Development of Guidelines for Refugee Screening at CMMC Family Medicine Residency, Lewiston, Maine

Lewiston Maine has the second highest number of refugees in the state of Maine, with 191 total intakes in 2015. Refugee populations face unique health concerns, and providing care for refugees requires education and development of a specialized skill set. This project provided a reference for clinic providers to assist with medical intake screening visits for refugees.https://scholarworks.uvm.edu/fmclerk/1244/thumbnail.jp

Illuminating Undergraduate Experiential and Situated Learning in Podiatry Clinical Placement Provision at a UK School of Podiatric Medicine

Purpose Situated and experiential learning methodologies are largely under researched in relation to student experience and satisfaction. This research aimed to illuminate the perspectives of students studying on a BSc (Hons) Podiatry degree programme to establish perceptions of their experience in practice. Design/Methodology/Approach Using an Interpretivist methodological framework, Free Association Narrative Interviewing (FANI) was used to provide an insight into the perceived impact that experiential learning in clinical placements had on undergraduate podiatry students. Findings Students perceived that what could not be taught but what could be experienced, contributed much to the confidence that students had gained during their training and which they anticipated would be further developed during the initial years of their training in practice, particularly in the context of the NHS. Research Limitations/Implications This is a study from which it is acknowledged that within the underpinning research design and methodology there is no scope for generalisability. Practical Implications The study highlights an appreciation for the implication and recognition of ‘tacit’ knowledge, currently recognised in medical curricula as an asset which can aid a move towards higher order critical thinking skills. Social Implications Student acknowledgement of the need for emphasis on ‘soft skills’ can be posited, in the context of this small scale study as an appreciation for affective domain learning in the context of podiatric academic and clinical curricula. Originality/Value Limited information from the extant literature is available in relation to the illumination of podiatry student placement experiences, so this research contributes to an effectively under-researched field

Building psychological resilience in the paramedic

Paramedics face the need to be critically introspective, reflective and reflexive every working day. Their work involves not only the functional need to clinically assess, diagnose and manage critically ill and injured members of the public, but also a situated responsiveness to the scenes of severe trauma and death. Few other professions demand such an acute degree of personal and professional resilience; an underpinning education is therefore pivotal to facilitate the development of this resilience to equip and ensure an effective healthcare workforce. For all paramedics, the need to facilitate deconstruction of their experience and meaning-making from constituent aspects of paramedic practice, culture and context is a central element of their capacity for resilience, as well as their psychological ability to recognise and apply coping strategies in their everyday roles. This affective domain learning has been embedded across academic curricula and traditionally taught via methods such as role play, inquiry-based learning, and simulation. The current article presents gamification as another potential methodology for inclusion in undergraduate curricula that can provide the future workforce with transferable skills of reflection and reflexivity in situational responsiveness. LEGO® Serious Play® and narrative storytelling are used to illustrate this discussion; a technique that originates from business and leadership teaching and learning methodologies, but the origins of which lie in the philosophy of social constructionism. An adaptation of Gilbert's Multi-Modal Compassionate Mind Training is used to illustrate how LEGO® Serious Play® might facilitate the construction of affective domain learning for resilience in paramedic practice

Underpinning patient safety with strategic approaches to health sciences pedagogy: experiential and situated learning environments

Since 2010, high-fidelity simulation in pharmacy at the University of Sunderland provides a controlled learning environment where students situate, frame, integrate and translate their learning from theory into practice at the front line of patient care and management. The risk free opportunity of replicating physiological responses in health and illness is now a pivotal part of standardising student learning experiences where competences can be validated through strategic constructive alignment of curriculum content where assessment processes are driven rather than controlled by teaching and learning

Beyond Disciplinarity in Strategic Pedagogical Research - Who Do We Think We Are?

As subject disciplinarians as well as educators in Higher Education, establishing a position and context for scholarship alongside purist research can prove a demanding feature of pedagogical research and scholarly activity for all academics. The introduction of the TEF alongside the REF has provided a degree of ambiguity in academic roles that can be both a challenge and an opportunity. This keynote provides an insight into balancing a contribution to pedagogical research as an integral part of academic praxis in the hope of stimulating academic debate around the complex interrelationship of both

Wall of scholarship: beyond disciplinarity in international teaching excellence: the impact of transformative learning in action

Dr Catherine Hayes' poster is sectioned into: 'Innovation and creativity in practice', 'Personal and professional development', 'External credibility and validation', and 'Sharing best practice in HE pedagogy and signature disciplines'

Addressing the need to modernise professional identity for pharmacy clinical education: focusing on strategic pedagogic design

The stringent procedures underpinning all educational practice at the University of Sunderland ensure the safety of patients who regularly engage in the development of cognitive, psychomotor and affective domain learning across the undergraduate MPharm curriculum. One of the fundamental strengths of pharmacy educational provision here, is our capacity for the spiral curriculum to integrate clinical skills at the very earliest stages of education and training, a complex system of integrated learning experiences frame each stage of knowledge and skill acquisition – leading to autonomous pharmacists capable of complex clinical decision making upon completion of their undergraduate studies. The seamless provision of educational provision in providing progressively more complex case scenarios, affords students the opportunity of managing and assessing risk on an ongoing basis. In relation to their potential actions and decision making in the clinical environment this pedagogic approach affords them the opportunity of observing the potential consequences of human error and lack of concentration first hand; whether this is in hospital or community pharmacy settings

Podiatric medicine and surgery: situated learning in simulation with social constructivism

Low fidelity simulation has been an integral part of podiatric medical and surgical education and training for the last hundred years. Undergraduate and postgraduate podiatric curricula are focused on the development of cognitive knowledge, psychomotor skill and professionalism. These are used in outcomes based assessment mechanisms with social constructivist approached to pedagogy as an underpinning philosophy. Providing evidence of competence, core underpinning knowledge and the values base for the provision of care can be greatly enhanced through the adoption of the range of simulation resources available to the profession

A survey to determine the nature, extent and effect of cancer education in Mass

Thesis (M.A.)--Boston University, 1949. This item was digitized by the Internet Archive