their thinking about giftedness after the professional development programme. The second study used Fullan’s Four Stage Model of Educational Change to analyse the change process at a case study school. The case study school teachers who attended the professional development implemented a gifted student identification process. Qualitative methodologies involved observations, discussions, interviews, and study of written records and documentation. Journaling, audio and videotaping were used to record information. The case study school screening committee identified 26% of pupils as ‘gifted’ from parent-, teacher-, peer-, and self-nomination. Teachers said that they felt empowered to differentiate the curriculum for gifted pupils at their school. This research presents one of the first North American perspectives on gifted education in post-Soviet Lithuania

Analisis Kinerja Instansi Pemerintah Daerah Dengan Pendekatan Balanced Scorecard

This study aims to measure the performance of the Metro City Health Office, Lampung using the Balanced Scorecard approach. Performance measurement is carried out based on four perspectives of the Balanced Scorecard, namely financial perspective, customer perspective, internal business process perspective, and growth and learning perspective. This type of research is quantitative qualitative research (mix methods) using case studies at the Metro City Health Office, Lampung. Sources of data used are primary and secondary data sources. Collecting data using the method of documentation, questionnaires, and interviews. Respondents came from community service users and employees of the Metro City Health Service, Lampung. The sampling technique used was purposive sampling and convenience sampling. The financial perspective is measured using a value for money approach. The results of this study indicate that the performance of the Metro City Health Office, Lampung seen from the perspective of customers, finance, internal business processes, and growth and learning, overall has good performance quality

Monolingual Teacher and Guardian Perceptions of School Climate and Cultural Experiences in a Dual Language In-District Public Charter School: A Case Study

The purpose of the intrinsic case study was to present the monolingual teachers\u27 and guardians’ perceptions of school climate and cultural experiences in a dual language in-district public charter school. School climate and culture experiences in the dual language public charter school for monolingual teachers and guardians will be reviewed. The theory guiding this study was Albert Bandura’s social cognitive theory, as it proposes that environment and cognitive factors influence a person. The intrinsic case study utilized purposeful sampling to capture data at the in-district dual language charter school that serves kindergarten through eighth-grade student populations. Interviews, observations, and documentation analysis served as the data collection methods of implementation. Identifying the themes presented in the data was done through triangulation of the data. The central research question asked how the climate and culture system at Hogget Academy underrepresented the monolingual population on the campus. Three themes and several sub-themes were revealed during the data analysis process. The themes included monolingual support, no change in population, and diverse social learning. The participants of the study were monolingual parents and teachers of Hogget Academy. Future research recommends utilizing more campuses within the district to evaluate to gather multiple perspectives from different campuses with DLI implementation

A First-Person Theory of Documentation

Purpose To first articulate and then illustrate a descriptive theoretical model of documentation (i.e., document creation) suitable for analysis of the experiential, first-person perspective. Design/methodology/approach Three models of documentation in the literature are presented and synthesized into a new model. This model is then used to understand the findings from a phenomenology-of-practice study of the work of seven visual artists as they each created a self-portrait, understood here as a form of documentation. Findings A number of themes are found to express the first-person experience of art-making in these examples, including communicating, memories, reference materials, taking breaks and stepping back. The themes are discussed with an eye toward articulating what is shared and unique in these experiences. Finally, the themes are mapped successfully to the theoretical model. Research limitations/implications The study involved artists creating self-portraits, and further research will be required to determine if the thematic findings are unique to self-portraiture or apply as well to art-making, to documentation generally, etc. Still, the theoretical model developed here seems useful for analyzing documentation experiences. Practical implications As many activities and tasks in contemporary life can be conceptualized as documentation, this model provides a valuable analytical tool for better understanding those experiences. This can ground education and management decisions for those involved. Originality/value This paper makes conceptual and empirical contributions to document theory and the study of the information behavior of artists, particularly furthering discussions of information and document experience

A Case Study Exploring the Self-Disclosure Experiences of Students with Psychiatric Impairments in an Online University Setting

The purpose of this single case study was to explore the self-disclosure experiences of students with psychiatric disabilities in a fully online university setting. The theory guiding this study was the social model of disability as it focuses on the barriers imposed by society on students with disabilities as it pertains to self-efficacy, academic success, and the need to self-disclose. This case study asked the central question, “What can be learned from the self-disclosure experiences of students with psychiatric impairments?” Perspectives of students with psychiatric impairments, faculty, and disability support services professionals as it relates to the self-disclosure process and experience were shared. Self-disclosure experiences of students with psychiatric impairments were studied in a fully online, higher education environment. Data was collected through interviews, a focus group, and documentation. Six themes emerged during the data analysis and included: (a) academics, (b) communication, (c) disclosure experience, (d) encouraging disclosure, (e) discouraging disclosure, and (f) self-efficacy. The results of this study indicated that self-disclosure often occurs after encountering an academic barrier and that self-disclosure is influenced by prior disclosures, self-efficacy, and communication. The findings of this study aligned with much of the current literature but expanded to include aspects of communication during self-disclosure. A detailed report was included, which provided insight into the self-disclosure experiences and guidance for disability service professionals and higher education faculty and staff. Theoretical, practical, and empirical implications were also addressed

Learning Style Diversity in Post –Secondary Distance Education

During the fall semester of 2005, 153 university graduate students’ preferred learning styles were measured with the Kolb Learning Style Inventory, online version 3.1. The primary findings of the study indicated all of the learning styles and processes described by Kolb were represented in the distance learning population and suggested distance and residential learners uniquely engage the learning process. Biblical references were discussed with respect to the uniqueness displayed by study participants