Education Development Center Research Articles

An interdisciplinary summer school in medical education, medical ethics, creativity and management

The most important mission of a university is training students for their job roles.. Owing to the urgent need for general education of students, and curriculum overload during ordinary semesters, particularly at medical schools, it is necessary to plan some intensive courses to present the require topics to students. In this connection, the purpose of the present study was to evaluate the success rate of Shiraz first interdisciplinary summer school in achieving its educational objectives. The topics were divided into four general categories: medical education, medical ethics, management, and creativity with some subcategories for each topic. Totally, there were 83 specific topics discussed. 50 hours were devoted to the medical education topics, 26 hours to ethics, 24 hours to management and 10 hours to creativity. Different teaching methods such as lecturing, small group, problem-based learning were employed. A 360 degree assessment (multisource feedback) was used for assessing the students’ viewpoints, lecturers, and EDC (Education Development Center) faculty members. The rate of achieving the objectives was evaluated through a final test, submission of a project, supervision of group activities and the students’ self-assessment. A total of 63 students from 13 universities in Iran participated in this program. Regarding the education sufficiency, the students ranked medical education first, followed by creativity, management and medical ethics, respectively. The results of 360 degree assessment showed that more than 90% of the participants evaluated the program as very good or excellent. In addition, in an overall evaluation of the program in which the participants rated the program from zero to twenty, the mean was found to be 18.97 with a standard deviation of 1.18. Due to the magnitude of new developments in the world and the efficacy of this program, similar programs are recommended. It is now necessary that (EDC’s) all over the country employ experienced manpower and required resources.

12. Canadian Educational Development Centre Websites: More Ebb Than Flow?

This paper examines information portrayed on Canadian educational development (ED) centre websites and, in particular, whether information that corresponds to questions compiled from a literature search of ED centre practices is readily available from centre websites. This study phase is part of a larger national study of Canadian educational development centres’ practices.

Pharmacokinetic profile of an intradeltoid diclofenac injection in obese Indian volunteers

BackgroundA new propylene glycol-free and reduced-volume formulation of diclofenac sodium 75 mg/mL designed for intradeltoid administration has been found to be bioequivalent to a reference formulation of diclofenac sodium 75 mg/3 mL given via the intragluteal route in normal healthy volunteers. Standard needles may not reach the gluteus maximus muscle in many cases, especially in the obese. The objective of this study was to determine the pharmacokinetic parameters of the new formulation and compare the bioavailability of intradeltoid diclofenac sodium 75 mg/mL with that of the intragluteal 75 mg/3 mL reference formulation in obese volunteers.MethodsA comparative, two-way, single-dose, bioavailability study was carried out in 10 obese (body mass index > 25) male Indian volunteers after a washout period of seven days. Blood samples were collected until six hours following drug administration and analyzed using a prevalidated high-pressure liquid chromatography method.ResultsThe mean maximum plasma concentration and time to reach maximum plasma concentration for the test formulation were 1.30 μg/mL and 0.50 hours, respectively, versus 0.93 μg/ mL and 1.08 hours for the reference formulation. The mean areas under the curve from 0 to last measurable time point (AUC0–t) for the test and reference formulations were 2.71 μg·h/mL and 2.73 μg·h/mL, respectively. The mean AUCs from 0 to infinity (AUC0–∞) for the test and reference formulations were 3.71 μg·h/mL and 3.75 μg·h/mL, respectively.ConclusionThe results suggest that the test formulation of diclofenac sodium 75 mg/mL has an AUC0–t and AUC0–∞ comparable with the reference intragluteal formulation of diclofenac sodium 75 mg/3 mL, but with an earlier time to reach maximum plasma concentration and a trend towards a higher maximum plasma concentration. This could be attributed to faster absorption from the deltoid region than from the gluteal region. The test formulation could be helpful in the management of pain in obese or overweight patients and those with dense subcutaneous fat in the gluteal area.

How to Help Teachers Use Technology in the Classroom

Mary Burns of Education Development Center explains the five best practices used to train teachers to integrate technologyespecially computer useinto their instruction and course design. These universal methods, which have been used in places ranging from Indonesia to the United States, emphasize not only skills training, but also implementation.

Deepening Content Understanding in Social Studies Using Digital Text and Embedded Vocabulary Supports

This article discusses a strand of research conducted by the Education Development Center, Inc. in collaboration with the National Center for Supported Electronic Text. The research investigated the use of an online vocabulary support tool, Visual Thesaurus, for middle school students with and without disabilities. Data were collected from 10 eighth grade inclusive classrooms using a randomized control trial to compare the impact of Visual Thesaurus and Merriam-Webster OnLine on vocabulary and content knowledge from two social studies textbook chapters. Data analysis revealed significant posttest gains for students in both conditions, but no significant difference between the two treatments. Discussion focuses on the need for online vocabulary support tools to align with student needs and teacher expectations.

Effect of An Educational Program About Medical Waste Management on Awareness of Internship Physicians in Zagazig University Hospitals

Background: Medical wastes are hazardous and many physicians especially at the beginning of their career are not aware of their proper management. Therefore, they may share in dissemination of these hazardous Wastes. Objectives: The objectives of this study were to describe an educational program about Medical Waste Management for Internship physicians (house officers) in Zagazig University Hospitals and to assess its effect on their awareness. Methods :-Interventional study on purposive sample (N= 36) internship physicians conducted at Zagazig Medical Education Development Center as a part of infection control training course conducted in April 2009. Educational seminars were held with power point demonstration of method for sealing boxes, sharps containers and red bags. Presentation of the national and international standards and regulations for biomedical waste accompanied. Sticking up of posters and distribution of CDs and handouts were done. Evaluation of the Intervention was done by post-interventional questionnaire of satisfaction and posttest versus pretest results Results: Significant improvement of who have good knowledge from 25% to 78%. After the program ,more than 70% identify wastes as a risk factor for Nosocomial Infection and as one of the quality standards. All attendants (100%) correctly describe skills needed for dealing with hazardous wastes Conclusion: The educational program about medical waste management for internship has good effect on improving awareness and is recommended to be adopted national strategy. Key Words: Medical waste, Educational seminars , internship physician

A self-assessment of Residents in Neurology Department of Shiraz Medical School

Background and purpose: Self-assessment is an important tool for adult learner since they are aware of their learning and give valuable information for improvement of education. This study is an attempt to examine residents self-assessment as an input to evaluate the effectiveness of different education activities and setting in neurology Methods: In this is cross-sectional study all Neurology residents of Shiraz Faculty of Medicine participated. Four questionnaires were developed; each for residents of each year based on objectives of neurology department. Content validity was examined by a group of 4 experts from education development center and office. The reliability was determined after a pilot study by Test-retest method(r=0.9). The returned questioner were analysed. Results: According to the opinion of residents, among different ways of medical education, , morning report with 90% and then conferences with 50% had gained the best effective methods of teaching. However journal club and case presentation were the least effective (20-30%). Residents reported that they need Out Patient Department (OPD) education (teaching) and require the academic staffs to spend more time with them in Operation Room (OR) and emergency room (E.R). . Conclusion: For improving students educational experience: send feedback for present academic staffs to revise the methods of education and design rotation in other wards and encourage faculties and residents to design and use log books.

Threading, Tagging, and Higher-Order Thinking

In much of the developing world, Web 2.0 applications remain little known and are rarely used as formal educational tools. In Indonesia, Education Development Center's (EDC) use of Web 2.0 tools as part of an online course appears to be yielding initially positive, and unanticipated, results. However, real impediments stand in the way. This past year a pilot program was launched in which a group of master trainers work as school-based coaches. To support coaches in their work with teachers, we constructed a Moodle-based online course with coaching-related readings, videos, and a discussion forum. To facilitate communication and information sharing, we built in a number of Web 2.0 tools: Diigo, VoiceThread, Ning, Dimdim, Flickr, Word Press, TeacherTube, and Curriki. (The accompanying list at the end of the article provides a brief description of these tools.)

Educational development in the UK: a complex and contradictory reality

At a time when questions are being asked about the identity and purpose of academic development, this paper seeks to address these questions within the context of one country in which educational development has been actively supported. This study considers a narrative of the complex and contradictory reality of educational development in the United Kingdom based on the perceptions of heads of educational development. Based on a survey of over 40 institutions, the paper highlights the growth of educational development centres and considers their staffing, institutional location, role and responsibilities. It also seeks to explore some points of similarity and difference with trends in other countries. A l’heure où des questions sont posées au sujet de l’identité et des visées du développement pédagogique, cet article cible ces questions du point de vue d’un pays au sein duquel le développement pédagogique a été soutenu activement. Cette recherche examine l’historique de la “réalité complexe et contradictoire” du développement pédagogique au Royaume‐Uni à partir des perceptions de directeurs de centres de développement pédagogique. Se basant sur un sondage de plus de 40 institutions, l’article met en lumière la croissance des centres de développement pédagogique et examine leur localisation institutionnelle, leur rôle et leurs responsabilités. L’article cherche aussi à explorer les similitudes et les différences avec des tendances observées dans d’autres pays.

3．医師不足·医療危機·医療崩壊からの地域医療の再生

In 2002-2003, the practice of doctors lending their names to appear as "staff" of hospitals became known. Problems regarding funds from public hospitals were also revealed. Tohoku University asked regional societies how to improve the medical situation, and redefined its responsibilities. The Educational Development Center for Local Medicine and Department of Local Medical Service System were set up (2005-2008). A severe shortage of medical doctors prevails in Japan: the number of doctors per population is at the 4th lowest among OECD countries, and the number per hospital bed is the lowest. We have no nursing homes whose beds are not counted as hospital beds. The number of faculty staff in Japanese medical schools is 1/3 to those of Western countries. The reported number of doctors working in hospitals and offices surpasses that by census for medical doctors by >40,000. Japanese doctors work for >60 hours per week. I propose essential plans to improve Japanese situation for medical service: 1. Immediately increase the number of doctors by at least 50%. Based on our calculation, we need 450,000 doctors. 2. When the shortage of doctors is severe, establish a magnet hospital with c.a. 500 beds for every 200,000 population, capable of treating highly emergency patients and attracting doctors who need medical training. Hospitals should not belong to each city or town. 3. Establish a comprehensive organization to nurture doctors on a long-term basis. It should consist of a medical school, hospitals, and the prefectural government. It should help doctors to move between hospitals, and be responsible both for designing doctors' career paths and for allocating them appropriately.

Reflection on the Past 30 Medical Education Seminars and Workshops Held by the Medical Education Development Center

Reflection on the Past 30 Medical Education Seminars and Workshops Held by the Medical Education Development Center

Difficult Conversations in Health Care: Cultivating Relational Learning to Address the Hidden Curriculum

The authors describe the philosophy and pedagogical approach of an innovative educational program, grounded in principles of relational learning and designed to improve the preparedness of health care professionals for engaging in challenging conversations with patients and families. The Program to Enhance Relational and Communication Skills (PERCS) is a project of The Institute for Professionalism and Ethical Practice at Children's Hospital Boston, developed in collaboration with Education Development Center, Inc. The one-day workshop is interdisciplinary in its structure, includes practitioners with varying levels of professional experience, uses trained actors to portray patients and family members, and involves learners in improvised case scenarios. The program responds to several developments in contemporary health care: medical education reform, changing definitions of professional competence, and calls for greater attention to qualities of compassion, trust, and respect in practitioners' relationships with patients and families. The program's pedagogy responds to these developments by creating a safe climate for relational learning, by enacting emotionally challenging and ethically salient case scenarios, and by integrating patient and family perspectives in novel and substantive ways. By creating a curriculum and learning environment that explicitly embraces the moral experience of learners, the program's developers aim to exert a countercultural influence on the dehumanizing effects of the hidden curriculum.

Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms

The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language. The Multi-State Study of Pre-Kindergarten was supported by Educational Research and Development Center Program PR/Award R307A60004, administered by the Institute of Education Sciences, U.S. Department of Education. The State-Wide Early Education Programs Study was supported by the National Institute for Early Education Research, the Pew Charitable Trusts, and the Foundation for Child Development. However, the contents of this article do not necessarily represent the positions or policies of the funders, and endorsement by the federal government or other funding agencies should not be assumed. The National Center for Early Development and Learning is grateful for the help of the many children, parents, teachers, administrators, and field staff who participated in this study.

Open Educational Resources and Practices

This article is derived from a wiki document development held at: http://www.wikieducator.org/User:Leighblackall/Open_educational_resources_and_practices. Slide images and audio to support this article are available at: http://flickr.com/photos/leighblackall/sets/72157600223371021/. In this article Leigh looks at what constitutes an open educational resource and considers the issues and benefi ts to an educational institution. An institution which is moving to participate in open educational resource development and adopt more open educational practices. There is a description of the initial steps being made by the Educational Development Centre at Otago Polytechnic - a tertiary education and vocational training institution in Southern New Zealand.

Nobels ‘R’ Us

FAIRLY often after I've spoken to a group about American achievement, someone will tell me that America leads the world in Nobel Prizes. I have not written about this because Nobel winners are rare birds, and their success might not reflect anything about the K-12 culture. The recent American Nobel sweep in chemistry, physics, medicine, and economics, though, unleashed a number of comments. An editorial in the Wall Street Journal opened: was a banner week for American science. The Nobel Prizes for medicine, physics, and chemistry all went to Americans. The awards underline the universally acknowledged fact that the U.S. is the world leader not only in its aggregation of talent but in its ability to nurture that talent. First-class universities, along with copious private and federal funding for research, are often cited as key enablers. But few would deny that money can't buy the most important element: a society that encourages independent thinking, open debate, and an unbound spirit of inquiry. The Journal, of course, would never, ever acknowledge what happens in elementary and secondary schools as the foundation for these accomplishments. But in the 16th Report (October 2006), I cited Singaporean and Japanese education officials declaring that American schools encourage questions, creativity, and unconventional thinking. Alas, I also cited Tufts Dean Robert Sternberg, declaring that our massive testing programs are of the most effective, if unintentional, vehicles this country has created for suppressing creativity. Thus it is conceivable that No Child Left Behind (NCLB), if not altered soon, will be a major factor in the destruction of one of our most cherished cultural achievements and our global competitiveness. Of course, no educational success in this country is received with unreserved joy; it must be accompanied by fear and trepidation. So the Los Angeles Times headlined one of its Nobel stories Despite U.S. Sweep of Nobels, Science Teachers Worried and quoted Judith Sandler of the Education Development Center in Newton, Massachusetts, as saying, This is great that we had so much success this year, but I'm actually worried about the future. Worrying about what the future will bring if our schools don't shape up has become our national neurosis. (For proof, enter Believing the Worst plus Bracey into Google to get an essay on this subject that appeared in the July/August 2006 edition of Stanford Magazine.) One person who has urged me to write about Nobels is Dennis Redovich, who runs the Center for the Study of Jobs and Education in Wisconsin and the United States (www.jobseducationwis.org). Redovich recently assembled a chart showing Nobel Prize winners by country over time. Since 1950, and including 2006, the U.S. has won 206 Nobels in science. Great Britain is second with 45, and Germany is third with 28. The U.S. tally constitutes 58% of all prizes doled out in the last 56 years. Japan has garnered six, and all other Asian nations have been shut out. In the period from 1901 to 1949, U.S. scientists received 18% of the Nobels in science, putting them in third place behind Germany (25%) and Great Britain (19%). But this total is a bit misleading. The U.S. won few Nobels prior to 1930, and 20% of all those awarded between 1930 and 1939. Between 1940 and 1949, the U.S. jumped to close to its current level, posting 48% of the winners. Of course, World War II (1939-45) devastated Europe and left most of the continent's scientific enterprise in ashes. Redovich imposed some criteria for determining how a country got credit for a prize. If the work was done in another country by a scientist now living in America, the other country received the credit. Thus Einstein's 1921 prize went to Germany. Redovich assigned prizes to America if the award-winning research was conducted here and if the scientists were listed as residing here. …

Supporting Teacher Learning: Standards-Friendly Lessons in University Methods Courses

Since the publication of reform recommendations in Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics 1989), many strategies have been used to align teacher practice with the Standards. For example, mathematics educators have examined the impact of coaching in teacher's classrooms (Hart, Najee-ullah, and Schultz 2004), changing curriculum materials (Educational Development Center 2005), using case studies (Barnett 1992), and participating in lesson study groups (Fernandez 2005). Although all these strategies—given the appropriate resources and teacher motivation—can improve instructional practice, many are not easily implemented in a university classroom. Teacher education programs in colleges and schools of education that attempt to facilitate substantial and lasting change in teacher practice, particularly change with preservice teachers, must often find other methods.

The Surfer Problem: A Whys Approach

In this article we compile the experiences that classes of secondary teachers we have taught have had with a particular problem. That the problem is suitable for use with high school students is evidenced by its inclusion in an Education Development Center publication(2000) and by the testimony of teachers who have used it, such as Cuoco, Goldenberg, and Mark (1995).

Educational development centres: from educational to organisational development?

PurposeThe paper aims to investigate the role of educational development centres, and their potential for playing a broader and more central role in quality and organisational development.Design/methodology/approachThe paper is based on the results of three external evaluations of educational development centres in Denmark and Norway, combined with a literature review of studies of educational development centres.FindingsEducational development centres are in a period of transformation due to external forces (Bologna, the demand for institutional quality systems, etc.), and this creates new dilemmas and challenges for educational development.Originality/valueThe paper points to the need to broaden the focus of educational development, and link it closer to other processes related to quality and organisational development.

Public Health Training Online: The National Center for Suicide Prevention Training

Suicide is a serious public health problem, and training in suicide prevention has not kept pace with recent rapid growth of the field. To address this concern, the Harvard Injury Control Research Center and Education Development Center, Inc., launched the National Center for Suicide Prevention Training (NCSPT) with funding by the Maternal and Child Health Bureau of the Health Resources Services Administration. NCSPT offers an online professional development workshop series for public officials, service providers, and community-based coalitions involved in suicide prevention. Using a public health framework of prevention, the three workshops implemented to date have drawn over 1200 participants nationally and internationally over the past 3 years. Workshop participants completing the post-test and evaluation show consistent improvement in their knowledge of suicide, rate their online training experience positively, and report that they would take additional online courses if offered. A barrier to objective evaluation of the courses, however, is the high attrition rates of the courses, an expected feature of free online courses. Online training is a valuable option to help meet suicide prevention training needs employing flexible, easy-to-use, and inexpensive Internet technology. With its growing presence in the field, NCSPT will continue to develop new courses to improve the ability of professionals and community-based coalitions to reduce suicide and its devastating impact on public health.

Picturing Modern America . Created and maintained by the Center for Children and Technology, New York, N.Y., of the Education Development Center (Boston, Mass.). Reviewed June 28–July 14, 2005

Picturing Modern America . Created and maintained by the Center for Children and Technology, New York, N.Y., of the Education Development Center (Boston, Mass.). Reviewed June 28–July 14, 2005