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2) Through group work and discussion, students created fictional doctor characters and responded to random career event cards that represented turning points.
3) Pre and post questionnaires found that some students recognized new strengths and potential advisors after participating, though most still cited family and friends not teachers as career consultants. The simulation aimed to expand career options and perspectives.
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IAIM - Learning Styles and Problem Based Learningmrtimo
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Presented at International Academy for Information Management Conference, 2008, Paris, France
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu3
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Macroeconomics- Movie Location
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A Survey of Techniques for Maximizing LLM Performance.pptx
Amee2019 7dd08 full_presentation
1. Impact of a career simulation program
using gamification with virtual turning
point for medical students in Japan
●Shuzo Teruya1 Ayako Shibata2 Tatsuya Fujii3
Junichi Tanaka4 Takeshi Kondo5
1.Okinawa Yaeyama Hospital, Internal medicine
2.Yodogawa Christian Hospital, Obsterics & Gynecology
3. Sanno Hospital, Orthopedics
4. Tohoku University Hospital, Department of Edecation and
Support for Regional Medicine
5. Nagoya University Hospital, Center for Postgraduate Clinical
Training and Career Development
2. Introduction
Career education for medical students have had
increasing importance in Japan
There are demand of faculty development among
medical teachers who deducate with career
education for undergraduate students
Japan Medical Association Research Institute, Working Paper, 2015
Here we developed career simulation programs
using gamification method and report the efficacy
of the method.
3. Career education in Japan
Career eduction has started since 1999
No or few school counselors
Teaching staff has responsibility
Mostly focusing on vocational experience activities
Career development support after graduating from
high school has been delayed
National Institute for Educational Policy Research, 2010
4. Career education for medical students
in Japan
In Japanese medical school…
Most students(>80%) are Under 25 years old
Public school : Private school = 7 : 3
Career education has started since 2010
Most career education class consists of Lecture
and Group discussion
No or few school counselors
Akita university
• Career Sugoroku
• Like Medical Careers game board
DOI: https://doi.org/10.15694/mep.2017.000190
• Career future chronology
• Case discussion
5. Career management theories
DOTS model
• Decision making
• Opportunity awareness
• Transition learning
• Self awareness
Schlossberg’s 4Ss
• Self
• Support
• Situation
• Strategies
6. Career choice of medical students
Factors which influence medical students’ career
choices
• Curriculum, exposure, public image, teacher, residency
programs, philosophy of medical students
CMAJ Open. 2016 Apr-Jun:E147-152
Relationship produced in club activities such as
soccer, american football, tennis, and footsal is main
resource of career consultation in Japanese students
Japan Medical Association Research Institute, Working Paper, 2015
7. Gamification
Gamification
• The use of game design elements in non-game contexts
Gamification theories
• Theory of gamified study (Landers, 2015)
• MDA framework (Hunickes, et al, 2004)
8. Serious games in medical education
Serious game
• Games designed for a primary purpose other than pure
entertanment
Serious games in healthcare
• Fight HPV, Pulm Ex, Human Dx, Malaria incasion
• Wii Fit
• Virtual-U
9. Method
Table talk type career simulation game was
conducted for 131 medical students in Saitama
Medical University.
The students created fictitious medical student
characters and virtually experience doctor's career
while randomly acquiring career event cards by
group work.
Pre and post questionnaires. Response rate was
100%.
10. Work1 : Developing career of virtual character (60 minutes)
Students build virtual careers using turning point cards
Aim : Expand career options
Presentation : Sharing (60 minutes)
Students present about the character life they have created
Aim : To know that even if they have similar characteristics, they
can develop into various careers
Work2 : Career vision of students themselves (45 minutes)
Students think about potential events that can be turning point,
and participants share ideas about how to respond to turning points.
Aim : Touching axis of judgment and various ideas of others
Time Table
18. 8
4
8 5
8
6
Memory
24 Male
Father (MD)
ABC university
Kendo
Tracelling overseas Seeing is believing.
Work for MEDECINS SANS FRONTIERES Going to marry my girlfriend in a year.
19.
20.
21. Learn the latest research methods
Less time to play with friends
Began to walk a
path to a lonely
researcher
22. DOTS model
Factors of DOTS Contents
Self awareness Character setting sheet
Opportunity awareness Turning point cards
Decision making Discussion of response to
turning point
Transition Learning Discussion of response to
turning point
23. MDA Framework
MDA Framework
factors
Game Contents
Mechanics Experience the life of a fictitious
docter
Dynamics Discuss respond to turning points
Aesthetics Gain new options by interacting with
free ideas
25. 0
131
1st 2nd 3rd 4th 5th 6th 7th
Pre-Post changes : Key factors for
deciding career choice
Personal
interest
QOL Demand
in society
Salary Mentor Family Club
activities
Pre Post Pre PostPre PostPre PostPre PostPre PostPre Post
26. Pre-Post changes : strength and adviser
71
60
39
92
New strength
No change
New adviser
No change
New strength New adviser for career
28. Discussion
• Certain number of students noticed new strength
and new advisers through career education class
using virtual turning points
• Most of the students who consulted with their
careers were family and friends, and few students
listed teachers.
29. References
• Wright B, et al. CMAJ 170: 1920-1924, 2004
Career choice of new medical students at three Canadian
universities:family medicine versus specialty medicine.
• Maseghe Mwachaka P, et al. Pan Afr Med J 5: 18, 2010
Specialty preferences among medical students in a Kenyan
university.
• Yousef K, et al. BMC Med Educ 8: 32, 2008
Factors affecting medical students in formulating their
specialty preferences in Jordan.
• Kiersten, et al. CMAJ Open. 2016 Apr-Jun; 4(2): E147–E152.
Medical student career choice: a qualitative study of fourth-
year medical students at Memorial University, Newfoundland
キャリア管理能力についてはDOTSモデルに示される意思決定学習(Decision Learning)や環 境適応学習(Transition Learning)の機会保障が必要です
Wright B, Scott I, Woloschuk W, Brenneis F, Bradley J (2004) Career choice of new medical students at three Canadian universities:family medicine versus specialty medicine. CMAJ 170: 1920-1924.
Maseghe Mwachaka P, Thuo Mbugua1 E (2010) Specialty preferences among medical students in a Kenyan university. Pan Afr Med J 5: 18.
Yousef K, Dema AZ, Zouhair A, Ahmad A, Mohammad K, et al (2008) Factors affecting medical students in formulating their specialty preferences in Jordan. BMC Med Educ 8: 32.
CMAJ Open. 2016 Apr-Jun; 4(2): E147–E152.
Medical student career choice: a qualitative study of fourth-year medical students at Memorial University, Newfoundland
Kiersten Pianosi, BSc, Cheri Bethune, MD, MClSc, and Katrina F. Hurley, MD, MHI