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Expertise and the interpretation of computerized physiological data: implications for the design of computerized monitoring in neonatal intensive care
This paper presents the outcomes from a cognitive engineering project addressing the design problems of computerized monitoring in neonatal intensive care. Cognitive engineering is viewed, in this project, as a symbiosis between cognitive science and design practice. A range of methodologies has been used: interviews with neonatal staff, ward observations and experimental techniques. The results of these investigations are reported, focusing specifically on the differences between junior and senior physicians in their interpretation of monitored physiological data. It was found that the senior doctors made better use of the different knowledge sources available than the junior doctors. The senior doctors were able to identify more relevant physiological patterns and generated more and better inferences than did their junior colleagues. Expertise differences are discussed in the context of previous psychological research in medical expertise. Finally, the paper discusses the potential utility of these outcomes to inform the design of computerized decision support in neonatal intensive care
Graduate Education and New Jobs in Education
Teacher education has too largely concerned itself with a study of schooling rather than a study of education. In the next generation, given the concerns that I’ve talked about, we’re going to have to look much more intensively, on the one hand, at how much human beings learn as biological creatures and, on the other hand, at all the cultural and legal constraints on learning that exist. We will look at education in industry, in the community, in community action programs, in the tribal council, education through ritual, and through play, as well as through public schooling. The job of the graduate educator will be to know how people learn in order to create the legal, economic, and community mechanisms to help people learn in community how to achieve fulfillment in community.
The pressure of the job market, of society, and of the law on the graduate teacher educator is going to move many graduate educators to become community clinicians—working in such areas as law, validation, economics, epistemology, and community building. In the future I look for the development of school-community teacher training centers. Graduate teacher educators, clinicians, will be hired by school districts and higher education. The group which will determine the day-to-day job of the teacher educator, the perimeters of that job, would be the parents themselves, and the children. The teacher educator will be the servant of the community. When I speak of the school-community teacher training center, I am talking about the general movement in this country toward combining the human services and centering them in the schools or centering them in single agencies
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