Classification of forest management approaches: a new conceptual framework and its applicability to European forestry

The choice between different forest management practices is a crucial step in short, medium, and long-term decision making in forestry and when setting up measures to support a regional or national forest policy. Some conditions such as biogeographically determined site factors, exposure to major disturbances, and societal demands are predetermined, whereas operational processes such as species selection, site preparation, planting, tending, or thinning can be altered by management. In principle, the concept of a forest management approach provides a framework for decision making, including a range of silvicultural operations that influence the development of a stand or group of trees over time. These operations vary among silvicultural systems and can be formulated as a set of basic principles. Consequently, forest management approaches are essentially defined by coherent sets of forest operation processes at a stand level. Five ideal forest management approaches (FMAs) representing a gradient of management intensity are described using specific sets of basic principles that enable comparison across European forests. Each approach is illustrated by a regional European case study. The observed regional variations resulting from changing species composition, stand density, age structure, stand edges, and site conditions can be interpreted using the FMA framework. Despite being arranged along an intensity gradient, the forest management approaches are not considered to be mutually exclusive, as the range of options allows for greater freedom in selecting potential silvicultural operations. As derived goods and services are clearly affected, the five forest management approaches have implications for sustainability. Thus, management objectives can influence the balance between the economic, ecological, and social dimensions of sustainability. The utility of this framework is further demonstrated through the different contributions to this special issue

Factors affecting medical students in formulating their specialty preferences in Jordan

<p>Abstract</p> <p>Background</p> <p>In recent years there has been a growing appreciation of the issues of career preference in medicine as it may affect student learning and academic performance. However, no such studies have been undertaken in medical schools in Jordan. Therefore, we carried out this study to investigate the career preferences of medical students at Jordan University of Science and Technology and determine factors that might influence their career decisions.</p> <p>Methods</p> <p>A cross-sectional questionnaire-based survey was carried out among second, fourth and sixth year medical students at the Jordan University of Science and Technology, Irbid, Jordan during the academic year 2006/2007. A total of 440 students answered the questionnaire which covered demographic characteristics, specialty preferences, and the factors that influenced these career preferences. Possible influences were selected on the basis of a literature review and discussions with groups of medical students and physicians. Students were asked to consider 14 specialty options and select the most preferred career preference.</p> <p>Results</p> <p>The most preferred specialty expressed by male students was surgery, followed by internal medicine and orthopaedics, while the specialty most preferred by female students was obstetrics and gynaecology, followed by pediatrics and surgery. Students showed little interest in orthopedics, ophthalmology, and dermatology. While 3.1% of females expressed interest in anesthesiology, no male students did. Other specialties were less attractive to most students.</p> <p>Intellectual content of the specialty and the individual's competencies were the most influential on their preference of specialty. Other influential factors were the "reputation of the specialty", "anticipated income", and "focus on urgent care".</p> <p>Conclusion</p> <p>Surgery, internal medicine, pediatrics, and obstetrics and gynaecology were the most preferred specialty preferences of medical students at Jordan University of Science and Technology.</p

The Teacher, the Physician and the Person: How Faculty's Teaching Performance Influences Their Role Modelling

OBJECTIVE: Previous studies identified different typologies of role models (as teacher/supervisor, physician and person) and explored which of faculty's characteristics could distinguish good role models. The aim of this study was to explore how and to which extent clinical faculty's teaching performance influences residents' evaluations of faculty's different role modelling statuses, especially across different specialties. METHODS: In a prospective multicenter multispecialty study of faculty's teaching performance, we used web-based questionnaires to gather empirical data from residents. The main outcome measures were the different typologies of role modelling. The predictors were faculty's overall teaching performance and faculty's teaching performance on specific domains of teaching. The data were analyzed using multilevel regression equations. RESULTS: In total 219 (69% response rate) residents filled out 2111 questionnaires about 423 (96% response rate) faculty. Faculty's overall teaching performance influenced all role model typologies (OR: from 8.0 to 166.2). For the specific domains of teaching, overall, all three role model typologies were strongly associated with "professional attitude towards residents" (OR: 3.28 for teacher/supervisor, 2.72 for physician and 7.20 for the person role). Further, the teacher/supervisor role was strongly associated with "feedback" and "learning climate" (OR: 3.23 and 2.70). However, the associations of the specific domains of teaching with faculty's role modelling varied widely across specialties. CONCLUSION: This study suggests that faculty can substantially enhance their role modelling by improving their teaching performance. The amount of influence that the specific domains of teaching have on role modelling differs across specialties