Quality Hazards in the Learning Outcome Model

Core academic principles and purposes of higher education can be expressed in such terms as students’ personal development or academic identity. These are important in the Bologna process, for example in relation to life-long learning. At the same time, policies about learning outcomes regulate much of the teachers’ everyday practice. The paper analyse the extent to which this combination of perspectives can be a quality hazard, and it is argued that two particular areas can be problematic. The first is that desirable effects of higher education that cannot be expressed as learning outcomes are at risk of being neglected. The second is that learning outcomes can become a roof, restricting students’ ambitions and their entire outlook on what higher education is supposed to be. How these risks can be taken into account when formulating quality criteria is discussed in relation to the responsibilities of students, teachers and institutional management

Learning outcomes and critical thinking – good intentions in conflict

The notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit interpretative frameworks. The second is the problem of educational goals that cannot be expressed through learning outcomes, and the third is the risk that learning outcomes may establish a ceiling for student ambitions. It is argued that the example of critical thinking shows the seriousness of the epistemological critique of learning outcomes and how the use of learning outcomes can divert teachers’ and students’ attention away from important goals

Reading Fiction as a Learning Activity in Clinical Psychology Education : Students’ Perspectives

The use of fictional literature as “case studies” in psychology education has a potential to supportstudents' learning in various ways. To further the understanding of such applications of fiction, weinvestigated how clinical psychology students perceived reading fiction as a learning activity. The participants saw benefits for their clinical training, theoretical understanding, and self-awareness.They also saw use of fiction in their education as predominantly beneficial for their learningenvironment. How the present findings support our understanding of fiction as an educational deviceis discussed in light of previous studies about the potential of fiction in higher education

Reading Fiction as a Learning Activity in Clinical Psychology Education : Students’ Perspectives

The use of fictional literature as “case studies” in psychology education has a potential to supportstudents' learning in various ways. To further the understanding of such applications of fiction, weinvestigated how clinical psychology students perceived reading fiction as a learning activity. The participants saw benefits for their clinical training, theoretical understanding, and self-awareness.They also saw use of fiction in their education as predominantly beneficial for their learningenvironment. How the present findings support our understanding of fiction as an educational deviceis discussed in light of previous studies about the potential of fiction in higher education

Orofacial Granulomatosis associated with Crohn's Disease : a Multicentre Case Series

Orofacial granulomatosis (OFG) is a rare syndrome that may be associated with Crohn's disease (CD). We aimed to characterise this relationship and the management options in the biologic era.This multicentre case series was supported by the European Crohn's and Colitis Organisation (ECCO), and performed as part of the Collaborative Network of Exceptionally Rare case reports (CONFER) project. Clinical data were recorded in a standardised collection form.This report includes 28 patients with OFG associated with CD: 14 males (mean age of 32 years, ±12.4 SD) and 14 females (40.3 years, ±21.0 SD). Non-oral upper gastrointestinal tract involvement was seen in 6 cases and perianal disease in 11. The diagnosis of OFG was made prior to CD diagnosis in 2 patients, concurrently in 8 and after CD diagnosis in 18. The distribution of OFG involved the lips in 16 cases and buccal mucosa in 18. Pain was present in 25 cases, with impaired swallowing or speaking in 6. Remission was achieved in 23 patients, notably with the use of anti-TNFs in 9 patients, vedolizumab in 1, ustekinumab in 1 and thalidomide in 2. A further 5 cases were resistant to therapies including anti-TNFs.OFG associated with CD may occur before, concurrently or after the diagnosis of CD. Perianal and UGI disease are common associations and there is a significant symptom burden in many. Remission can be obtained with a variety of immunosuppressive treatments, including several CD approved biologicals