109 research outputs found

    Sabbatical as a part of the academic excellence journey: A narrative qualitative study.

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    INTRODUCTION: Sabbaticals were first offered by Harvard University in the late 17th century to provide "renewal" for faculty members. In this period of career development, a professor might learn new techniques, expand a research program, or finish off that book or pile of languishing manuscripts. This article tried to organize lived experiences of a visiting scholar from Isfahan University of Medical Sciences to Johns Hopkins University. The research aimed to study the context and conditions of the sabbatical in an alternative academic setting. METHODS: This article applies a narrative qualitative study integrated with Eisner critical and connoisseurship approach as a combined naturalistic methodology. Using narrative inquiry and reflective analysis in form of observations and audit reports, written dairy notes and memos, the content analyzed thematically and extracted the themes of lived experiences as well as lessons learned and then have been transformed into tables. RESULTS: Extracted themes from research sources are categorized into three main themes: organizational and professional experiences; teaching, instruction, and curricular experiences; and research and technology management experiences. These are resulted in the explanation of the field and events (description), discussion about them (interpretation), followed by concluding remarks (evaluation). It also represents research questions and findings in descriptive and interpretation phases. DISCUSSION AND CONCLUSIONS: This article addresses some descriptions, interpretations, and evaluations extracted from the experiences through answering the research questions. It categorizes these practical lessons into three categories: (1) lessons about becoming a lifelong learner, (2) lessons about remaining a professor, and (3) innovative experiences

    Innovation in Health Science Education: An Experiential Learning Program

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    The SARS-CoV-2 pandemic disrupted health professions education on a number of different levels. Many health professions and pre-health professions students lost access to real-world clinical experience which has lead to disruptions in the healthcare workforce pipeline. At the University of Montana a diverse group of health professions educators designed an innovative experiential learning program, called Griz Health, that would allow UM students to engage in healthcare experiences while helping the campus with COVID-19 response. Because of the overwhelmingly positive response from students and community members that participated in this program, the Griz Health program was shifted from a volunteer response program to a year-long course. Students in the Griz Health course will work in small, interprofessional teams to engage in the innovation process to tackle local healthcare issues in underserved communities

    Code camps and hackathons in education - literature review and lessons learned

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    Motivation: Code camps and hackathons been used in education for almost two decades. These approaches are usually intensive and for most times quite practical events for solving some real-world problems with various educational objectives. The objectives and structures of these events differ depending on the role of the event in curricula. Problem statement: Both code camps and hackathons been implemented in various ways, with varying success levels. As expected the implementation of the event varies considerably depending on the objectives set for the event, but that then leads to the difficulty and problem setting to understand what organizing of these events actually mean. For educational context, curricula have also its role in defining the targeted skills and competencies the events has to consider too. Approach: We applied a systematic literature review (SLR) to look at the various definitions and modes of these events. Whether it is called “code camp”, or “hackathon”, or anything else with the same basic meaning, we want to find out what skills and competencies these events emphasize, how they are used in Computer Science (CS) and Software Engineering (SE) education and what are the general structures of the actual arranged events. Contribution: It is aim of this SLR to i) identify various possible ways of implementing these intensive events, and ii) reflect the results to the lessons we have learned of almost two decades of various intensive code camps and hackathons we have been organizing building and participating into. Based on the results, we claim that there is tremendous potential of using these events in education and in the curriculum than how it has been applied so far

    Student challenges in entrepreneurship education : planning for uncertainty

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    Interprofessional Education at UNMC: 2018 Annual Report

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    https://digitalcommons.unmc.edu/ipe_report/1002/thumbnail.jp

    Collaborating in a Crisis:Perspectives on Trust and Technological Framework in Organising a COVID-19 Online Hackathon

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    Abstract This paper explores trust in online-only-collaboration, where a team was gathered to organise a COVID-19 online hackathon with only three days notice. The study is based on the thematic analysis of ten in-depth interviews with the hackathon organisers. The findings report how trust among the organisers was encapsulated in 1) the shared big goal, 2) the significance of real-life networks, 3) a strong lead organiser on the collaboration forming on the fly, and 4) the lack of face-to-face contact in relation to becoming familiar or staying unknown. Technology related findings showed that the collaboration platforms were selected based on familiarity and ease of use. The chosen communication channels created a split between age groups, and transparency of the communication suffered somewhat from one-to-one communications in the background and divided application use. However, trust between the organisers helped them to overcame the transparency challenges. The findings are applicable to societal crisis situations in which technologies are used to build collaboration in aim to address shared challenges

    Artificial intelligence and medical education: a global mixed-methods study of medical students’ perspectives

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    Objective: Medical students, as clinicians and healthcare leaders of the future, are key stakeholders in the clinical roll-out of artificial intelligence-driven technologies. The authors aim to provide the first report on the state of artificial intelligence in medical education globally by exploring the perspectives of medical students. Methods: The authors carried out a mixed-methods study of focus groups and surveys with 128 medical students from 48 countries. The study explored knowledge around artificial intelligence as well as what students wished to learn about artificial intelligence and how they wished to learn this. A combined qualitative and quantitative analysis was used. Results: Support for incorporating teaching on artificial intelligence into core curricula was ubiquitous across the globe, but few students had received teaching on artificial intelligence. Students showed knowledge on the applications of artificial intelligence in clinical medicine as well as on artificial intelligence ethics. They were interested in learning about clinical applications, algorithm development, coding and algorithm appraisal. Hackathon-style projects and multidisciplinary education involving computer science students were suggested for incorporation into the curriculum. Conclusions: Medical students from all countries should be provided teaching on artificial intelligence as part of their curriculum to develop skills and knowledge around artificial intelligence to ensure a patient-centred digital future in medicine. This teaching should focus on the applications of artificial intelligence in clinical medicine. Students should also be given the opportunity to be involved in algorithm development. Students in low- and middle-income countries require the foundational technology as well as robust teaching on artificial intelligence to ensure that they can drive innovation in their healthcare settings

    A state-of-the-art review of Engaged Learning in Belgium, Finland, Germany, Italy, Spain and the United Kingdom

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    In this state of the art review, we explore the concept of Engaged Learning, and the development of this pedagogy globally, with a specific focus on each of the CaST Partner Countries of Belgium, Finland, Germany, Italy, Spain and the United Kingdom. We define Engaged Learning as the process where students apply the theory learned at Higher Education Institutions (HEI) to a context outside of HEI by addressing societal concerns, challenges or needs while producing knowledge in an equitable, mutually beneficial partnership

    Hacking events: project development practices and technology use at hackathons

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    Hackathons are techno-creative events during which participants get together in a physical location. They may be hosted by civic communities, corporations or public institutions. Working individually or in teams, usually for several days, participants develop projects such as hardware or software prototypes. Based on a digital ethnography of two events in the Netherlands and Denmark, this article investigates project development practices at hackathons. In particular, it analyses how participants organized their project work and which technologies were used in support of their creative endeavours. Hackathons are increasingly competitive rather than collaborative events, involving time pressure, inducements such as prizes, and requiring efficient skills utilization. I argue that this facilitates the following tendencies: Firstly, strategic effort is put into final presentations. Projects need to be convincingly presented, and persuasively pitching an idea becomes crucial. Secondly, there is only limited time for personal learning, since participants’ existing skills need to be efficiently applied if a team wants to stay competitive. This encourages division of labour within groups: a tendency which seems especially problematic given that IT skills biases are often expressed in terms of gender. Thirdly, participants are more inclined to use technologies that are proprietary but appear ‘open enough’. In light of this observation and by drawing on the concept of technology as resource and opportunity, I discuss the techno-political implications of utilized technologies. With this analysis, I aim at contributing to the critical debate on hackathons as productive but likewise ideologically significant fields of ‘hacking cultures’
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