The Experts below are selected from a list of 210 Experts worldwide ranked by ideXlab platform
Ramin W Parsaparsi - One of the best experts on this subject based on the ideXlab platform.
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how can physicians learning styles drive Educational Planning
Academic Medicine, 2005Co-Authors: Elizabeth G Armstrong, Ramin W ParsaparsiAbstract:As changes in health care delivery systems and in the global burden of disease call for a reassessment of how tomorrow’s physicians should be educated—indeed, for a reconsideration of the diversity of roles the physician should play—there is an immediate need to produce continuing medical education (CME) programs with real impact. Curriculum planners are questioning both the content of medical education and the methods of instruction and training. The product, or content, and the mechanism for its delivery have been defined and discussed, but a significant body of literature has shown that new knowledge does not necessarily lead to new behavior. Ample evidence exists in the CME literature to support the implementation of more active and selfdirected learning strategies to promote the desired change in behaviors. The question, then, that is the focus of this article is how Educational Planning might be better guided by an understanding of how physicians learn within the continuing medical education domain. Revisiting the principles of David Kolb’s Learning Styles Inventory, the authors propose applying his experiential learning model to overall curriculum design work. The authors argue that promoting the application of all learning styles in sequence in an Educational encounter is a most desirable approach, and that this approach to learning could extend far beyond individual learners to influence how every component of medical education is designed, from the individual lecture or class activity to entire courses or programs. Acad Med. 2005; 80:680‐684. As the corpus of knowledge basic to medicine continues to grow exponentially, physicians today find themselves operating in a complex environment marked by shifts in health care delivery, and challenged to ensure patient safety while accommodating the conditions of increasingly busy and costconscious practices. Educators, too, are working to ensure that the academic mission—from the definition of its core principles to the way it is pursued—is aligned with the evolving demands of this health care environment. These efforts can be seen on a global scale in the emergence of new medical schools, a resurgence of curriculum reform activities within established medical faculties, and increased efforts to define curricula for postgraduate training. And while changes in health care delivery systems and in the global burden of disease call for a reassessment of how tomorrow’s physicians should be
Elizabeth G Armstrong - One of the best experts on this subject based on the ideXlab platform.
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how can physicians learning styles drive Educational Planning
Academic Medicine, 2005Co-Authors: Elizabeth G Armstrong, Ramin W ParsaparsiAbstract:As changes in health care delivery systems and in the global burden of disease call for a reassessment of how tomorrow’s physicians should be educated—indeed, for a reconsideration of the diversity of roles the physician should play—there is an immediate need to produce continuing medical education (CME) programs with real impact. Curriculum planners are questioning both the content of medical education and the methods of instruction and training. The product, or content, and the mechanism for its delivery have been defined and discussed, but a significant body of literature has shown that new knowledge does not necessarily lead to new behavior. Ample evidence exists in the CME literature to support the implementation of more active and selfdirected learning strategies to promote the desired change in behaviors. The question, then, that is the focus of this article is how Educational Planning might be better guided by an understanding of how physicians learn within the continuing medical education domain. Revisiting the principles of David Kolb’s Learning Styles Inventory, the authors propose applying his experiential learning model to overall curriculum design work. The authors argue that promoting the application of all learning styles in sequence in an Educational encounter is a most desirable approach, and that this approach to learning could extend far beyond individual learners to influence how every component of medical education is designed, from the individual lecture or class activity to entire courses or programs. Acad Med. 2005; 80:680‐684. As the corpus of knowledge basic to medicine continues to grow exponentially, physicians today find themselves operating in a complex environment marked by shifts in health care delivery, and challenged to ensure patient safety while accommodating the conditions of increasingly busy and costconscious practices. Educators, too, are working to ensure that the academic mission—from the definition of its core principles to the way it is pursued—is aligned with the evolving demands of this health care environment. These efforts can be seen on a global scale in the emergence of new medical schools, a resurgence of curriculum reform activities within established medical faculties, and increased efforts to define curricula for postgraduate training. And while changes in health care delivery systems and in the global burden of disease call for a reassessment of how tomorrow’s physicians should be
Marit Alvestad - One of the best experts on this subject based on the ideXlab platform.
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preschool teachers understandings of some aspects of Educational Planning and practice related to the national curricula in norway
International Journal of Early Years Education, 2004Co-Authors: Marit AlvestadAbstract:Norway recently adopted a National Framework Plan for Preschools. In this study, the central questions are: what does a Framework Plan for one to five year olds mean to the preschool teachers and their Educational work with children? What are preschool teachers' understandings of the concept of learning in their Educational Planning and practice, and how is this related to the Framework Plan? How do preschool teachers understand the central content and strategies in the Framework Plan and in their own practical work? The results are based on empirical data from in‐depth interviews with eight Norwegian preschool teachers.
Mao Jianqing - One of the best experts on this subject based on the ideXlab platform.
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transform occupational requirements to Educational qualification the critical step of manpower requirements forecasting applying to Educational Planning
Education in science, 2007Co-Authors: Mao JianqingAbstract:If we want to apply manpower requirement forecasting to Educational Planning,the critical step is how to transform the future occupational requirements to manpower requirements who have all kinds and levels of education.It is a very difficult task,but we are able to realize it.The approaches of transformation include trend extrapolation,international comparisons approach and employee interview survey and so on.
Aja Sunday Nwambam - One of the best experts on this subject based on the ideXlab platform.
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education and school leavers unemployment saga implication for Educational Planning in nigeria
Educational Research Review, 2017Co-Authors: Aja Sunday NwambamAbstract:This paper reviewed the relationship between the type of education and school leavers’ unemployment with the view to highlighting its implications for Educational Planning in Nigeria. The concept of education, reasons for steady increase in the number of unemployed school leavers and what to do in order to curb educated unemployment were discussed. The reviewed works show that the rapid extension of formal education as a result of the Universal Basic Education and other forms of free education schemes of federal and state governments in Nigeria has itself been a significant factor in the growth of widening youth unemployment in Nigeria. The review however noted that school leavers’ unemployment can be reduced by making classroom education relevant to the society in which pupils and students build their careers. Another way of curbing youth unemployment is that government programmes for out-of-school education should be more attuned to the economic realities of the state or country as the case may be. The implication of this to the education planners is that they should be more proactive in identifying the unemployment problems, analyzing their relationships to the education system and the economy so that they can determine policy options. Key words: Education, school-leavers, Educational Planning, unemployment in Nigeria.