Competency-based education in Public Health, a model of employing Hybrid-PBL educational method in building core Public Health competencies at the undergraduate medical education.
Geoff Norman, PhD
McMaster University
Presented at Perspectives in Competency Assessment
A Symposium by Touchstone Institute
www.touchstoneinstitute.ca
Attitude, Ethics and Communication-skills for the Teacher and the TaughtK Raman Sethuraman
Imparting education to inculcate ethical values, professional attitude and effective inter-personal communication is much stressed in current curricula for Medical and other Health-professions. This talk stresses the need for the teachers to evolve themselves as positive role models if they wish to be effective in their mission to empower their students with values and professional identity.
The fundamentals of Foundation course in Medical Colleges in India- 2019 by D...Dr Rajesh Garg
The current power point explains the philosophy of new concept of Foundation Course as made compulsory by medical Council of India as a part of Curriculum Based Medical Education (CBME) and to be implemented by all Medical Colleges in India for MBBS course from August 2019.
The Foundation course prepared by Dr Rajesh Garg has been acclaimed by medical professionals across the country for its innovative and unique approach with out of the box approach to make it one of the most interesting foundation course concept in India .
The presentation can be used for academic purpose strictly only. Acknowledgement of author is must for showing or using any part of it publically. No professional use for commercial gain/ purpose of any kind is allowed.
Overview of outcomes from the UKCLE funded literature review and practice survey of the teaching, learning and assessment of law in undergraduate medical education by Michael Preston-Shoot and Judy McKimm (University of Bedfordshire).
Program required by St. Clair County Community College in order for their students to mentor/ride along during his/her Basic EMT or Paramedic Program. Covers rules and regulations monitored by the college and addresses expectations of student and preceptor.
Developing competencies for occupational therapy education and practiceErganen
A presentation on developing competencies for occupational therapist including; what are competencies, why are they important and how to develop competencies. In the end there are references for further resources
Competency-based education in Public Health, a model of employing Hybrid-PBL educational method in building core Public Health competencies at the undergraduate medical education.
Geoff Norman, PhD
McMaster University
Presented at Perspectives in Competency Assessment
A Symposium by Touchstone Institute
www.touchstoneinstitute.ca
Attitude, Ethics and Communication-skills for the Teacher and the TaughtK Raman Sethuraman
Imparting education to inculcate ethical values, professional attitude and effective inter-personal communication is much stressed in current curricula for Medical and other Health-professions. This talk stresses the need for the teachers to evolve themselves as positive role models if they wish to be effective in their mission to empower their students with values and professional identity.
The fundamentals of Foundation course in Medical Colleges in India- 2019 by D...Dr Rajesh Garg
The current power point explains the philosophy of new concept of Foundation Course as made compulsory by medical Council of India as a part of Curriculum Based Medical Education (CBME) and to be implemented by all Medical Colleges in India for MBBS course from August 2019.
The Foundation course prepared by Dr Rajesh Garg has been acclaimed by medical professionals across the country for its innovative and unique approach with out of the box approach to make it one of the most interesting foundation course concept in India .
The presentation can be used for academic purpose strictly only. Acknowledgement of author is must for showing or using any part of it publically. No professional use for commercial gain/ purpose of any kind is allowed.
Overview of outcomes from the UKCLE funded literature review and practice survey of the teaching, learning and assessment of law in undergraduate medical education by Michael Preston-Shoot and Judy McKimm (University of Bedfordshire).
Program required by St. Clair County Community College in order for their students to mentor/ride along during his/her Basic EMT or Paramedic Program. Covers rules and regulations monitored by the college and addresses expectations of student and preceptor.
Developing competencies for occupational therapy education and practiceErganen
A presentation on developing competencies for occupational therapist including; what are competencies, why are they important and how to develop competencies. In the end there are references for further resources
Therapeutic Ultrasound for Physiotherapy studentsSaurab Sharma
This lecture intends to provide general outline about the uses, parameters, precautions and contraindications of therapeutic ultrasound for undergraduate physiotherapy students at Kathmandu University School of Medical Sciences, Nepal. After the lecture, students will explore the evidences about current practices of therapeutic ultrasound in various musculoskeletal pain conditions, critically appraise them and present the evidences to the class.
Interferential Current or therapy for Physiotherapy studentsSaurab Sharma
This lecture intends to provide general outline about the uses, parameters, precautions and contraindications of interferential current for undergraduate physiotherapy students at Kathmandu University School of Medical Sciences, Nepal. After the lecture, students will explore the evidences about current practices on the uses of IFT in various musculoskeletal pain conditions, critically appraise them and present the evidences to the class.
This lecture was delivered to second year undergraduate students at Kathmandu University School of Medical Sciences, Nepal. This is just a brief overview about TENS, where the students explore the recent evidences of TENS on treatment of various musculoskeletal conditions in the subsequent classes.
Anatomy and Physiology; Introduction to the human bodyJames H. Workman
A&P terminology introduced, a brief history of the study of anatomy, body systems, life processes, homeostasis, positive and negative feedback systems, directional terms and regions of the body terminology are introduced
The muscle are biological motors which convert chemical energy into force and mechanical work.
This biological machinery is composed of proteins – which is actomyosin and the fuel is ATP.
With the use of muscles we are able to act on our environment.
Psychology Education And Training In The United StatesMarco Peña
Psychology Education and Training in the United states by Nadia Hasan & Jae Yeon Jeong. Presentation in the Symposium by invitation: "Advances in Psychology Education around the world" in XXXII Interamerican Congress of Psychology in Guatemala, 2009
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
Bridging The Gap Between Program Directors, Clinical Opportunities and Athlet...Erik Nason
Target Audience: Student AT, Program Director, Employee of an Emerging Setting
Discuss the value of “off-site” clinical opportunities
What is the COES Database?
What roadblocks are present for both the student and clinical sites?
Future goals in bridging the gap between students, program directors and clinical opportunity sites?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Clinical Instructor Workshop Summer 2011
1. Division of Athletic training, Health and Exercise science Masters in Exercise Science What the Clinical Instructor Needs to Know? Associate Professor David K. Spierer Ed.D Long Island University Agusut3, 2001
2. Overview 36 credit masters program in exercise science (EXS) Approximately 2 years 5 core courses (15 credits) 3 track courses (9 credits) 4 elective courses (12 credits) Students Approximately 45 students Varied disciplines Varied career aspirations
4. Program Goals and Objectives Create a well-designed, easy to navigate program that provides students with a well-rounded Exercise Science education. Offer flexibility, reliability, and credibility for candidates who want to be board certified exercise physiologists or board certified sports nutritionists. Establish partnerships and affiliations with facilities, programs and organizations to generate increased potential for students to network and pursue a career as a health professional
5. Program Goals and Objectives Prepare students to become certified by the NSCA, ACSM ASEPor NASM. Offer hands-on experiences through fieldwork to provide exposure to clinics and facilities that cater to athletic and non-athletic populations. Provide educational experiences related to clinical and applied exercise physiology. Provide a networking opportunity for students for possible future collaboration and employment.
6. EXS Content Areas Exercise physiology and Sports Nutrition Advanced application of exercise physiology Exercise Physiology and Strength and Conditioning Advanced preparation for certification exams Exercise for special populations Advanced application of adapted physical activity
7. Additional Areas of study Metabolism across the lifespan Biomechanics Nutritional biochemistry Impact of environment on human physiology Entrepreneurship in fitness and health Nutrition for weight management
8. Research option The research option takes 2 years (or more) to complete, includes a full dissertation and oral defense and is recommended for students looking to pursue a terminal degree (MD, PhD or Ed.D). The following is included in this option. Formulation of hypothesis and specific aims Institutional review board (IRB) application Revision of application Subject recruitment Data collection Data analysis Thesis completion Oral defense Throughout this process the student will be meeting regularly with his/her advisor.
12. The Future of Exercise science at LIU New core courses Addition of a strong sports nutrition curriculum More electives and classes on the business of fitness and advanced courses in exercise science More science heavy and more prerequisites
15. NSCA Well established organization focusing on personal training and strength and conditioning at the recreational and elite level. LIU has been affiliated with the NSCA for the past 4 years We are a regular host of the NSCA Certified Strength and Conditioning Specialist (CSCS) exam We provide all of the exam review materials to our students Our students and faculty are published in the NSCA’s flagship journal, the Journal of Strength and Conditioning
16. Mission of the NSCA As a nonprofit tax-exempt educational organization, our goal at the National Strength and Conditioning Association (NSCA) is to unify members and facilitate a professional exchange of ideas in strength development as it relates to the improvement of athletic performance and fitness. Since our inception in 1978, the NSCA has been working hard with well known industry experts to enhance, enlighten, and advance the field of strength and conditioning. The NSCA brings together a unique and diverse group of professionals from the sport science, athletic, and fitness industries. Our membership is comprised of strength and conditioning coaches, personal trainers, exercise physiologists, athletic trainers, researchers, educators, sport coaches, physical therapists, business owners, exercise instructors, fitness directors, and students training to enter the field.
18. ACSM The ACSM is the oldest most well-known exercise science advocacy association Consists of physicians, exercise physiologists, scientists and other health professionals. Provides exams in two distinct tracks: recreation and clinical Provides a broad network of health professionals throughout the country Provides recommendations for physical activity for athletic and non-athletic populations
19. Mission of the ACSM The American College of Sports Medicine promotes and integrates scientific research, education, and practical applications of sports medicine and exercise science to maintain and enhance physical performance, fitness, health, and quality of life.
25. ASEP Established in the 1980’s by Dr. Tommy Boone. Advocacy for exercise physiologists Career advice Career opportunities Broad network throughout country Faculty has published in ASEP’s flagship journal, the Journal of Exercise Physiology Online
28. Clinical Coordinator Assists in the development and implementation of a comprehensive field experience. Provide a list of competencies for the student and affiliated organization Coordinates fieldwork experiences and remains in contact with the organization supervisor Acts as the contact for the affiliated organization and the student Assists in the development of the clinical instructor workshop
29. ASEP: Who is the Exercise Physiology Student? Exercise Physiologist: a person who is pursuing an academic degree in exercise physiology, or who is certified by ASEP to practice exercise physiology [via the Exercise Physiologist Certified exam (EPC)], or who has a doctorate degree with an academic degree or emphasis in exercise physiology from an accredited college or university.
30. Who is your student? International Domestic (local) 1st Generation College Student Varying levels of experience/expertise Motivated to learn
31. Who can be a Clinical Instructor? Be a credentialed healthcare professional as defined by the AMA Be appropriately credentialed for more than one year If the instructor is credentialed for less than one year, they must be supervised by one who is credentialed for the appropriate amount time Not current student
32. Why a Clinical Instructor? Responsible for adhering to the standards set forth by the program and accrediting body Provides consistency in teaching methodology and evaluation techniques Instructs, evaluates, supervises and mentors students through their fieldwork experience
33. What is the Clinical Instructor? Role Model Mentor Advisor Teacher Future employer and colleague See one, do one, teach one Help to ensure success for students pursuing a career in exercise physiology and/or exercise science
34. Clinical Instructors Demonstrate… Legal and ethical Behavior through compliance with standards set forth by the ACSM, NSCA, ASEP and NASM. A professional framework within which the student works Good communication skills to maintain a working and professional relationship with the student and the clinical coordinator
35. Being an Effective Clinical Instructor Instructional Skills Possess basic knowledge of education principles and provides tangible examples during clinical education Supervisory and Administrative Skills Provide the appropriate clinical supervision to meet standards of the ACSM, NSCA, ASEP and NASM Evaluation Skills Appropriate and timely information on student’s strengths, weaknesses and potential. Use the online surveys that will be provided. Conveys unprofessional behavior to the student and the clinical coordinator in a timely manner Clinical Skills and Knowledge Demonstrates appropriate clinical competence of the subject matter about which the student has come to learn
38. General Requirements General requirements refer to those experiences not considered elite or advanced Enroll in EXS 535 Complete general application 6-8 hours/week 14 weeks The general field experience culminates in a case study that is handed in at the end of the semester.
39. Elite or Advanced requirements Elite requirements refer to those experiences that are conducted in well-known clinics, fitness facilities or private fitness facilities Enroll in EXS 535 Complete general application Minimum GPA of 3.2 unless otherwise directed Personal essay (500 words) Interview with advisor Interview with agency 12 hours/week 7 weeks This field experience is more intense in that all of the hours for the semester (90) are concluded in a 7 week timeframe
40. For More Info A detailed internship guideline will be sent to the student and to the partnered facility. The guidelines include information on: Statement of purpose Responsibilities of all parties Competencies Expectations
42. Online Evaluations Student self evaluation for field experience CI evaluation of student for field experience Student evaluation of CI for field experience All evlauations are conducted online through www.studentvoice.com Evaluation link will be sent to each CI and student Evaluations are confidential Evaluations are convenient
43. Data Data is represented in tabular or graphical format.
44. Self-Evaluation Total surveys completed: 8 (percentages relate to “a great deal”) Demonstrate a commitment to learning: 75% Formulate appropriate questions: 50% Identify and locate appropriate resources: 50% Set professional goals: 75% Offer thoughts and ideas: 87.5% Proper body language: 87.5% Balance commitments (professional and personal): 75% Motivate others to achieve: 75% Respond appropriately to new experiences: 75% Correct grammar, spelling, expression: 62.5% Basic computer skills: 75% Modify communication depending upon audience: 87.5% Meet external deadlines: 62.5% Self critique: 75% Identify contributors to problem: 25% Identify resources to develop solutions to a problem: 62.5% Attend professional workshops, meetings and seminars: 62.5% Budget time wisely: 75% Raise relevant questions: 37.5% Use information effectively: 37.5 Intuition vs. Analysis: 37.5% Recognize stressors or problems: 37.5% Seek assistance: 62.5%
45. CI Evaluation Total surveys completed: 5 percentage relates to (“a great deal”) Disseminates healthcare information to professionals and clients: 50% Disseminates healthcare information to patients and the public: 20% Accepts responsibility to enhance professional growth: 80% Complies with universal precautions: 80% Follows policy and procedures regarding equip and testing: 60% Communicates goals and objectives to athlete/patient/client: 50% Gives positive feedback to athlete/patient/client: 75% Evaluates and progresses therapeutic exercises when appropriate: 50% Demonstrate proper technique for pulse and blood pressure: 75% Demonstrate proper calibration technique: 50% Demonstrates skills related to special populations: 75% Demonstrates proper body composition skills: 50% Understands METs and ECG: 75% Understands VO2 and interpretation: 75% Discuss and interpret isokinetic data: 50% Demonstrate skills in an emergency situation: 75% Met expectations of the lab/clinic: 75%
46. Student Evaluation of CI Total surveys completed: 5 percentage relates to (“a great deal”) Discussed objectives and role prior to field experience: 75% Shows initiative to teach by handing out assignments: 75% Verbally and actively promotes the health professions: 87.5% Articulate goals for personal growth: 62.5% Articulate goals for professional growth: 75% Daily direction and guidance: 75% Dresses professionally: 75% Day to day assistance with student: 75% Challenges student clinically: 62.5% Attentive and listens: 75% Clear and concise demonstrations: 62.5% Discussed and explained clinical techniques: 75% Positive and constructive feedback: 87.5% Corrects students tactfully and with professionalism: 62.5% Deals with conflict maturely: 62.5% Demonstrates patience: 75% Exposes students to problem solving and challenging clinical situations: 62.5% Combines academic and clinical practice: 75% Seeks out correct information: 75% Organized teaching methods: 50% Asks for feedback regarding his/her teaching: 62.5% Overall evaluation of ACI: 75% Students was adequately prepared: 87.5% Academic and clinical experience were combined: 87.5%