Documents found
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2971.More information
Background/Objective: Medical students experience increased rates of burnout and mental illness compared to the general population. Yet, it is unclear to what extent North American medical schools have adopted formal wellbeing curricula. We sought to establish prevailing themes of existing wellbeing educational interventions to identify opportunities for further curricular development.Methods: We conducted a scoping review of the literature searching for wellbeing education programs implemented for undergraduate medical students across North America. We searched four comprehensive databases and grey literature and only included published original research. Two independent researchers screened all papers with a third to resolve any disagreements. Two researchers conducted the data extraction following a predetermined template that was refined continuously, with a third researcher to resolve any discrepancies.Results: We identified 3996 articles in the initial search of which 30 met inclusion criteria and were included for further analysis. The most common types of interventions were mindfulness and meditation practices. 27 studies found that their wellbeing sessions contributed to positive wellbeing outcomes of learners.Conclusions: Our review identified that there are few wellbeing curricular initiatives that have been evaluated and published in the literature. Additionally, the methodology and rigour of wellbeing curriculum evaluation to date leaves significant room for improvement. The existing literature does suggest that the adoption of a wellbeing curriculum has the potential to improve outcomes for medical students. These findings can be used to assist the development of a validated wellbeing curricular framework for wellbeing initiatives.
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2972.More information
This study explored multimodal literacies as it pertained to the use of digital technologies to create multimodal, digital texts within the scope of writer’s workshop in a fifth-grade classroom. The research was conducted from the viewpoint of sociocultural theory, multiliteracies, and New Literacies as writing is a social practice and communication is multimodal. Analysis of six classroom observations, student interviews, a student focus group, and a teacher interview indicate using multimodal literacies: (a) fosters high levels of engagement, (b) enhances meaning-making, (c) fosters opportunities for collaboration, (d) provides opportunities for publishing of professional-looking books for an authentic audience, and (e) fosters writing skills and writer identity.
Keywords: Multimodal Literacies, Writer's Workshop, multiliteracies, Book Creator, student publishing, Engagement, collaboration, meaning-making
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2973.
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2974.More information
In this study, we investigated the impact of socio-demographic factors on the manifestation of Botho/Ubuntu philosophy in online education. We used Albert Bandura's Social Cognitive Theory to understand how Botho influences stakeholders' attitudes and actions. We employed a quantitative approach with a cross-sectional design and gathered data through a survey. The respondents in the study included staff, tutors, and students associated with an open university. We conveniently selected a sample of 263 respondents from the open university’s five regional campuses and headquarters. The findings indicated that age, marital status, and tenure with the university significantly influenced stakeholders' perceptions of Botho principles in online teaching and learning. This study highlights the importance of incorporating Botho/Ubuntu principles in online education to establish inclusive and supportive virtual learning environments. Educators can use these findings to foster student engagement and success. However, further research is necessary to comprehensively understand the effect of Botho/Ubuntu principles on student outcomes and explore stakeholders' perspectives on their effectiveness.
Keywords: botho, botho, ubuntu, ubuntu, online environment, environnement en ligne, e-enseignement et e-apprentissage, e-teaching and learning (e-TL), socio-demographic factors, facteurs sociodémographiques
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2975.More information
Objective – This research investigates library research guides that share information about anti-fat bias to support weight-inclusive education or practice. By analyzing these guides, we seek to understand how academic librarians are engaging in this work and how they can continue to support weight inclusivity as educators, proponents of information literacy, and interdisciplinary partners. Methods – The authors searched for and screened publicly available LibGuides from academic libraries that included content about anti-fat bias, weight stigma, and/or body liberation. Relevant guides were then evaluated with an original framework to examine their content for insight about their target audience and context. Results – The authors identified and analyzed 36 relevant LibGuides, predominantly from college and university libraries. Thirty-three LibGuides came from institutions in the United States, and most of the institutions had at least one health sciences program, though eight offered no health-related programs. Thirty-two of the analyzed LibGuides presented anti-fat bias content in a tab within a larger guide, while the remaining few were standalone guides. The majority of guides with tab-level anti-fat bias content presented it as a social justice issue, though a few framed the content in a nutrition or other context. The most popular resource types offered in the guides were books, popular articles, videos, associations/organizations, and academic articles. Conclusion – Weight inclusivity discourse is growing across disciplines and is an area that librarians are well-situated to support. Presenting anti-fat bias as a social justice and diversity, equity, inclusion, and accessibility (DEIA) issue in libraries is promising and highlights library workers’ commitment to anti-oppression efforts and learning. Work remains to be done to integrate more anti-fat bias content into academic curricula and education, and librarians should look to engage with disciplinary educators, learners, and colleagues to grow and support this work, particularly in the context of the health sciences.
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2976.More information
The Royal College of Physicians and Surgeons of Canada (RCPSC) plays a leading role in specialty and subspecialty post graduate medical education (PGME) in Canada. As the RCPSC accredits PGME programs, these programs are structured to meet the RCPSC Competence by Design model and their CanMEDS roles. RCPSC Certification is required by Medical Regulatory Agencies (MRAs) across Canada as a condition of entry to independent practice. The RCPSC relies heavily on the use of high-stakes subject examinations as a key component of its Certification process. Recently, questions have been raised regarding the usefulness of such high-stakes examinations. If such examinations are to be fair and equitable, they must be designed and implemented in accordance with best practices for educational testing and the processes for implementation and grading must be transparent and fair. This paper reviews the recent literature on high-stakes examinations and best practices in examination construction, references the findings of a survey of RCPSC examination experiences conducted by the Society for Canadians Studying Medicine Abroad exploring the perception of respondents, and raises concerns regarding RCPSC examinations related to validity, reliability, and fairness. The paper concludes by recommending closer scrutiny of RCPSC examination processes by interested stakeholders and by provincial MRA's who delegate entry to practice decisions to the RCPSC.
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2977.More information
In the mid-20th century, the hiring of full-time professors led to a transformation of Québec's faculties of law. Paul-André Crépeau was one of those who had completed graduate studies abroad. In 1965 he was appointed president of the Civil Code Revision Office. He supervised this vast enterprise and his name is forever associated with the Draft Civil Code. As a legal scholar, he published abundantly in the field of contract law, and then addressed codification and lexicography, using a wide range of writing approaches. He often sought to influence the evolution of the law. His proposals were greeted sometimes favourably and sometimes critically. His work is imbued with principles and comparative law, and it reflects his will to build a strong body of legal scholarship. He was particularly attached to French doctrine, which was an important source of inspiration for him that clearly influenced his legal thought.
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2978.More information
Open educational resources (OERs) have the potential to reduce costs, improve quality, and increase access to educational opportunities. OER development and deployment is one path that could contribute to achieving education for all. This article builds on existing information and communication technology (ICT) implementation plans in Africa and on the experiences of organizations and initiatives such as the African Virtual University (AVU), OER Africa, the South African Institute of Distance Education (SAIDE), and the Teacher Education in Sub-Saharan Africa (TESSA) Project, to present one view of the benefits, challenges, and steps that could be taken to realize the potential of OERs in sub-Saharan Africa. Thus, the article focuses on the factors necessary for creating and sustaining a vision for OER development and deployment; developing and distributing resources with an open license; improving technology infrastructure and reducing the cost of Internet access; establishing communities of educational collaborators; sustaining involvement in the OER initiative; producing resources in interoperable and open formats; establishing and maintaining the quality of OERs; providing local context to address national and regional needs and conditions; informing the public about OERs; and taking the initiative to build on the knowledge, skills, and experiences of others. In order to assist educators and decision makers, links to a variety of resources are provided.
Keywords: open education resources
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2980.More information
AbstractIn keeping with the Congress theme of “Bridging Communities: Making Public Knowledge, Making Knowledge Public,” this paper reflects on issues relating to public history and the impact of the Internet — that most public of media — on the ways in which academic historians create and disseminate knowledge. It explores the rise of public history as a profession and field of study over the past three decades, the efforts of the Canadian Historical Association (CHA) since its founding in 1922 to reach a broader public, and the impact of the Internet on the work of professional historians. By raising questions about the role of academic historians in general and of the CHA in particular in bridging what on the surface seems to be the divergent interests of academic and public history, it contributes to a larger discussion that will almost certainly preoccupy CHA presidents for the foreseeable future: where academic history and the arts disciplines generally fit into the postmodern university and into the rapidly expanding world of knowledge fuelled by the Internet and its related technologies.