Tomorrow\u27s Law Schools: Globalization and Legal Education

This Article focuses on the globalization of world political and economic structures, and how this affects the legal community. The globalization movement opens opportunities for the expansion of the market of legal services, as well as affecting the availability and accessibility of those services. This movement places legal educators in a crucial juncture. This article describes the effects of globalization on legal education, and proposes changes for legal educators in order to help meet the challenge of preparing lawyers for practice in this rapidly changing world

Didactic Architecture of the Caribbean Resort

I believe that architecture is a communicative artifact that has the capacity to carry meaning. Architecture has the capacity to reconnect us to nature and sympathetic to local Culture. The reconnection is made by the phenomenological experiences that an architectural artifact has the potential to provide. This architecture should be seen as a didactic tool that fosters a hyperawareness of the occurrences in the natural environment. This artifact also reflects to local culture through the engagement of the theory of critical regionalism. As a sum of these two ideas the artifact will be designed with intent to foster meditation on our relation to the world\u27s phenomena

Iatrogenic Critical Care Procedure Complication Boot Camp: A Simulation‐Based Pilot Study

Background Traditional medical education strategies teach learners how to correctly perform procedures while neglecting to provide formal training on iatrogenic error management. Error management training (EMT) requires active exploration as well as explicit encouragement for learners to make and learn from errors during training. Simulation provides an excellent methodology to execute a curriculum on iatrogenic procedural complication management. We hypothesize that a standardized simulation‐based EMT curriculum will improve learner's confidence, cognitive knowledge, and performance in iatrogenic injury management. Methods This was a pilot, prospective, observational study performed in a simulation center using a curriculum developed to educate resident physicians on iatrogenic procedural complication management. Pre‐ and post‐intervention assessments included confidence surveys, cognitive questionnaires, and critical action checklists for six simulated procedure complications. Assessment data were analyzed using medians, interquartile ranges, and the paired change scores were tested for median equality to zero via Wilcoxon signed rank tests with p<0.05 considered statistically significant. Results Eighteen residents participated in the study curriculum. The median confidence increased significantly by a summed score of 12.5 (8.75 –17.25) (p<0.001). Similarly, the median knowledge significantly increased by 6 points (3 –8) from the pre‐ to post‐intervention assessment (p<0.001). For each of the simulation cases, the number of critical actions performed increased significantly (p<0.001 to p=0.002). Conclusion We demonstrated significant improvement in the confidence, clinical knowledge, and performance of critical actions after the completion of this curriculum. This pilot study provides evidence that a structured EMT curriculum is an effective method to teach management of iatrogenic injuries