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- Barman, Linda, 1972-, et al.
(författare)
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How education policy is made meaningful - a narrative exploration of how teachers show autonomy in the development of teaching and learning
- 2016
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Ingår i: Higher Education Resarch and Development. - : Informa UK Limited. - 0729-4360 .- 1469-8366. ; 35:6, s. 1111-1124
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Tidskriftsartikel (refereegranskat)abstract
- This study addresses how the autonomy of teachers in higher education, in relation to education policy and reform, can be understood. By taking a narrative-in-action approach, we studied health profession teachers' activities and reasoning within their ongoing practice during one year. The findings show how the teachers created their own policies and in what way these policies became meaningful. As teachers in this study continuously made changes, the joint creation of policies contributed to their sense of togetherness and the re-building of a community of practice. In parallel, they increased the evidence-based standards related to their discipline and experienced a shift in perspective concerning teaching and learning. The importance of their jointly made policies can be explained by how they learned a student-learning view together, and built on their own ideas of what educational matters needed to be developed. At the same time, their activities and reasoning mirror a debated but yet prevailing view' on the discourse of quality and a number of ideals thereof such as transparency and standardisation, effective teaching and increased academisation.
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| 2. |
- Vaitsis, Christos, et al.
(författare)
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Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD) : A Proposal.
- 2016
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Ingår i: JMIR Research Protocols. - : JMIR Publications Inc.. - 1929-0748. ; 5:3
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities.OBJECTIVE: The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education.METHODS: We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content.RESULTS: The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization.CONCLUSIONS: Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts.
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