Journal articles on the topic 'Competency-based Regulatory Sciences Education'
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Ekeigwe, Abigail, Bethany McGowan, Loran Parker, Steven Byrn, and Kari Clase. "Describing competency requirements for competency-based regulatory sciences education in sub-Saharan Africa – A qualitative systematic review." Pharmacy Education 22, no. 4 (September 18, 2022): 42–62. http://dx.doi.org/10.46542/pe.2022.224.4262.
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Background: Competency-based regulatory sciences education could expand the workforce of regulatory scientists in sub-Saharan Africa. A competency framework is foundational to developing competency-based education. Objective: To identify the entry-level competency requirements of regulatory scientists in sub-Saharan Africa. Method: This research was a systematic review of the literature based on a pre-registered protocol. The research used the "framework synthesis" systematic review model to deductively identify competencies and code them into clusters with NVivo 12 software. Result: Three broad clusters of competencies were identified – enabling behaviours, knowledge, and skills. The knowledge and skills clusters were further subdivided into sub-clusters: the knowledge cluster into administrative, regulatory governance/framework, and scientific knowledge, and the skills cluster into functional and technical skills. Conclusion: The identified competencies will assist in developing an entry-level competency framework required for competency-based regulatory sciences education in sub-Saharan Africa.
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Abah, Theresa, and Linda Paumer. "Experiential Service Learning: Promoting Competency-based Education for Gerontology Students." Innovation in Aging 5, Supplement_1 (December 1, 2021): 758. http://dx.doi.org/10.1093/geroni/igab046.2811.
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Abstract Service-learning is an effective pedagogical approach meant to deepen learners understanding of course content by linking scholarship and social action when structurally organized based on attainment of professional core competencies. The recent COVID-19 pandemic caused a rethinking of the way service learning practicum is delivered, especially as it relates to training health professionals who engage collaboratively with older persons (individuals aged 65 years and older). This poster examines the challenges faced by gerontology students as they transitioned to fully virtual learning and practicum format, the lessons learned, and how to close the gap between theory and practice for better programmatic processes. The data used to gather students experiences include; student reflective journals, class discussions and survey questions to students (n=44). The analytic framework utilized is the Social Cognitive Theory, (SCT)- which explains how individuals can master concepts through verbal and physical persuasion, including peer modelling. The goal is to promote leaners self- regulatory skills to achieve the course learning objectives, as obtained from the SCT six strategies for setting achievable goals, through: Feedback, self-instruction, self-monitoring, use of support and goal setting. Some of the lessons learned suggest students benefit more from service learning when they receive continuous feedback about how to develop intergenerational relationships with older adult partners assigned to in the community (68%), than from goal setting strategies (24%). The implication for practice is: there is a need to develop structured service-learning guidelines for undergraduate students in gerontology program to be prepared to better serve older adults.
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Dangal, Ganesh. "An Overview and Changing Scenario of Post-graduate Medical Education in Nepal: What Is the Way Forward?" Journal of Nepal Health Research Council 18, no. 4 (January 21, 2021): I—III. http://dx.doi.org/10.33314/jnhrc.v18i4.3345.
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The goal of the Postgraduate (PG) Medical Education Program in any country is to produce high quality professionals with required clinical competency and capability in teaching, research, leadership, communication, collaboration and health advocacy in addition to sound knowledge of the given specialty. Countries like Nepal should adopt the contemporary global trends and implement innovative approaches in medical education utilizing skill labs, information technologies; computer assisted teaching learning, simulation-based learning if practicable and others. The MD/MS/ or National Board curriculum should reflect and be in line with the core principles advocated by the world leaders/institutes of medical education. Additionally, an institution imparting postgraduate program should provide facilities consistent with the overall academic program including exposure in applied basic medical sciences and other related subjects/areas as prescribed by the regulatory bodies like Medical Education Council (MEC), Nepal Medical Council (NMC), academia and the line ministries; in addition to the required number of faculties of related specialties for facilitating teaching/ learning as per the set guidelines along with facilities of ancillary departments related to the concerned subject as per the requirement of the curriculum as well.
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Simatupang, Mustafa Hizkia. "MEMERDEKAKAN PEMBELAJAR DI TENGAH TERGERUSNYA ROH PENDIDIKAN." INSTITUTIO:JURNAL PENDIDIKAN AGAMA KRISTEN 6, no. 2 (December 28, 2020): 87–97. http://dx.doi.org/10.51689/it.v6i2.238.
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Abstract: Public expectations for improvement of the National Curriculum rise up again, while a positive response to the appointment of the Minister of Education and Culture from the millennial generation. Fundamental improvements in the educational system appear to be more in line with the demands of the works and the current development. The liberating education is closely related to the strategy of liberated learning. Community resistance related to new policies in primary and secondary education as well as high education is regarded as a reasonable reaction as the changes constantly intersect with the unaccommodated interests of certain groups. However, regulatory breakthroughs are vital to the effort of leapfrogging progress. In order to promote national education, it must be accompanied by an increase in teacher competency. It requires some considerations such as, a) the quality of students; b) whether it is concise, measurable and expandable; c) evidence-based and research results; d) refers to the role of teachers and e) whether it is adaptive to the current development. Offsetting the development of digital science and technology in this third millennial era, the teacher’s competence model must also be flexible to the changes. The categories that need to get a touch of the teacher’s competency model include: 1) Professional Knowledge Mastery; 2) Professional Learning Practices, and 3) Sustainable Professional Development. Teacher Professional Education Program (PPG) is able to increase the professionalism of teachers. Improving teacher’s competence and quality training is able to cause to emerge or refine the motivation and passion of teachership. Regular and programmed training and continuous monitoring/evaluation will liberate the teacher and encourage students to reason that is the spirit of liberating education.Keywords: Liberating, Liberated Learning, The Spirit of Education, Professional Teacher, Students.
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Aperia, Anita, Jorgen Dirach, Mike Hardman, Christa Janko, Jeff Kipling, Rosan Kreeftmeijer-Vegter, Rebecca Ludwig, Lena Scott, and Armel Stockis. "Competencies: A new currency for continuing professional development." Journal of Medicines Development Sciences 4, no. 1 (December 18, 2019): 1. http://dx.doi.org/10.18063/jmds.v2i2.163.
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“No research without trained researchers” has become the mantra of the EU-funded Innovative Medicines Initiative (IMI) education and training projects. However, it is often hard to determine the type of training required at different stages of a scientist’s career. The situation is further complicated by the constantly changing environment, e.g. the growth of disruptive technologies, societal expectations of biomedical sciences, the greater need for multi-disciplinary collaborations, and conservative or changing regulatory requirements. This article summarises the experience from a series of five EMTRAIN Public Private Partnership PhD workshops that included both scientific and transferrable skill training. This is followed by an example of a recently developed training programme, including a competency profile, for translational research and medicines development; the C-COMEND teaching programme. The emphasis is on competencies as a new currency for continuing professional development. Finally, this paper describes what we consider to be the next steps required by the scientific community to address solutions to the current training challenges so that society can benefit from the innovations that only science can provide.
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Aperia, Anita, Jorgen Dirach, Mike Hardman, Christa Janko, Jeff Kipling, Rosan Kreeftmeijer-Vegter, Rebecca Ludwig, Lena Scott, and Armel Stockis. "Competencies: A new currency for continuing professional development." Journal of Medicines Development Sciences 3, no. 1 (August 17, 2017): 163. http://dx.doi.org/10.18063/jmds.v3i1.163.
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“No research without trained researchers” has become the mantra of the EU-funded Innovative Medicines Initiative (IMI) education and training projects. However, it is often hard to determine the type of training required at different stages of a scientist’s career. The situation is further complicated by the constantly changing environment, e.g. the growth of disruptive technologies, societal expectations of biomedical sciences, the greater need for multi-disciplinary collaborations, and conservative or changing regulatory requirements. This article summarises the experience from a series of five EMTRAIN Public Private Partnership PhD workshops that included both scientific and transferrable skill training. This is followed by an example of a recently developed training programme, including a competency profile, for translational research and medicines development; the C-COMEND teaching programme. The emphasis is on competencies as a new currency for continuing professional development. Finally, this paper describes what we consider to be the next steps required by the scientific community to address solutions to the current training challenges so that society can benefit from the innovations that only science can provide.
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Boronenko, T. A., and V. S. Fedotova. "Formation of digital competence of teachers of computer science." Vestnik of Samara University. History, pedagogics, philology 28, no. 2 (July 14, 2022): 85–92. http://dx.doi.org/10.18287/2542-0445-2022-28-2-85-92.
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Current socio-cultural situation requires the teacher to understand the general strategy of the digital transformation of education, knowledge of the regulatory framework regulating it, the specifics of conditions for the implementation of pedagogical process in the digital environment, and the readiness to integrate digital technologies into pedagogical activities. Using the potential of the digital educational environment requires solving the problem of forming the digital competence of an informatics teacher. The authors use the ideas of competency-based and activity-based approaches in selecting the content of advanced training programs for computer science teachers. The authors use the principles of a systematic approach in determining the structure of digital competence. The authors describe scenarios of interaction between a teacher and students in a digital educational environment. The authors conclude that it is necessary to additionally prepare the teacher to create high-quality digital educational content, manage the cognitive activity of schoolchildren when teaching using digital learning environments; create a comfortable and safe educational space, and productive communication. The programs are united by a logical line of content in the formation of digital competencies from their application in everyday activities to creative use in pedagogical activities.
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Драчева and Elena Dracheva. "Organizational and Pedagogical Conditions for Developing the Regulatory Universal Educational Activities in the Course of Natural-Science Education Based on Individualized Curricula." Profession-Oriented School 4, no. 1 (February 17, 2016): 48–51. http://dx.doi.org/10.12737/18351.
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The Regulatory Universal Educational Activities (RUEA) are crucial to forming the learners’ abilities for self-organization of their educational activities,
and thus are core to the successful training outcomes. RUEA can be formed not only based on the subject contents, but also through the organizational
forms of education. One of such models is the training based on the individualized curriculum (IC), because in the process of drawing and implementing
the IC the learner has to master all the stages of the RUEA development. In the course of arranging the set of conditions, needed for the IC-based training
model, the eff ect of these conditions on forming the RUEA in upperclassmen, trained in natural sciences in terms of subject-oriented education, has
been identifi ed. It was found, that in students, specializing in natural sciences, all types of universal educational activities are better developed. Due to
mastering the very methodology of educational activities, this educational model allows to maintain and enhance learning outcomes not only in the
groups of subject-oriented study of natural-science disciplines, but also in the basic education groups.
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Drago, Daniela, Paige McDonald, and Gaetano R Lotrecchiano. "Communicating Transdisciplinary Characteristics In Global Regulatory Affairs: An Example From Health Professions Education." Informing Science: The International Journal of an Emerging Transdiscipline 21 (2018): 219–34. http://dx.doi.org/10.28945/4030.
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Aim/Purpose: This paper describes the regulatory affairs discipline as a useful case in the study of both inter- and transdisciplinary science and dynamics related to communication across multiple boundaries. We will 1) outline the process that led to the development of transnational competencies for regulatory affairs graduate education, 2) discuss how the process highlights the transdisciplinary character of regulatory affairs, 3) provide implications for how to communicate the influence of this characterization to future healthcare professionals, and 4) draw conclusions regarding how our lessons-learned might inform other programs of study. Background: In the past few decades, the regulatory affairs profession has become more internationalized. This prompted the need for new competencies grounded in the transnational and cross-disciplinary contexts in which these professionals are required to operate. Methodology: A convenience sample of experienced regulatory affairs professionals from multiple disciplines contributed to the development of transnational competencies for a master’s program in regulatory affairs using a transdisciplinary framework. Contribution: An applied exemplar in which to understand how transdisciplinary characteristics can be communicated and applied in higher education. Recommendations for Practitioners: This paper recommends how competencies developed from a regulatory affairs program can serve as exemplars for other applied transdisciplinary higher education programs. Impact on Society: This framework provides a seldom-used reflective approach to regulatory affairs education that utilizes cross-disciplinary theory to inform competence-based formation of professionals.
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Hornung, Carlton A., Phillip A. Ianni, Carolynn T. Jones, Elias M. Samuels, and Vicki L. Ellingrod. "Indices of clinical research coordinators’ competence." Journal of Clinical and Translational Science 3, no. 2-3 (June 2019): 75–81. http://dx.doi.org/10.1017/cts.2019.381.
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AbstractIntroduction:There is a clear need to educate and train the clinical research workforce to conduct scientifically sound clinical research. Meeting this need requires the creation of tools to assess both an individual’s preparedness to function efficiently in the clinical research enterprise and tools to evaluate the quality and effectiveness of programs that are designed to educate and train clinical research professionals. Here we report the development and validation of a competency self-assessment entitled the Competency Index for Clinical Research Professionals, version II (CICRP-II).Methods:CICRP-II was developed using data collected from clinical research coordinators (CRCs) participating in the “Development, Implementation and Assessment of Novel Training In Domain-Based Competencies” (DIAMOND) project at four clinical and translational science award (CTSA) hubs and partnering institutions.Results:An exploratory factor analysis (EFA) identified a two-factor structure: the first factor measures self-reported competence to perform Routine clinical research functions (e.g., good clinical practice regulations (GCPs)), while the second factor measures competence to perform Advanced clinical functions (e.g., global regulatory affairs). We demonstrate the between groups validity by comparing CRCs working in different research settings.Discussion:The excellent psychometric properties of CICRP-II and its ability to distinguish between experienced CRCs at research-intensive CTSA hubs and CRCs working in less-intensive community-based sites coupled with the simplicity of alternative methods for scoring respondents make it a valuable tool for gauging an individual’s perceived preparedness to function in the role of CRC as well as an equally valuable tool to evaluate the value and effectiveness of clinical research education and training programs.
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Lepre, Breanna, Kylie J. Mansfield, Sumantra Ray, and Eleanor Beck. "Reference to nutrition in medical accreditation and curriculum guidance: a comparative analysis." BMJ Nutrition, Prevention & Health 4, no. 1 (March 8, 2021): 307–18. http://dx.doi.org/10.1136/bmjnph-2021-000234.
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ObjectivePoor diet is a leading cause of death worldwide. Doctors are well placed to provide dietary advice, yet nutrition remains insufficiently integrated into medical education. Enforcement of curriculum or accreditation requirements such as nutrition requires relevant regulatory frameworks. The aim of this review was to identify nutrition content or requirements for nutrition education in accreditation standards or formal curriculum guidance for medical education internationally.DesignNon-systematic comparative analysis.Data sourcesAn internet search using the Google Search engine, the WHO Directory of Medical Schools and Foundation for Advancement of International Medical Education and Research Directory of Organizations that Recognise/Accredit Medical Schools was conducted through September 2020 to identify government and organisational reports as well as publications from regulatory and professional bodies relevant to medical education.Eligibility criteriaEligible publications included (A) accreditation standards, (B) competency standards or a framework, (C) curricula, and (D) assessment content.Data extraction and synthesisWe stratified findings by country or region and both preregistration and postregistration education. Findings were synthesised based on the existence of nutrition content or requirements for nutrition education within systems used to guide medical education internationally.ResultsThis review found that despite an emphasis on meeting the needs of the community and the demands of the labour market, only 44% of accreditation and curriculum guidance included nutrition. Nutrition remains inadequately represented in accreditation and curriculum guidance for medical education at all levels internationally. Accreditation standards provide a mandated framework for curricula and inclusion of nutrition in accreditation frameworks provides an incentive for the integration of nutrition into medical education.ConclusionsThis review is a call to action for the medical profession including government, health agencies and educational and accreditation entities. The inclusion of nutrition in medical education has appeared throughout medical education literature for more than five decades, yet without consensus standards there is little likelihood of uniform adoption.
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Aruleba, Fisayo, Jeremy Beach, and Gordon Giddings. "Do Medical Licensing Questions on Health Conditions Pose a Barrier to Physicians Seeking Treatment? A Literature Review." Journal of Medical Regulation 108, no. 3 (October 1, 2022): 35–40. http://dx.doi.org/10.30770/2572-1852-108.3.35.
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ABSTRACT Physician health is strongly connected to patient health outcomes such that barriers to seeking help and medical care for impaired physicians may compromise patient safety and quality of care. It is important to understand and identify barriers that may reduce the likelihood of physicians seeking help. Using medical licensure questions that necessitate self-reporting of health conditions is one of the ways regulatory bodies such as the College of Physicians and Surgeons of Alberta (CPSA) seeks to protect the public and ensure physician competency. The objective of this paper is to review the current body of literature on the impact of these medical licensure questions on physician health-seeking behavior as well as patient care. Five online databases (Scopus, APA PsychINFO, Web of Science, PubMed, and MEDLINE) were searched using combined key terms to identify relevant articles. Based on the inclusion and exclusion criteria, nine primary quantitative studies were selected. Results suggest that licensure applications with questions on previous impairments and mental health condition acts as both a barrier to reporting and to seeking care. These findings highlight the need for further research in examining the utility of health licensure questions in identifying impaired physicians and their impact on the quality of patient care.
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Kustitskaya, T. A., and R. V. Esin. "Design Methodology for Electronic Training Problems Aimed at Development of Mathematical Problems Solving Competence." Open Education 25, no. 4 (August 25, 2021): 23–38. http://dx.doi.org/10.21686/1818-4243-2021-4-23-38.
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The aim of the study. The fourth industrial revolution demands highly qualified personnel as important factor of economic growth, which imposes serious requirements on the formation of key and subject competencies among graduates of higher educational institutions. A particularly important role is assigned to the mathematical competence which is required to solve complex and science-intensive problems. Given the growing share of e-learning and distance learning at the university, it is necessary to intensively develop the methodology for mathematical competence formation in the electronic environment, and create effective teaching tools on its basis. The current level of digitalization of education already allows organizing independent work of students in the electronic environment at a sufficiently high level. In the literature we can find various methods and tools, aimed at the formation of the cognitive component of competencies. However, the issue of skills’ development in the electronic environment is still underrepresented. The purpose of this study is to develop a methodology for creating electronic training problems, which aims at forming a practical component of mathematical competence – the competency of solving mathematical problems.Materials and methods. In the study we performed a comparative analysis of scientific and methodological literature, regulatory and methodological documents, as well as professional and federal educational standards of higher education. The development of a model of electronic training problems was carried out using methods of structural modeling. The developed methodology was implemented in the educational process, and the confirmation of its effectiveness was obtained by statistical analysis of the results of the pedagogical experiment.Results. We proposed a methodology for electronic training problems development aimed at formation of mathematical problems solving competency. The methodology is based on existing approaches to problem solving formalization. In the presented structural model of an electronic training problem, the aspects of problem solving discovered earlier by other authors, are supplemented by the contextual aspect. This aspect is intended for linking the regarded problem with the material, studied at the moment and, if possible, with future professional activity of a student. The proposed methodology for organizing feedback in an electronic training problem contributes to the formation of metacognitive skills among students through the elements of tutoring.Conclusion. On the basis of the proposed methodology, 8 electronic training problems were developed for the course “Probability and Mathematical Statistics” and tested in the educational process of the Siberian Federal University. The effectiveness of the electronic training problems for the development of mathematical problems solving competency was assessed in the course of a pedagogical experiment. The purpose of the experiment was to study the impact of the electronic training problems in the competency formation for particular topics of the course. Using student’s test for independent samples and the Mann-Whitney test we confirmed that the designed electronic training problems positively affect the formation of mathematical problems solving competency. In the future, the proposed methodology can be included in the teaching toolkit for the formation of mathematical competence in an electronic environment.
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Mukit, Abdul, Mustaqim Mustaqim, and Zainal Abidin. "Solusi Problematika Dikotomi Ilmu di Perguruan Tinggi Agama Islam." Al-Irfan : Journal of Arabic Literature and Islamic Studies 4, no. 2 (October 2, 2021): 186–202. http://dx.doi.org/10.36835/alirfan.v4i2.4975.
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This study seeks to explore the problem of the dichotomy of science and its solution in Islamic Higher Education. which is analyzed in the perspective of education policy regarding higher education regulations by using the content analysis method in the study of library research. The issue of the dichotomy of science is actually a classic issue of the dark legacy of the past colonialism which Indonesia's founding fathers have been fighting for a long time. This real effort is proven by the issuance of a joint decree initiated by the Minister of Religion, KH. Wahid Hasyim and the Minister of Education of the Republic of Indonesia regarding the implementation of religious teaching in state educational institutions which are stipulated through the Regulation of the Minister of Religion No. 3 August 11, 1950. In the study of Islamic education, there is a classification (taqsîm) of knowledge, the first is al-'ulum al-diniyyah (religious sciences) which is called religious science and the second is general science or general sciences. In essence, Islam has never recognized the dichotomy of science (tafriqh), Islam only recognizes classification (taqsîm) based on the sequence and stages of learning, starting from fardlu 'ain and fardlu kifayah. The scholars and figures have formulated solutions starting from the regulatory aspect as stated in the joint regulation of the Minister of Religion and the Minister of Education, several other strengthening regulations through the 2003 National Education System formulation and the Higher Education Regulation, or in the form of ideas and ideas such as the tree of knowledge scheme, integration, integration. -interconnection and Naquib Al-Attas' ideal idea of Islamization.
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Sundayana, I. Made, Putu Dian Prima Kusuma Dewi, and Putu Sukma Megaputri. "Evaluation of lecturer in higher education curriculum based on the National Standards of Higher Education No. 44 of 2015." Jurnal Penelitian dan Evaluasi Pendidikan 23, no. 2 (January 15, 2020): 219–29. http://dx.doi.org/10.21831/pep.v23i2.28141.
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The quality of education is still a benchmark of human resources (HR) in each country. The current era of revolution 4.0 requires a curriculum that is innovative, creative, and based on the needs of market share and the world of work with the addition of several new literacies. This study aims to identify and evaluate the tertiary curriculum (higher education curriculum) that has been applied in a higher education institution of health sciences in Buleleng, which refers to the national standard of higher education no. 44 of 2015. The evaluation was based on input, process, and output. The method used was the mixed method by using questionnaires and focus group discussions on 32 lecturers from the three knowledge fields of midwifery, nursing, and pharmacy. The results show that of the four standards evaluated, the learning process standard and assessment standard need to get priority in improving the academic system at the institution. Both of these components must be immediately improved in terms of concepts and understanding so that the goals, achievements, and quality of graduates can still be improved and maintained. Internal discussions and workshops should be done regularly each semester to refresh pedagogical ability and understanding of the regulatory faculty curriculum.
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Pavlichenko, I. A. "Educating scientific worldview in the young people at the public libraries." Scientific and Technical Libraries, no. 2 (February 25, 2019): 52–59. http://dx.doi.org/10.33186/1027-3689-2019-2-52-59.
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Education of the scientific worldview within the context of national and international regulatory documents is discussed. Based on the study of theoretical concepts and practical experience, the author argues that public libraries contribute to educating and developing scientific worldview in the young people. The need for organizational instruments to build science literacy essential due to conceptual, political, economical, educational transformations in the social life, is substantiated. The author suggests to introduce modern formats, e. g. lectures, master classes, visual presentations, conferences and workshops in technics, the natural and engineering sciences. The libraries, museums, academic and educational institutions have to partner to excite young population's interest toward scientific knowledge to make them taking informed decision when choosing a profession.
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Nakyeyune, Gorrettie Kyeyune, Venancio Tauringana, Joseph Mpeera Ntayi, and Stephen Korutaro Nkundabanyanga. "Public finance regulatory compliance among public secondary schools." International Journal of Social Economics 43, no. 11 (November 7, 2016): 1135–55. http://dx.doi.org/10.1108/ijse-12-2014-0254.
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Purpose The purpose of this paper is to investigate the relationship between deterrence measures, leadership support and public finance regulatory compliance among public secondary schools in Uganda. Design/methodology/approach A questionnaire survey of 257 Ugandan public secondary schools was undertaken. Ordinary least squares regression was used to determine whether, in addition to deterrence measures, leadership support also explains variances in public finance regulatory compliance. Findings Results based on a hierarchical regression analysis indicate that deterrence measures explain 17.4 per cent of variances in public finance regulatory compliance. In addition, leadership support explains a further 18.2 per cent of the variances in public finance regulatory compliance. Research limitations/implications The results imply that in addition to deterrence measures, secondary schools in Uganda should also emphasise leadership support in order to improve their public finance regulatory compliance. Originality/value Contrary to previous studies, the authors explain regulatory compliance using deterrence measures and leadership support in a single study while also focussing on institutions and not individuals as a unit of analysis. The authors also extend the predominantly financial institutions compliance studies to the education sector. Thus probably for the first time, the authors show that leadership support complements deterrence measures in explaining public finance regulatory compliance in the education sector. Even with strong deterrence measures, the lack of leadership support may lead to inadequate public finance regulatory compliance.
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Krasnova, Gulnara A., and Alexander V. Fedotov. "STEM education as a factor of national security." RUDN Journal of Informatization in Education 18, no. 2 (September 3, 2021): 137–51. http://dx.doi.org/10.22363/2312-8631-2021-18-2-137-151.
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Problem and goal. Determination of the place and role of education in the national security system at the present stage based on the analysis of the foreign and Russian regulatory framework, as well as scientific literature on the subject of the study. Methodology. Through the analysis and parallel comparison of the main domestic and foreign regulatory legal acts in the field of security, the key transformations of the perception and vision of education as a factor of national security in foreign countries and Russia were identified, and the causal relationships between the development of the education system and national security were formulated. Results. The problems of national security in all their diversity are significantly related to the state and sustainability of the development of the educational sphere, the impact of which is long-term and has far-reaching consequences in the form of imbalances in the socio-economic, scientific and technological development of the country. Conclusion. The formalization of existing approaches to assessing threats to national security and the economic aspects of ensuring national security will allow us to propose a methodology for quantifying the costs of the education system as a whole (or only for higher education), necessary to optimize the impact of education on national security.
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Shamoo, Adil E. "Ethical and Regulatory Challenges in Psychophysiology and Neuroscience-Based Technology for Determining Behavior." Accountability in Research 17, no. 1 (January 21, 2010): 8–29. http://dx.doi.org/10.1080/08989620903520271.
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Hilty, Donald, Steven Chan, John Torous, John Luo, and Robert Boland. "A Framework for Competencies for the Use of Mobile Technologies in Psychiatry and Medicine: Scoping Review." JMIR mHealth and uHealth 8, no. 2 (February 21, 2020): e12229. http://dx.doi.org/10.2196/12229.
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Background To ensure quality care, clinicians need skills, knowledge, and attitudes related to technology that can be measured. Objective This paper sought out competencies for mobile technologies and/or an approach to define them. Methods A scoping review was conducted to answer the following research question, “What skills are needed for clinicians and trainees to provide quality care via mHealth, have they been published, and how can they be made measurable and reproducible to teach and assess them?” The review was conducted in accordance with the 6-stage scoping review process starting with a keyword search in PubMed/Medical Literature Analysis and Retrieval System Online, APA PsycNET, Cochrane, EMBASE, PsycINFO, Web of Science, and Scopus. The literature search focused on keywords in 4 concept areas: (1) competencies, (2) mobile technologies, (3) telemedicine mode, and (4) health. Moreover, 2 authors independently, in parallel, screened the search results for potentially relevant studies based on titles and abstracts. The authors reviewed the full-text articles for final inclusion based on inclusion/exclusion criteria. Inclusion criteria were keywords used from concept area 1 (competencies) and 2 (mobile technologies) and either 3 (telemedicine mode) or 4 (health). Exclusion criteria included, but were not limited to, keywords used from a concept area in isolation, discussion of skills abstractly, outline or listing of what clinicians need without detail, and listing immeasurable behaviors. Results From a total of 1232 results, the authors found 78 papers eligible for a full-text review and found 14 papers directly relevant to the 4 key concepts. Although few studies specifically discussed skills, the majority were clinical studies, and the literature included no lists of measurable behaviors or competency sets for mobile technology. Therefore, a framework for mobile technology competencies was built according to the review, expert consensus, and recommendations of the Institute of Medicine’s Health Professions Education Summit and Accreditation Council of Graduate Medical Education framework. This framework borrows from existing competency framework domains in telepsychiatry and social media (patient care, medical knowledge, practice-based learning and improvement, systems-based practice, professionalism, and interpersonal skills and communication) and added domains of mHealth clinical decision support, device/technology assessment/selection, and information flow management across an electronic health record platform. mHealth Asynchronous components require additional traditional learning, teaching, supervisory and evaluation practices. Interactive curricula with case-, problem-, and system-based teaching may help faculty focus on decision making and shape skills and attitudes to complement clinical exposure. Conclusions Research is needed on how to customize implementation and evaluation of mHealth competencies and to ensure skill development is linked to the quality of care. This will require the management of organizational change with technology and the creation of a positive electronic culture in a complex policy and regulatory environment.
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PANKRATOVA, MARINA. "Russian film education: problems and prospects." Public Administration 23, no. 2 (2021): 88–96. http://dx.doi.org/10.22394/2070-8378-2021-23-2-88-96.
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The subject of the study is education in the field of culture and art, its purpose is to assess public policy in the field of art education. The article analyzes the reasons for the appearance in the film industry of specialists with a low level of training. The study was based on the regulatory legal acts of the Ministry of Education and Science of Russia, data from Federal State Statistics Service, portals of the Ministry of Education and Science of Russia: ‘Monitoring the employment of graduates’ and ‘How to enter the UNIVERSITY correctly’. During the study, a hypothesis was formulated on the trend of an increase in the training of specialists in creative specialties in non-core educational organizations. The hypothesis was tested on the basis of a regressive analysis of the distribution of admission quotas to higher education organizations, regardless of their departmental affiliation, and the construction of a linear regression. The article applies methods based on the establishment of an internal relationship of phenomena, their mathematical description. According to the analysis, the assessment of the quality of education in the field of culture and art should be determined not only by conducting online exams and testing graduates, and by questioning employers about the quality of their professional training. The author suggests measures aimed at changing the existing methodology for distributing admission quotas for creative specialties to educational organizations of higher education of the Ministry of Culture of Russia and other universities for which creative specialties are not specialized, and tightening requirements for material, technical and personnel support of a full-fledged educational process.
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Charow, Rebecca, Tharshini Jeyakumar, Sarah Younus, Elham Dolatabadi, Mohammad Salhia, Dalia Al-Mouaswas, Melanie Anderson, et al. "Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review." JMIR Medical Education 7, no. 4 (December 13, 2021): e31043. http://dx.doi.org/10.2196/31043.
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Background As the adoption of artificial intelligence (AI) in health care increases, it will become increasingly crucial to involve health care professionals (HCPs) in developing, validating, and implementing AI-enabled technologies. However, because of a lack of AI literacy, most HCPs are not adequately prepared for this revolution. This is a significant barrier to adopting and implementing AI that will affect patients. In addition, the limited existing AI education programs face barriers to development and implementation at various levels of medical education. Objective With a view to informing future AI education programs for HCPs, this scoping review aims to provide an overview of the types of current or past AI education programs that pertains to the programs’ curricular content, modes of delivery, critical implementation factors for education delivery, and outcomes used to assess the programs’ effectiveness. Methods After the creation of a search strategy and keyword searches, a 2-stage screening process was conducted by 2 independent reviewers to determine study eligibility. When consensus was not reached, the conflict was resolved by consulting a third reviewer. This process consisted of a title and abstract scan and a full-text review. The articles were included if they discussed an actual training program or educational intervention, or a potential training program or educational intervention and the desired content to be covered, focused on AI, and were designed or intended for HCPs (at any stage of their career). Results Of the 10,094 unique citations scanned, 41 (0.41%) studies relevant to our eligibility criteria were identified. Among the 41 included studies, 10 (24%) described 13 unique programs and 31 (76%) discussed recommended curricular content. The curricular content of the unique programs ranged from AI use, AI interpretation, and cultivating skills to explain results derived from AI algorithms. The curricular topics were categorized into three main domains: cognitive, psychomotor, and affective. Conclusions This review provides an overview of the current landscape of AI in medical education and highlights the skills and competencies required by HCPs to effectively use AI in enhancing the quality of care and optimizing patient outcomes. Future education efforts should focus on the development of regulatory strategies, a multidisciplinary approach to curriculum redesign, a competency-based curriculum, and patient-clinician interaction.
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Toshchev, A. K. "Trends of modern education: a look at the preparation of mid-level specialists under conditions of modernization of the education system." Transport Technician: Education and Practice 1, no. 4 (November 24, 2020): 283–87. http://dx.doi.org/10.46684/2687-1033.2020.4.283-287.
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Discusses the trends and directions of modernization of the education system in the process of reforming technical education, while implementing training programs for mid-level specialists. Insufficient training of future students in the exact sciences creates difficulties in mastering interdisciplinary courses, and does not allow demonstrating a high level of development of professional modules. This fact especially affects the areas of training, where the exact sciences form the basis of technical disciplines. Modernization of educational processes should contribute to solving the problem of students’ different preparedness for the study of new knowledge and the acquisition of practical skills. A variety of forms and teaching methods used in the implementation of educational programs at various levels, changes in the requirements of regulatory documents related to changes in the structure of secondary vocational education management pose difficult tasks for teachers to find effective ways for future specialists to develop independent thinking based on fundamental professional training and practical skills solve a variety of tasks. Indicated on contradiction between innovative changes implemented in the field of education and the results of pedagogical activity. The most significant trends that affect the education system in terms of training mid-level specialists have been identified and systematized.
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Zubarev, A. P., and A. K. Skuratov. "REACHABILITY OF THE INDICATORS OF THE «DEVELOPMENT OF NATIONAL INTELLECTUAL CAPITAL» SUBPROGRAMME OF THE STATE PROGRAM«SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT OF THE RUSSIAN FEDERATION» TAKING INTO ACCOUNT THE MATHEMATICAL MODELING OF DEMOGRAPHIC PROCESSES." Innovatics and Expert Examination, no. 1(29) (July 1, 2020): 118–31. http://dx.doi.org/10.35264/1996-2274-2020-1-118-131.
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The aim of the study is to assess the reachability of some indicators of the subprogram І«Development of national intellectual capital» of the State program «Scientific and technological development of the Russian Federation» taking into account mathematical modeling of demographic processes. The object of the study is the educational structure of the Russian population in accordance with the International Standard Classification of Education as amended in 2011. The work uses the data of the Federal State Statistics Service and regulatory documents of the Ministry of Science and Higher Education. A balance mathematical model in the form of differential equations describing changes in educational levels over time and in different age groups is proposed as a tool for studying the educational structure of the population of Russia. Numerical experiments were conducted that made it possible to forecast changes in the graduations of bachelors, masters, specialists and candidates of sciences until 2031. Based on this forecast, conclusions were drawn about the attainability of indicators of the above state program. This work was supported by the Ministry of Education and Science of Russia as part of the implementation of the State task of the Federal State Budgetary Scientific Institution Directorate of Scientific and Technological Programs No. 075-01395-20-00.
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Rubin, Edward. "The Future and Legal Education: Are Law Schools Failing and, If So, How?" Law & Social Inquiry 39, no. 02 (2014): 499–521. http://dx.doi.org/10.1111/lsi.12071.
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In Failing Law Schools (2010), Brian Tamanaha recommends that law schools respond to the current economic crisis in the legal profession by reducing support for faculty research and developing two‐year degree programs. But these ideas respond only to a short‐term problem that will probably be solved by the closure of marginal institutions. The real challenge lies in the powerful long‐term trends that animate social change, particularly the shift to a knowledge‐based economy and the demand for social justice through expanded public services. These trends demand that law schools transform their educational programs to reflect the regulatory, transactional, and interdisciplinary nature of modern legal practice.
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Tankibayeva, Neila, and Saule Iskakova. "Western Model of Medical Education: Experience of Application in the Conditions of Autonomy." Journal of Health Development 3, no. 43 (2021): 63–67. http://dx.doi.org/10.32921/2225-9929-2021-3-43-63-67.
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Within the framework of cooperation with Lithuanian University of Health Sciences, Kazakh National Medical University named after S.Zh. Asfendiyarov reformed the management of the university administration with the introduction of digital document management "Sirius", which allowed administrative and regulatory documents, correspondence, execution of orders, orders to be digitalized, leading to cost savings and reduction of labor costs; some scientific processes have been transferred to the digitalization and automation mode. Many basic non-medical educational programs are also transferred to the distance learning mode. Resident students, undergraduates, doctoral students are involved in the processes of research; the basis of the scientific activities of students is laid participation together with the supervisor in the intramural competitions, as the most promising for the implementation of scientific research.To improve the quality of educational activities, an effective system of internal quality assurance was created, based on international standards of higher and postgraduate education. The learning process is based on high standards of academic integrity, which are actively supported by the students, teachers and administrative and managerial staff of the universities
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King, LA. "Ethics and welfare of animals used in education: an overview." Animal Welfare 13, S1 (February 2004): S221—S227. http://dx.doi.org/10.1017/s0962728600014639.
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AbstractEthical, regulatory and scientific issues arise from the use of animals in education, from secondary level schooling through to veterinary and medical training. A utilitarian cost-benefit analysis can be used to assess whether animals should be used in scientific education. The ‘benefit’ aspect of this analysis can be examined through comparative studies of learning outcomes from animal-based versus alternative training methods, while the ‘cost’, in terms of harms to the animals used, can be subject to technical assessment using Russell and Burch's (1959) 3Rs rationale. Science has only just begun to delineate the effects of educational exercises on the welfare of subject animals. It has also begun to develop technologies and modes of instruction that reduce, refine or replace animal use in education, and instances of their successful implementation in the UK and in the USA will be highlighted. The implementation of these alternatives to animal use is inconsistent, and barriers to the adoption of alternatives include specific curriculum and legislative requirements, traditional educational methodology, and resource and training limitations, particularly when the alternative methods involve new technologies. A further problem arises from the lack of existing research data comparing the educational value of alternative, with traditional animal-based, instruction methods. Greater consistency in the use of methods that reduce, refine or replace harmful animal use could be achieved through improved knowledge of the extent and type of alternative resources currently used in particular fields of scientific education; international comparisons of educational practice; close scrutiny and harmonisation of evaluation methods; and consistency in the ethical review of educational animal use. Information and training, both in the 3Rs and in the use of specific alternative methods, could be disseminated throughout the life sciences. Evaluative research of the educational efficacy of traditional animal-based methods versus refinements or replacements would provide high quality data on which to base decisions regarding teaching methods. Since educational exercises involving animals also impart ethical training, whether inadvertently or directly, instruction in applied ethics should be considered a key element of any education program involving animals.
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Porumboiu, Cristina. "The Need of Venture Capital Investors in Life Sciences Clusters: a Comparison between Romania and Germany." Proceedings of the International Conference on Business Excellence 16, no. 1 (August 1, 2022): 1038–46. http://dx.doi.org/10.2478/picbe-2022-0096.
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Abstract This article aims to investigate the role of investors in the development of clusters. Previous studies validated that investors are an essential category of actors for the clustered companies, alongside the specialized suppliers, sophisticated buyers, regulatory authorities, or education institutions. Although most previous studies have focused on understanding the mechanisms of such structures and subsequent recommendations, the topic of financing opportunities was neglected. Therefore, based on the previous successful experience of other clusters, the question raised is whether venture capital can help clustered companies. For such an investigation, two countries were analyzed as case studies, based on the venture capital invested in the last years. Life sciences have been selected due to the larger need for funding the research and development activities, compared with other industries. As expected, the development of analyzed clusters was influenced by the availability of local resources; but in the case of Germany, the need of private investors has been confirmed by the local authorities since the first cluster policy.
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Sethi, Ahsan, and Gohar Wajid. "Continuing Professional Development for Doctors in Pakistan is need of the hour." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 7–8. http://dx.doi.org/10.53708/hpej.v3i1.714.
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In Pakistan, health professionals get their professional undergraduate and postgraduate qualifications after thorough training and assessment criteria as defined by their respective national regulatory bodies. These qualifications help them get registered and get a license for clinical practice in their respective domains. Any registrations and licenses are renewed by paying the prescribed fee without any requirements for reassessment or recertifications. Over the last few decades, health sciences have shown rapid advancements with the invention of new drugs and technologies. Due to this exponential increase in knowledge, no practitioner can hope to remain competent for more than a few years after graduation without a program of active learning. As such, a well-structured and regulated program of lifelong learning must be followed by all health professionals. To keep health professionals abreast with these changes and to ensure the maintenance of certain minimum competencies, there is a need for Continuing Professional Development (CPD) to be implemented at the national level with strict regulatory compliance. According to World Federation for Medical Education (World Federation for Medical Education, 2015), Continuing Professional Development (CPD) is a process of education and training commencing after completion of basic and postgraduate medical education, thereafter, continuing as long as the health professional is engaged in professional activities. CPD mainly implies self-directed and practice-based learning activities in addition to supervised education, and rarely involves supervised training for an extended period of time. The terms ‘Continuing Medical Education (CME)’ and ‘Continuing Professional Development (CPD)’ are often used synonymously.
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Mosalanejad, Leili, Bahareh Razeghi, and Saeed Abdollah Ifard. "Educational Game: A Fun and team based learning in psychiatric course and its effects on Learning Indicators." Bangladesh Journal of Medical Science 17, no. 4 (September 19, 2018): 631–37. http://dx.doi.org/10.3329/bjms.v17i4.38328.
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Background: Using traditional and inactive methods in medical education can cause fatigue, lack of attention, frustration, lack of motivation and decrease the level of students’ learning. games in education is one of the interactive, active and fun methods that has its own educational purpose that translates the special features and highlights the special capabilities by deepening the skills . In this article, the effect of the instructional game as a educational puzzles and the effect of this program on students ‘ self-regulation and team learning has been investigated.Method: This research is a pre test – post test semi experimental study. The population of this study was Jahrom University of Medical Sciences students and samples were 39 nursing students which studied psychiatric course. Sample was selected from available class to the teacher. Initially, the content of the course was presented as a presentation of the main content of the lecture. After the completion of the lessons, contents prepared through puzzle and this program was given to small groups in all sessions. The groups, while answering the questions, checked the collection of information and the searched for the answers, and then the correct answer was provided by the teacher. The combination of teamwork with small groups and solving puzzles which contained learned lessons provided an attractive environment in the form of teamwork. Four questionnaires included : self-directed learning readiness scale (SDLRS), Burrfurd’s self-regulatory questionnaire and a Questionnaire for assessing the value of team work and then a questionnaire of self-reflection were used in two stages (before and after) of intervention.Results: The results of the study showed that self-regulatory indicators (p = 0.17) and self-directed (including self-control motivation) and self-management (p=0.15, p=0.0, p=0.001) were meaningful after improving intervention respectively. Other results show that intervention has affected team-based learning scales (including attitudes- team learning and team-learning skills (0.73, 046, 0.62) although it is not significant. Also, the mean increase in all subdomain of selfreflection were significant (p <0.05). Other results indicated that the intervention increased the mean scores of self-regulation and self-directed of students. But it is only in self-management was significant.Conclusion:The results of the study showed that the use of instructional al game can affect the individual and participation learning by creating entertaining and interactive environment. Therefore, it is recommended that the mentioned method be used in medical science educationBangladesh Journal of Medical Science Vol.17(4) 2018 p.631-637
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Nababan, Sri Melati, and Nusa Muktiadji. "Efektivitas Sistem Pengendalian Intern Atas Prosedur Penerimaan Dan Pengeluaran Kas Lembaga Pendidikan." Jurnal Ilmiah Akuntansi Kesatuan 10, no. 1 (April 28, 2022): 161–70. http://dx.doi.org/10.37641/jiakes.v10i1.1268.
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James Education Center is one of the companies engaged in education. Internal control is a plan, method, procedure, and policy designed by management to provide adequate assurance on the creation of operational efficiency and effectiveness, control of financial reporting, security of assets, compliance/compliance with laws, and regulatory policies. This study aims to determine the effectiveness or ineffectiveness of the James Education Center's internal cash receipts and disbursements control system and to identify the cash receipts and disbursements system. Based on the results of the study, it can be said that all the rules in the internal control system for cash receipts and disbursements procedures are not in accordance with the applicable rules.
Keywords: Effectiveness, Internal Control, Cash Receipts and Disbursements
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Lee, EunYoung, Anu Osinusi, Anand Chokkalingam, Diana M. Brainard, Tram Tran, Lauren Dau, Diogo Ferrinho, ChenYu Wang, and Kavita Juneja. "476. Gilead Sciences’ Commitment to the COVID-19 Pandemic." Open Forum Infectious Diseases 7, Supplement_1 (October 1, 2020): S304—S305. http://dx.doi.org/10.1093/ofid/ofaa439.669.
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Abstract Background COVID-19 has spread rapidly: from the first case in Dec 2019, the declaration of a global pandemic in Mar 2020, to Jun 18, 2020 with >8 M confirmed cases and >400,000 deaths worldwide. Throughout this rapid spread, Gilead has focused on contributing antiviral expertise and resources to help patients (pts) and communities fighting COVID-19 Methods Gilead is supporting the efforts of governments, partnering with professionals, and community-based org., and collaborating with healthcare providers to accelerate research and access to remdesivir (RDV), the first medicine with demonstrated efficacy in treatment of COVID-19. This is a review of the programs initiated in RDV research, access, research grants and collaborative education Results In Jan 2020 Gilead began working with government and regulatory authorities to make RDV accessible to pts globally through the compassionate use and expanded access programs. These programs has treated >2000 COVID-19 pts. By Feb 2020, several phase 3 randomized trials on RDV were initiated. Based on trials completed and published data (n= >2000), RDV was granted emergency use authorization in the US on May 1, 2020 with full approval in 5 countries thereafter and several under review elsewhere. Collectively there will be >12,000 pts enrolled in RDV clinical programs by Dec 2020. Increasing manufacturing of RDV began at-risk in Jan 2020. By May 2020 Gilead has decreased production time, increased supply and committed to donating all its 1.5 M doses. Under the licensing agreements with generic drug manufacturers, RDV will be available in 127 countries upon approval. Gilead has committed to supporting research grants to enhance the understanding of the clinical course and outcomes in vulnerable population, long-term sequelae, and evaluate real world safety and effectiveness of COVID-19 therapies. Finally, Gilead has provided corporate grants to support the efforts of community-based orgs and public health entities to expand education on COVID-19 Conclusion Gilead has initiated a global, multifaceted rapid response that reflects the unprecedented emergency posed by SARS-COV-2. This includes increasing RDV production, access, timely initiation of phase 3 RDV trials, and establishment of grants programs for community projects, research and education Disclosures EunYoung Lee, PharmD, Gilead Sciences (Employee) Anu Osinusi, MD, Gilead Sciences (Employee) Anand Chokkalingam, PhD, Gilead Sciences (Employee) Diana M. Brainard, MD, Gilead Sciences (Employee) Tram Tran, MD, Gilead Sciences (Employee) Lauren Dau, PharmD, Gilead Sciences (Employee) Diogo Ferrinho, PharmD, Gilead Sciences (Employee) ChenYu Wang, PhD, Gilead Sciences (Employee) Kavita Juneja, MD, Gilead Sciences (Employee)Gilead Sciences (Employee)
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Vozniuk, Vira, and Sergii Krasiuk. "Organization and activity of university clinics: past and present." Ukrainian Scientific Medical Youth Journal 134, no. 4 (December 27, 2022): 44–52. http://dx.doi.org/10.32345/usmyj.4(134).2022.44-52.
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this article reveals certain aspects of the history of the establishment of university clinics in Ukraine, in particular, provides information about the existence of such health care institutions as early as the end of the 19th century. at the Imperial Universities – Kharkiv, Novorossiysk and St. Volodymyr. This form of existence of medical and diagnostic institutions with the possibility of improving the practical skills of students and carrying out research activities of scientists - teachers of higher education institutions contributed to the training of highly qualified specialists and the development of science in general. The specified system of organizing the educational process corresponded to the principle of dual education, which provides for the combination of educational and research activities. Started back in 1804, it is still actively promoted by the leading national higher education institutions. It was found that the first university clinics were created at the medical departments of the university and were highly specialized – surgical, therapeutic, obstetric. According to the structural organization, they were subordinated to educational institutions. In the 1950s, by decision of the USSR government, city hospitals were created on the basis of such clinics.
The problem of modernization of the health care system, which arose after the collapse of the USSR and the transition of Ukraine to a new economic system of the market economy, led to the search for an optimal model of the organization of clinical bases of medical institutions of higher education. In the 80s of the XX century. the initiated reform of higher medical education has been improved by improving the quality of professional training of future doctors, in accordance with world and pan-European standards, taking into account national priorities and features of the health care system. The Ministry of Education and Culture of Ukraine has developed uniform approaches to educational and qualification characteristics and educational and professional programs at the stages of undergraduate and postgraduate training of specialists. Programs of clinical disciplines provide for early contact with the patient, responsibility for clinical observations, and practical work experience. The reform of higher medical education is aimed at a gradual transition from an information-accumulating to a competency-based model of the formation of knowledge, skills and abilities of future doctors. At the beginning of the 2000s, based on our own historical experience, and having familiarized ourselves with the practice of foreign higher educational institutions of the medical profile, it was decided to resume the activities of university clinics. Today, there are more than 10 educational-scientific-treatment complexes with an integrative and corporate model of existence. The content of the article informs about their founding periods, main tasks and areas of activity, form of existence, regulatory documents, etc.
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Sharma, Shridhar, and Gautam Sharma. "Medical Education in India." Annals of the National Academy of Medical Sciences (India) 53, no. 04 (October 2017): 179–93. http://dx.doi.org/10.1055/s-0040-1712806.
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ABSTRACTIndia, a country with rich cultural and health care heritage has progressed by leaps and bounds since independence. The health indices have improved and mortality and morbidity have come down significantly. The health care system of India is a mix of public and private sector. In 2017, there are 479 medical colleges in India with admission capacity of over 60,000 at the undergraduate level. The pattern of modern medical education is modeled after the British system and the first few medical schools were established in 19th century. Medical Council of India (MCI), the government-mandated regulatory agency for medical education, was formed in 1934. The Government of India is regularly reviewing the existing medical education policy to give it a new direction so as to make the curriculum relevant and responsive to the national needs. The MCI has also recognized the need to reduce the artificial compartmentalization of the curriculum into preclinical, para-clinical and clinical disciplines. Horizontal and vertical integration is being promoted but not practiced in most medical colleges. Instruction remains teacher-based and not much emphasis has been laid on self-directed learning. There is a paucity of innovative approaches and lack of adapting the recent technology into most medical schools in India. Skills such as related to communication and managerial domains, and professionalism are not imparted in the current curriculum. While the level of knowledge in the medical sciences is highly unsatisfactory, medical graduates are often found to be lacking in the clinical skills. So far, attempts to introduce innovations in medical education have been limited to certain institutions. Also, there is lack of adequate motivation and opportunities for faculty development. It is strongly felt that there is a need to redefine the goals of medical education in India depending upon the needs of the society. MCI has recently attempted designing a need-based curriculum. At present, medical education in India is at a significant juncture with initiatives coming from both external and internal influences, and the political will to attain the goal of health for all, India hopes to be in a better position to prepare physicians for the 21st century.
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Hifni, Syaiful, Akhmad Sayudi, Rano Wijaya, and Moh Yamin. "Contingency E-Learning for Accounting: Effective Communication in the New Normal Era." GATR Accounting and Finance Review 6, no. 3 (December 30, 2021): 137–54. http://dx.doi.org/10.35609/afr.2021.6.3(3).
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Objective - The purpose of this research article is to examine the structural aspects of the contingent variables from the user side and the provider side of e-learning in accounting education and to explore and develop insights on how it can be applied to the changing ways of communication today in the new normal era. Methodology/Technique – We conducted research on e-learning users through 359 (three hundred and fifty nine) students majoring in accounting by using path analysis to obtain measurement results from 2 (two) structural equations. Findings - From the expectations of students as users of e-learning, it showed, first, there are no significance from relevant learning-teaching methods, students self-interest, outcome- based education (OBE) curriculum base, towards implementation of contingency e-learning . Otherwise, engagement within regulatory compliance as the only variable that can be used as an antecedent to predict the implementation of contingency e-learning. Second, relevant learning - teaching methods, and OBE curriculum base play a role in predicting the achievement of learning outcomes effectiveness. Novelty - This research provides insight and contribution to support the accounting education process that takes place in the new normal era after the Covid-19 crisis. Effective communication leads to the achievement of effective learning outcomes. This is explained by the role of engagement within regulatory compliance from students towards contingency e-learning in the accounting department as well as with the role of relevant teaching and learning, and the role of OBE curriculum as new insights from the facts of this research. Type of Paper: Empirical. JEL Classification: Keywords: Accounting E-Learning; Effectiveness of Learning Outcomes; Engagement of Regulatory Compliance; Learning Teaching Method; OBE Curriculum Base; Student Self Interest
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Alpatov, Gennady, and Elena Anokhina. "Global trends in the reproduction of human capital in the tertiary education system." St Petersburg University Journal of Economic Studies 37, no. 1 (2021): 34–61. http://dx.doi.org/10.21638/spbu05.2021.102.
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This article assesses global trends in higher education. Two tasks are central to this effort:1) research into higher as performing the macro-function of producing human capital;2) a comparison of the organization and financing of higher education in different countries.Our hypothesis is as follows. Along with the influence of the mental development of the population and the level of productive forces, we believe that the main difference in the effectiveness of higher education systems is a consequence of the regulatory influences of governments.Study of the contradictions accumulated in the course of continuous reform allows us to propose measures to improve systemic interaction. The article compares the organization of higher education in the USA, Great Britain, Japan, and Russia at various stages, from admission to universities, to employment of graduates, and the corresponding organization and funding of the educational process. Research results are these. Comparing the indicators of applicant selection suggests replacing the Unified State Exam in Russia with an indicator of the weighted average score of electronic diaries. The study of the learning process showed a tendency to replace pure sciences in curricula with applied sciences. Variants of increasing the share of education in pure sciences are proposed to extend the life of basic competencies of graduates in conditions of local backwardness and uncertainty in the development of regional labor markets. For organization and financing of higher education, the analysis suggests an incompatibility between the Bologna system as introduced in Russia, and the preserved course system of education, with its fixed structure of curricula and expulsion for academic failure.The article shows ways to eliminate this incompatibility, such as the transition to a subjectstatus system of education and re-teaching in the subject. This will eliminate the current situation of fining universities for each expelled student. Conclusions are provided about the need for an integrated approach to subsequent transformations based on the study of global trends in the development of higher education and the preservation of the advantages of the development of Russian higher education.
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Talanova, Galina D., and Olga V. Korshunova. "META-SUBJECT EDUCATIONAL PRACTICES IN A RURAL SCHOOL: LESSON OF METHODOLOGICAL ORIENTATION (ON THE EXAMPLE OF PHYSICS)." Pedagogy of Rural School 5, no. 3 (2020): 93–115. http://dx.doi.org/10.20323/2686-8652-2020-3-5-93-115.
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Existing federal state educational standards of general secondary education require meta-subject results achievement. It causes reasonable didactic problems for teachers of all subjects. Despite the rather long period of school educational process implementation by new standards in regulatory way, the problem of the formation and evaluation of meta-subject results is far from a praxeological solution, so the search for effective educational practices that bring educational subjects closer to achieving the goal remains relevant. А rural school with a number of favorable educational process characteristics that determine the integrative processes inside and outside of school education, provides new peculiar options for organizing students’ meta-subject activity to summarize by a corresponding section of pedagogical science and practice. The purpose of the study is to describe the best practices of teaching physics in the context of the formation and evaluation of meta-subject results. Practices are based on developing concepts and ideas of modern education, in particular, needs for a) students to master the methodology of scientific knowledge in the way of a cycle of «facts – problem – hypothesis – model – conclusions – sequences – criteria-based experiment» (concepts of V. V. Multanovsky, V. V. Mayer, V. G. Razumovsky, Yu. A. Saurov); b) learning of the most general categories or universals, connecting students' perceptions of the world into a holistic picture (in our case, the category of symmetry); c) a value attitude formation to human cognition of the world and the search for appropriate meanings. The course of the study is reflected in the presentation logic from a review of the basic theoretical research concepts in this education area and also physics methodology to a generalized conclusion about meta-subject educational practices in a rural school and the presentation of this practice specific example – a physics lesson on the topic «Symmetry is around us and at the core of everything». Results, presented as an interpretative characteristic of a lesson with methodological orientation and its specific model can be useful for physics teachers, chemistry teachers and biology teachers of general-educational organizations, teachers of vocational education organizations methodologists in the field of natural sciences, professionaldevelopment systems for natural science teachers and their retraining.
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Mujawar, Nilofer. "Competency based medical education." Journal of Education Technology in Health Sciences 9, no. 2 (September 15, 2022): 29–30. http://dx.doi.org/10.18231/j.jeths.2022.008.
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Belay, Mulat Alebachew. "Learning Theories: Educational Perspectives. 8th edition. New York, NY: Pearson, 2020, 582 pages, LCCN: 2018034999; ISBN: 9780134893754 ISBN: 0134893751 (paperback).Author: Schunk. D. H.,North Carolina University, 2020." International Journal of Learning and Teaching 14, no. 3 (July 29, 2022): 95–98. http://dx.doi.org/10.18844/ijlt.v14i3.7888.
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The reviews were made on the book entitled “Learning Theories: An Educational Perspective” written by Schunk in 2020 which aimed at pinpointing important insights for readers. The review was made based on professional guidelines in reviewing books. The reviewers felt that the strengths of the book consist of addressing practical scenarios and objectives; and it explains vicarious and enactive learning, performance learning, self-regulatory learning, and positive effect of authentic modeling. On the other hand, the major limitations of the book include the criteria set to define learning was mainly in favor of behavioral learning theories which is against the notion of the book. There is also inconsistent organization and needless inclusion of contents. Therefore, the reviewers argued that the book is still recommended to education students, early-career researchers in psychology and education provided that the aforementioned limitations are corrected. Keywords: Learning; Self-regulation; Motivation; Cognitive learning; Performance learning
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Senenko, A. Sh. "PREREQUISITES AND OPPORTUNITIES FOR TRANSITION TO A TEAM-BASED ORGANIZATION OF PRIMARY CARE DELIVERY. ANALYTICAL REVIEW OF REGULATORY DOCUMENTS." Social Aspects of Population Health 67, no. 6 (2021): 3. http://dx.doi.org/10.21045/2071-5021-2021-67-6-3.
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Significance. Recent years have seen an increasing interest in solutions related to the expended functions of nursing staff and their more active participation in care delivery. In general, expended functions of nursing staff brings positive results. It can be expected that a clear definition of the performed functions and areas of responsibility of each employee, including nursing staff, and organization of their cooperation could improve outcomes of care delivery. This approach corresponds to the team-based work organization - primary care delivery in our case. The purpose of the study: to conduct an analytical review of regulatory legal acts regarding distribution of functions between doctors and nurses in primary care delivery in line with their competences and the possibility of transition to a team-based work organization. Material and methods. Content analysis of the orders of the Ministry of Health, Ministry of Labor and Social Protection, Ministry of Science and Higher Education of the Russian Federation regulating organization of primary care delivery, professional and educational standards of employees providing primary medical and primary pre-medical care. Results. The range of various tasks of the district health care requires participation of employees with different qualifications. There is a logical need for a clear distribution of functions between doctors and nurses. This is especially important in case of an imbalance between the number of doctors and nurses. At the same time, the current documents regulating organization of primary care delivery, professional and educational standards make it possible to determine functions that can be delegated to nursing staff, thus creating grounds for the team-based organization of care delivery by primary medical and primary pre-medical care specialists. Conclusions. The educational standards include competencies that provide for the possible to expand responsibility of nursing staff in care delivery to the attached population. The possibility of distributing responsibility between employees working at the unit (therapeutic, pediatric, general medical practice) makes it possible to organize work on the basis of district teams. Transition of the team-based organization of work at the primary level meets the principles of scientific work organization and can be considered as a promising direction for primary care development in terms of compliance with conditions of specific territories and district care management. Scope of application: development of organizational models of primary care with expanded responsibilities of nursing staff and introduction of the team-based organization of care delivery to the attached population
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Lewis, Lisa S., Lisa M. Rebeschi, and Ellie Hunt. "Nursing Education Practice Update 2022: Competency-Based Education in Nursing." SAGE Open Nursing 8 (January 2022): 237796082211407. http://dx.doi.org/10.1177/23779608221140774.
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Introduction Competency-based education (CBE) is increasingly emphasized in nursing. Professional organizations and regulatory bodies are calling for radical transformation in nursing education along with increased emphasis on developing clinical judgment. Methods This practice update article provides a brief history of CBE in a variety of educational settings including health professions education and demonstrates the value of CBE strategies. The article also provides examples of the application of CBE to nursing education. Conclusion CBE offers the opportunity to enhance interprofessional education, increase the use of simulation, and improve clinical judgment in new graduate and advanced practice nurses.
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Volodina, Olga V. "Formation of future teachers’ worldview culture by means of foreign-language education." Perspectives of Science and Education 57, no. 3 (July 1, 2022): 126–59. http://dx.doi.org/10.32744/pse.2022.3.8.
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Introduction. The formation of students’ worldview culture, which manifests itself in broad erudition, orientation at humanistic principles, aspiration for knowledge, realisation of essential potential along with spiritual perfection, is an important and personality developing purpose of foreign-language education at higher educational institutions. The aim of the article is to reveal and analyse the pedagogical conditions of forming the world-outlook culture of future teachers in the process of realisation of the methodological model for development of intrinsic intellectual culture of bachelor degree students majoring in pedagogical profile by means of foreign-language education. Materials and methods. The research methodology was based on the ontological, event-based, anthropological, synergetic, hermeneutic, humanistic, axiological, culturological, personality-developing approaches. The study involved 687 students of the following profiles: humanities, pedagogical-, social-, technical-, physical-, mathematical-, natural sciences, majoring in Bachelor-, Specialist- and Master Degree programmes at Petrozavodsk State University. Eighteen students – future teachers were the participants of the main experimental training. To handle the research objectives, a set of methods was used: questioning, polls, D.A. Leontiev’s test of meaning-life orientations, quantitative analysis of paper projects, Pearson correlation coefficient. Results. The comparative analysis of the diagnostic test results revealed an improvement in the experimental group students with respect to the indicator of integrity of knowledge (85.72%) manifested in the solidity of acquired knowledge, stability of ideas on integrity of the world, self-awareness as a subject of perception and the urge towards self-reflection based on self-comprehension. Moreover, the moral orientation rates increased by 14.29%, including motivational and value-based attitude to the teacher’s profession; the social activity of future teachers increased significantly (by 42.86%) – manifested through the translation of the internal worldview into one’s vital activity. The positive dynamics of change in the extent of correlation of the number of students by level at the initial (0.614) and final stages (0.474) was identified, which is accounted for by the increased number of students with high level and absence of students with low level, as a result of the experimental training. Conclusions. The formation of worldview culture of future teachers is achieved through actualisation of cognitive, gnoseological, regulatory, communicative, educational, creative, hermeneutic, humanistic and other orientations of foreign-language education at the university.
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Wright, Jack, and Tiago Mata. "Epistemic Consultants and the Regulation of Policy Knowledge in the Obama Administration." Minerva 58, no. 4 (June 25, 2020): 535–58. http://dx.doi.org/10.1007/s11024-020-09411-8.
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Abstract The agencies of the government of the United States of America, such as the Food and Drug Administration or the Environmental Protection Agency, intervene in American society through the collection, processing, and diffusion of information. The Presidency of Barack Obama was notable for updating and redesigning the US government’s information infrastructure. The White House enhanced mass consultation through open government and big data initiatives to evaluate policy effectiveness, and it launched new ways of communicating with the citizenry. In this essay we argue that these programs spelled out an emergent epistemology based on two assumptions: dispersed knowledge and a critique of judgment. These programs have redefined the evidence required to justify and design regulatory policy and conferred authority to a new kind of expert, which we call epistemic consultants.
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Soldatova, Svetlana, and Svetlana Ushakova. "Analysis and Development of a Methodological Approach to Structuring the List of Documents Regulating Science and Technology, Formed through the Activities of Federal Executive Bodies and Organisations Subordinate to Them." Science Governance and Scientometrics 16, no. 4 (December 30, 2021): 497–522. http://dx.doi.org/10.33873/2686-6706.2021.16-4.497-522.
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Introduction.The target of our research is the methodology of creating government lists of documents generated by the activities of federal executivebodiesandorganisationssubordinatetothem.Thegoal of the study is to analyse and formulate a methodological approach to structuring a list of documents resulting from the activities of the Ministry of Science and Higher Education of the Russian Federation, as well as various science and technology organisations subordinate tothis Ministry.Methods.Theoretical (analysis, synthesis, analogy) and empirical (document analysis, generalisation, classification) research methods have been used to achieve the research goal specified. The theoretical foundation of our research was formed by the works of Russian authors on the problems of archive management and archival studies. The empirical foundation, in turn, is made out of the regulatory legal acts that assign a specific set of functions to the Ministry of Science and Higher Education of the Russian Federation, acts that control the creation of document lists reflecting the activities of federal executive bodies, approved and valid departmental lists, and decrees by the Ministry.ResultsandDiscussion.The study results in suggestions on structuring a list of documents generated by the activities of federal executive bodies and organisations subordinate to them, with mentions of storage terms relevant to science and technology. Methodologically, the creation of a structure for such a list is based on the results of analysing the lists of documents associated with other government institutions, analysing the functions of the Ministry of Science and Higher Education of the Russian Federation, as specified in Decree No. 682 of the Government of the Russian Federation of 15.06.2018 (amended on 19.06.2021), and analysing the activities of organisations subordinate to the Ministry. To split the list into interconnected segments, we have developed a special principle for distributing the science and technology functions of the Ministry of Science and Higher Education of the Russian Federationacrosstiersandspecialisations.Conclusion.Ourstudy results in the formulation of a structural and segmentation diagram that will facilitate the creation of a list of documents resulting from the activities of the Ministry of Science and Higher Education of the Russian Federation and its subordinate organisations, including storage terms relevant to regulating science and technology. The structural diagram of this part of the list has three sections, while the segmentation diagram has five elements. With the framework thus established, the list can be filled with content (specific documents).
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Kowald, Cäcilie, and Beate Bruns. "Chatbot Maxi: A Virtual Certification Trainer in a Blended-Learning Concept." International Journal of Advanced Corporate Learning (iJAC) 15, no. 2 (November 29, 2022): 34–40. http://dx.doi.org/10.3991/ijac.v15i2.34081.
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Chatbot Maxi was developed as part of a blended-learning concept to make a training for insulation material processing more flexible and location-independent. As a kind of digital tutor, Maxi takes on the theoretical part of the certification course, giving participants information on the properties, areas of application and processing of the products as well as on regulatory issues. Maxi was realized with script-based chatbot tool Jix and uses a flexible structured dialog to guide users through topics and sub-topic in a didactical appealing, adaptive way. The positive feedback from the target group after the pilot phase shows that (and how) chatbots can become an integral part of a comprehensive blended learning concept in continuous education and company training offers.
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Jepson, P. C., M. Guzy, K. Blaustein, M. Sow, M. Sarr, P. Mineau, and S. Kegley. "Measuring pesticide ecological and health risks in West African agriculture to establish an enabling environment for sustainable intensification." Philosophical Transactions of the Royal Society B: Biological Sciences 369, no. 1639 (April 5, 2014): 20130491. http://dx.doi.org/10.1098/rstb.2013.0491.
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We outline an approach to pesticide risk assessment that is based upon surveys of pesticide use throughout West Africa. We have developed and used new risk assessment models to provide, to our knowledge, the first detailed, geographically extensive, scientifically based analysis of pesticide risks for this region. Human health risks from dermal exposure to adults and children are severe enough in many crops to require long periods of up to three weeks when entry to fields should be restricted. This is impractical in terms of crop management, and regulatory action is needed to remove these pesticides from the marketplace. We also found widespread risks to terrestrial and aquatic wildlife throughout the region, and if these results were extrapolated to all similar irrigated perimeters in the Senegal and Niger River Basins, they suggest that pesticides could pose a significant threat to regional biodiversity. Our analyses are presented at the regional, national and village levels to promote regulatory advances but also local risk communication and management. Without progress in pesticide risk management, supported by participatory farmer education, West African agriculture provides a weak context for the sustainable intensification of agricultural production or for the adoption of new crop technologies.
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Gani, Azmat, Almukhtar Al-Abri, Sami Salim Al Kharusi, and Alya Al Foori. "Legal Origins, Governance and Bank Lending." Perspectives on Global Development and Technology 21, no. 1 (June 15, 2022): 27–49. http://dx.doi.org/10.1163/15691497-12341615.
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Abstract This article investigates if legal origins and governance impact lending by banks in a large sample of low- and middle-income countries for 2004 to 2017. The results revealed that countries with British legal origin, the strength of the legal systems, the rule of law, and regulatory quality are positively and statistically significantly correlated with the credit provided by the banks, among other factors. The estimations based on data for the post-global financial crisis revealed that in countries with British legal origin, the rule of law and regulatory quality mattered intensely in the banking sector’s credit. The results imply that the developing countries should continue to sustain and improve their good governance practices and improve on contract enforcements to allow maximum leverage practices of good governance that can positively influence credit diffusion by the banks.
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Sheriff, Dhastagir Sultan. "Competency-based Medical Education in India." Annals of SBV 9, no. 2 (2020): 39–41. http://dx.doi.org/10.5005/jp-journals-10085-8125.
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Stocking, Martha L. "An Alternative Method for Scoring Adaptive Tests." Journal of Educational and Behavioral Statistics 21, no. 4 (December 1996): 365–89. http://dx.doi.org/10.3102/10769986021004365.
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Modern applications of computerized adaptive testing are typically grounded in item response theory (IRT; Lord, 1980 ). While the IRT foundations of adaptive testing provide a number of approaches to adaptive test scoring that may seem natural and efficient to psychometricians, these approaches may be more demanding for test takers, test score users, and interested regulatory institutions to comprehend. An alternative method, based on more familiar equated number-correct scores and identical to that used to score and equate many conventional tests, is explored and compared with one that relies more directly on IRT. It is concluded that scoring adaptive tests using the familiar number-correct score, accompanied by the necessary equating to adjust for the intentional differences in adaptive test difficulty, is a statistically viable, although slightly less efficient, method of adaptive test scoring. To enhance the prospects for enlightened public debate about adaptive testing, it may be preferable to use this more familiar approach. Public attention would then likely be focused on issues more central to adaptive testing, namely, the adaptive nature of the test.
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Sistermans, Ilse Johanna. "Integrating competency-based education with a case-based or problem-based learning approach in online health sciences." Asia Pacific Education Review 21, no. 4 (November 18, 2020): 683–96. http://dx.doi.org/10.1007/s12564-020-09658-6.
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AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.