Religion Value in Novel: Ketika Cinta Bertasbih” Karya Habiburrahman El Shirazy ( Structural Genetic Approach)

This research is aimed at searching for the religious values on Habburrahman El Shirazy\u27s novel entitled Ketika Cinta Bertasbih by applying Genetic Structuralism using descriptive method and content analysis technique. The approaches used in this research were the sociology of literature and religiousness of literature. The religious values existing on this novel included as one of missionary endeavor forms, which gave valuable learning and enrich moral value. By means of his work of art, novel in this case, the author tried to present the sociological condition within his society. He also tried to deliver a missionary endeavor by using familiar language expressions, it was because the language of the novel was easily understood by the readers and the theme of the novel was closely related to the society condition. Sociological approach depicted that Ketika Cinta Bertasbih really influenced social values existed within the society, and the reverse. An author\u27s background absolutely gave great influence a novel, so did on this novel. Therefore, the social life of Habiburrahman El Shirazy had close relationship with his novel, Ketika Cinta Bertasbih

Additional file 2: of Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

Contribution of components to each subscale. (DOCX 17 kb

Additional file 1: of Understanding students’ readiness for interprofessional learning in an Asian context: a mixed-methods study

RIPLS Validation. (DOCX 19 kb

Additional file 1: of The effect of Community Based Education and Service (COBES) on medical graduates’ choice of specialty and willingness to work in rural communities in Ghana

University for development studies. (DOCX 16 kb

Additional file 1: of Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Included partnerships: An overview of the home and host country of the partnerships, type of programme, start of the first batch, main methods of instruction. (DOCX 16 kb

Additional file 2: of Crossborder curriculum partnerships: medical students’ experiences on critical aspects

Survey: Complete overview of the survey given to the participants, including informed consent and explanation. (DOCX 35 kb

MOESM1 of Preventive medicine as a first- or second-choice course: a cross-sectional survey into students’ motivational differences and implications for information provision

Additional file 1. Survey questionnaire on career choice of Prevent Medicine students. This file contains English version of the questionnaire used in the study

A BEME (Best Evidence in Medical Education) systematic review of the use of workplace-based assessment in identifying and remediating poor performance among postgraduate medical trainees

Background: Workplace-based assessments were designed to facilitate observation and structure feedback on the performance of trainees in real-time clinical settings and scenarios. Research in workplace-based assessments has primarily centred on understanding psychometric qualities and performance improvement impacts of trainees generally. An area that is far less understood is the use of workplace-based assessments for trainees who may not be performing at expected or desired standards, referred to within the literature as trainees ‘in difficulty’ or ‘underperforming’. In healthcare systems that increasingly depend on service provided by junior doctors, early detection (and remediation) of poor performance is essential. However, barriers to successful implementation of workplace-based assessments (WBAs) in this context include a misunderstanding of the use and purpose of these formative assessment tools. This review aims to explore the impact - or effectiveness - of workplace-based assessment on the identification of poor performance and to determine those conditions that support and enable detection, i.e. whether by routine or targeted use where poor performance is suspected. The review also aims to explore what effect (if any) the use of WBA may have on remediation or on changing clinical practice. The personal impact of the detection of poor performance on trainees and/or trainers may also be explored. Methods/design: Using BEME (Best Evidence in Medical Education) Collaboration review guidelines, nine databases will be searched for English-language records. Studies examining interventions for workplace-based assessment either routinely or in relation to poor performance will be included. Independent agreement (kappa .80) will be achieved using a randomly selected set of records prior to commencement of screening and data extraction using a BEME coding sheet modified as applicable (Buckley et al., Med Teach 31:282-98, 2009) as this has been used in previous WBA systematic reviews (Miller and Archer, BMJ doi:10.1136/bmj.c5064, 2010) allowing for more rigorous comparisons with the published literature. Educational outcomes will be evaluated using Kirkpatrick’s framework of educational outcomes using Barr’s adaptations (Barr et al., Evaluations of interprofessional education; a United Kingdom review of health and social care, 2000) for medical education research. Discussion: Our study will contribute to an ongoing international debate regarding the applicability of workplace-based assessments as a meaningful formative assessment approach within the context of postgraduate medical education. Systematic review registration: The review has been registered by the BEME Collaboration www.bemecollaboration.org

Profiling postgraduate workplace-based assessment implementation in Ireland: a retrospective cohort study

In 2010, workplace-based assessment (WBA) was formally integrated as a method of formative trainee assessment into 29 basic and higher specialist medical training (BST/HST) programmes in six postgraduate training bodies in Ireland. The aim of this study is to explore how WBA is being implemented and to examine if WBA is being used formatively as originally intended. A retrospective cohort study was conducted and approved by the institution's Research Ethics Committee. A profile of WBA requirements was obtained from 29 training programme curricula. A data extraction tool was developed to extract anonymous data, including written feedback and timing of assessments, from Year 1 and 2 trainee ePortfolios in 2012-2013. Data were independently quality assessed and compared to the reference standard number of assessments mandated annually where relevant. All 29 training programmes mandated the inclusion of at least one case-based discussion (max = 5; range 1-5). All except two non-clinical programmes (93 %) required at least two mini-Clinical Evaluation Exercise assessments per year and Direct Observation of Procedural Skills assessments were mandated in 27 training programmes over the course of the programme. WBA data were extracted from 50 % of randomly selected BST ePortfolios in four programmes (n = 142) and 70 % of HST ePortfolios (n = 115) in 21 programmes registered for 2012-2013. Four programmes did not have an eligible trainee for that academic year. In total, 1142 WBAs were analysed. A total of 164 trainees (63.8 %) had completed at least one WBA. The average number of WBAs completed by HST trainees was 7.75 (SD 5.8; 95 % CI 6.5-8.9; range 1-34). BST trainees completed an average of 6.1 assessments (SD 9.3; 95 % CI 4.01-8.19; range 1-76). Feedback-of varied length and quality-was provided on 44.9 % of assessments. The majority of WBAs were completed in the second half of the year. There is significant heterogeneity with respect to the frequency and quality of feedback provided during WBAs. The completion of WBAs later in the year may limit available time for feedback, performance improvement and re-evaluation. This study sets the scene for further work to explore the value of formative assessment in postgraduate medical education.In 2010, workplace-based assessment (WBA) was formally integrated as a method of formative trainee assessment into 29 basic and higher specialist medical training (BST/HST) programmes in six postgraduate training bodies in Ireland. The aim of this study is to explore how WBA is being implemented and to examine if WBA is being used formatively as originally intended. A retrospective cohort study was conducted and approved by the institution's Research Ethics Committee. A profile of WBA requirements was obtained from 29 training programme curricula. A data extraction tool was developed to extract anonymous data, including written feedback and timing of assessments, from Year 1 and 2 trainee ePortfolios in 2012-2013. Data were independently quality assessed and compared to the reference standard number of assessments mandated annually where relevant. All 29 training programmes mandated the inclusion of at least one case-based discussion (max = 5; range 1-5). All except two non-clinical programmes (93 %) required at least two mini-Clinical Evaluation Exercise assessments per year and Direct Observation of Procedural Skills assessments were mandated in 27 training programmes over the course of the programme. WBA data were extracted from 50 % of randomly selected BST ePortfolios in four programmes (n = 142) and 70 % of HST ePortfolios (n = 115) in 21 programmes registered for 2012-2013. Four programmes did not have an eligible trainee for that academic year. In total, 1142 WBAs were analysed. A total of 164 trainees (63.8 %) had completed at least one WBA. The average number of WBAs completed by HST trainees was 7.75 (SD 5.8; 95 % CI 6.5-8.9; range 1-34). BST trainees completed an average of 6.1 assessments (SD 9.3; 95 % CI 4.01-8.19; range 1-76). Feedback-of varied length and quality-was provided on 44.9 % of assessments. The majority of WBAs were completed in the second half of the year. There is significant heterogeneity with respect to the frequency and quality of feedback provided during WBAs. The completion of WBAs later in the year may limit available time for feedback, performance improvement and re-evaluation. This study sets the scene for further work to explore the value of formative assessment in postgraduate medical education

Additional file 2: of High acceptability of a newly developed urological practical skills training program

Topic list semi-structured focus group interviews. (PDF 75 kb