Academy Of Teachers Research Articles

Situations and indications for specialist training and undergraduate teaching at status in Europe

This paper presents an excursus from Alma Ata Declaration on Family Medicine, through the Documents, Statements that EURACT (European Academy of Teachers in Family Medicine) has produced to strengthen Family Medicine in Europe, mainly as undergraduate and specialist training teaching and continuing medical education and professional development. Here is presented just the history of these documents, also some political and national ones to defend Family Medicine from dismantling dangers always at the corner.Some parts of these documents are descripted in detail, some are indicated to push to read them on EURACT and WONCA websites.The aim is the enforce Family Medicine everywhere in Europe, been supported by these key documents.

Genetics

Book Review| March 01 2018 Genetics DNA is not Destiny: The Remarkable, Completely Misunderstood Relationship Between You and Your Genes. By Steven J. Heine. 2017. W.W.Norton and Company. (ISBN: 9780393244083). 267 pp. Hardcover. $26.95. Sara Fox Sara Fox 1Science Teacher Academy of Science and Technology 3701 College Park Dr. The Woodlands, TX 77384 sfox@conroeisd.net Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2018) 80 (3): 242. https://doi.org/10.1525/abt.2018.80.3.242 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Sara Fox; Genetics. The American Biology Teacher 1 March 2018; 80 (3): 242. doi: https://doi.org/10.1525/abt.2018.80.3.242 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This book by Steven Heine, a leader in the field of cultural psychology, explores the relationship humans have between our genes and our behaviors surrounding our genes. It is a clear look at how we view our genes and how that differs from what we can actually learn from them. The premise of the book is that humans are “essentialists”: we believe that “things are as they are because of their underlying essences”; essences are natural, internal, and immutable forces with clear boundaries that create the world around us. We can see this thinking in idioms such as “You are what you eat” as well as in fad diets where it is suggested that the reader follow a diet based on his/her blood type. Humans tend to think of genes in a manner that turns them into the ultimate essence: we believe them to be internal natural, immutable, and they... You do not currently have access to this content.

EFL students’ responses to learning basic reading and writing skills

This research presents the responses from Indonesian EFL students to teaching-learning basic reading and writing skills in the context of Indonesian higher education. The 120 respondents, who completed questionnaires, were students enrolled in Writing 1 and Reading 2 courses in the English Education Study Program of the Teachers Academy in West Sumatra [STKIP PGRI Sumatera Barat]. There were four findings from the survey, namely: 1) EFL students preferred studying reading (37%) more than writing (27%), 2) EFL students read about the same amount of literary texts (25%) as they did popular texts (23%) and academic texts (22%), 3) grammar and spelling are the most difficult aspects for EFL students to learn with 33% having difficulty with basic reading skills, and 53% with basic writing skills, and finally 4) EFL students prefer to open a dictionary when they encounter difficult words in reading a text (62%) and do the same when they have difficulties in expressing their thoughts in writing English (38%). These findings show that EFL students have a variety of responses in terms of learning basic reading and writing in EFL English. In addition, the findings show that the tendency of EFL students to prefer reading to writing is relatively high.

Beyond the professional development academy: Teachers' retention of discipline‐specific science content knowledge throughout a 3‐year mathematics and science partnership

AbstractThe Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6–8) teachers (N = 81) with intensive professional development (PD) in chemistry, geosciences, and physics, with teachers enrolled in one scientific discipline per year. Because some teachers were retained and rotated into different disciplines, the TANS program investigated retention of science content 1–2 years beyond an instructional year. All teacher participants exhibited significant gains (p < .001), in chemistry, geosciences, or physics content, between their incoming knowledge and the 10‐day summer academy's conclusion. Chemistry and geosciences content were retained until the end of the PD year. Physics participants reported a significant loss (p < .001), although gains from teachers' incoming knowledge were still significant. When retention was measured beyond the instructional year, only the geosciences content was retained. Chemistry and physics gains were not retained, with no significant differences between incoming teachers' knowledge and content 1–2 years post instruction. Our research indicates that science content support is needed after PD programs, and importantly, that the support differs between scientific disciplines.

Strengthening general practice/family medicine in Europe\u2014advice from professionals from 30 European countries

BackgroundSubstantial variations are still to be found in the strength of general practice/family medicine (GP/FM) across Europe regarding governance, workforce competence and performance, as well as academic development and position. Governments are encouraged by the WHO to secure high quality primary health care to their population, a necessity for reaching the goal “Health for all”. The present study aimed at investigating the opinions of council members of the European Academy of Teachers in General Practice (EURACT) on necessary actions to strengthen the position of GP/FM in their country.MethodsThe study used a mixed methods exploratory sequential design. EURACT representatives from 32 European countries first participated in brain-storming on how to strengthen GP/FM in Europe. Later, representatives from 37 countries were asked to individually score the relevance of the proposed actions for their country on a 9-point Likert scale. They were also asked to evaluate the status of GP/FM in their country on four dimensions.ResultsRespondents from 30 European countries returned complete questionnaires. To build and secure GP/FM as an academic discipline comprising teaching and research was seen as essential, regardless the present status of GP/FM in the respective country. To build GP/FM as a specialty on the same level as other specialties was seen as important in countries where GP/FM held a strong or medium strong position. The importance of common learning objectives and a defined bibliography were stated by respondents from countries where GP/FM presently has a weak position.ConclusionsIn order to strengthen GP/FM throughout Europe, EURACT and other professional organizations must establish common goals and share expertise between countries. To influence decision makers through information on cost-effectiveness of a GP/FM-based health care system is also important.

Optimizing Online Content Instruction for Effective Hybrid Teacher Professional Development Programs

ABSTRACTThe Teacher Academy in the Natural Sciences (TANS) provided middle school (U.S. Grades 6–8) teachers (N = 81) with intensive professional development in chemistry, geosciences, and physics through 13 days of face-to-face instruction that was extended with 2 online science modules per discipline. Because we administered online module assessments before the summer academy (pretest), after the summer academy (Post 1), and after the online module was assigned (Post 2), we were able to analyze via dependent t tests the learning components contributed by the online module. Only 1 geosciences module resulted in significant gains after it was assigned. Other modules (2 physics, 1 geosciences) resulted in gains before module assignments, at the end of the 10-day summer academy. Although the 2 chemistry modules exhibited positive score increases, no significant gains were made. Calculated Pearson correlation coefficients revealed no association between participants’ online access times and science content gains. This research documents benefits of hybrid teacher professional development programs and offers recommendations for their optimized effectiveness, including more consistent instructor/participant online access.

Does the establishment of universal health coverage drive the foundation of postgraduate education for primary care physicians?

Background: Studying the formation of postgraduate training in primary care within countries which has attained Universal Health Coverage (UHC) is important to support the development of similar training in low-and middle-income countries aiming to achieve UHC by 2030. This review aims to describe the state of postgraduate training for primary care physicians in UHC-attaining countries.Methods: A literature review of published literature and official documents from the websites of regional and global health/primary care organizations or societies such as World Health Organization (WHO), World Organization of Family Doctors (WONCA), European Forum for Primary Care, European Union of General Practitioners (GP)/Family Physicians (FP), European Academy of Teachers in GP/Family Medicine (FM), as well as the websites of GP/FP organizations in each of the respective countries. The list of UHC attained countries were identified through WHO and International Labor Organization databases.Results: A total number of 72 UHC-attained countries were identified. Postgraduate education for primary care physicians exists in 62 countries (86%). Explicit statements that establish primary care postgraduate training were corresponded with the policy on UHC is found in 11 countries (18%). The naming of the program varies, general practice and family medicine were the commonest. In 33 countries (53%), physicians are required to undertake training to practice in primary level. The program duration ranged from 2–6 years with 3 years for the majority.Conclusion: Although UHC is not the principal driving force for the establishment of postgraduate training for primary care physicians in many countries, most UHC-attaining countries make substantial endeavor to ensure its formation as a part of their health care reform to improve national health.

Using movies in family medicine teaching: A reference to EURACT Educational Agenda.

IntroductionCinemeducation is a teaching method where popular movies or movie clips are used. We aimed to determine whether family physicians’ competencies as listed in the Educational Agenda produced by the European Academy of Teachers in General Practice/Family Medicine (EURACT) can be found in movies, and to propose a template for teaching by these movies.MethodsA group of family medicine teachers provided a list of movies that they would use in cinemeducation. The movies were categorised according to the key family medicine competencies, thus creating a framework of competences, covered by different movies. These key competencies are Primary care management, Personcentred care, Specific problem-solving skills, Comprehensive approach, Community orientation, and Holistic approach.ResultsThe list consisted of 17 movies. Nine covered primary care management. Person-centred care was covered in 13 movies. Eight movies covered specific problem-solving skills. Comprehensive approach was covered in five movies. Five movies covered community orientation. Holistic approach was covered in five movies.ConclusionsAll key family medicine competencies listed in the Educational Agenda can be taught using movies. Our results can serve as a template for teachers on how to use any appropriate movies in family medicine education.

Teen Meetings Outside the Box (TeenMOB): Building Science Communication Skills through a Network of Graduate Level Trainees, Science Teachers, and High School Teens.

TeenMOB leverages the knowledge and skills of graduate level trainees in a science outreach program targeting high school teens in local schools with limited science resources. This develops effective scientific communication skills by trainees and promotes scientific interest by teens. Planning for TeenMOB was embraced by UTHSCSA trainees with guidance from graduate faculty. Implementation of TeenMOB Science Night was also facilitated by direct interactions between UTHSCSA trainees and K‐12 science teachers from the Voelcker Biosciences Teacher Academy (VBTA), a network of local education professionals who work to improve STEM education in the San Antonio region. TeenMOB enabled trainees to interface directly with teens and their families through dynamic activities and interactive lessons to educate the public on healthcare‐related issues during a Science Night. Trainees were aided by high school science teachers (local & VBTA) and the school nurse. Not planned, the School Board, Superintendent, and high school Principal visited the event. TeenMOB: (1) Provided facilitated group discussions to promote scientific career building skills and mentoring relationships among trainees, science teachers and teens (2) Increased STEM education experiences for high school students who are underrepresented in STEM fields (3) Established a sustainable template for a science night program in San Antonio; and (4) Established an educational relationship between UTHSCSA and a local community. Support provided by ASBMB POC Seed Grant, the UTHSCSA Graduate School for Biomedical Sciences, and the Vice President for Research.

Time to give CTE what it deserves — R-E-S-P-E-C-T

A former English teacher becomes a Teacher Academy instructor in a high school career and technical education department and learns of the bias against CTE programs and students, which are stigmatized for supposedly lacking rigor and strong students. Such perceptions are outmoded, the author says, because CTE is much more rigorous these days and today’s employers need workers with the technical skills and training that CTE students acquire.

Final year medical students' understanding of family medicine.

The European Academy of Teachers in General Practice / Family Medicine (EURACT) has developed an educational agenda, the key document for teaching family medicine in Europe. The aim of our study was to find out how final year medical students at the beginning of their family medicine clerkship understand the discipline of family medicine. The attitudes toward family medicine were paraphrased and developed into a 164-item questionnaire, which was administered to 335 final-year medical students at the beginning of their clerkship. Using combinatorial optimization with genetic algorithms we selected 30 items which yielded the highest Cronbach alpha reliability coefficient. Finally, we performed a factor analysis to find which dimensions of family medicine were recognised by the students and compared them with the domains defined in the EURACT definition. The 30-item questionnaire had a Cronbach alpha reliability coefficient of 0.919. The differences between male and female students were not very significant (p=0.061). With the factor analysis we recognised seven factors, belonging to three out of six domains of the EURACT educational agenda: primary care management, personcenteredness and comprehensive approach. Final-year medical students at the beginning of their family medicine clerkship understand some of the dimensions of family medicine rather well, but they are not aware of some important competences of family doctors. There is a necessity to teach students about specific problem solving skills and the importance of balance between the health needs of an individual patient and the community.

Leonardo da Vinci: changing approaches to teaching and learning.

Il Mondo di Leonardo (The World of Leonardo) exhibition is one of the most important cultural events in Milan in 2013–14. At the heart of the town, in the prestigious King's Rooms at Piazza della Scala, we can rediscover the world-renowned artist and inventor Leonardo da Vinci through working models of his machines, digital restorations of his paintings, and more than 200 three-dimensional interactive reconstructions. In addition to his artistic works, the Codices of Leonardo are displayed in virtual format via multimedia stations, allowing hands-on interaction. It is possible to learn by observing and doing, in a manner not unlike what usually happens in general medicine teaching and learning: you can paint The Last Supper, build a wooden bridge, make a device supporting a man flying and so on. Visitors can read page-by-page Leonardo's hand-written documents, such as the Atlantic Codex, Manuscript B and the Codex on the Flight of Birds, and easily understand them. They can also interact with his robot, clavi-viola, mechanical lion, programmable cart, tank, multi-barreled cannon and submarine, getting to grips with Leonardo's inventions as never before. For the first time, it is possible to see marvels such as the ‘Flying Machine of Milan’, as well as Leonardo's project for the highest tower in Europe and the Sforza Monument; one of the biggest equestrian monuments in the world, which was realised in metal in the last century by an American millionaire and sent to Milan, where it is now exhibited at the entrance to the hippodrome. There is also a dedicated space for young visitors, Leonardo's Laboratory, where children can learn how to assemble Leonardian machines and print their own inventors' certificates. The digital restoration of The Last Supper enables visitors to discover details and colours previously thought to be lost forever. In one recently added section, visitors can see the Manuscript of Wonders, with more than 150 three-dimensional and interactive models of machines never before seen. ‘The Time Machine’ is born of the Manuscript; one of Leonardo's most futuristic and surprising devices. Folders 33v and 34r, always described as ‘mechanical drawings’, include the designs for a moto perpetuo (perpetual motion) machine, a system of programmed boxes using energy from an inverted mill and mercury as a propelling force that was supposed to provide unlimited energy to Leonardo's ‘ideal town’. In Milan, the genius Leonardo was frenetically busy; working as a painter, sculptor, engineer, architect, designer and playing many other roles too. But his foremost project, the dream of his life, greater than the Sforza equestrian monument, more emotionally moving than any painting or artistic work, was human flight. He studied and worked on it in secret, waiting for the right moment to unveil it to the public. Leonardo's drawings and projects on flight were secret and well hidden: no one saw them because Leonardo wanted to maintain his privacy. In Folder 749 of the Atlantic Codex one can see the advanced project for ‘the secret flying machine from Milan’. One can imagine Leonardo in his secret room near the duomo (cathedral), in the evening, by candlelight, after a long day spent at his many duties, after painting part of The Last Supper, always thinking of his most important project, his dream. This was the cause of Leonardo's concern, making him appear so strange to the others, who did not know his mind or his secret work. The model of the flying machine, prepared by Leonardo near the place where, centuries later, the Royal Palace was built, is now reproduced in its original size – an eight metre wingspan – at the centre of the exhibition. It is one of the most recent, and most innovative additions to the exhibition. Appropriately for an exhibition dedicated to the eclectic and always-active Leonardo, Il Mondo di Leonardo is incredibly diverse and is open all day, every day. It continually develops, adding more reconstructions of his inventions, new interactive stations and increasing numbers of audio guides (now in Italian, English, French, German, Russian and Chinese). As mentioned above, the exhibition's approach to teaching and learning is a central aspect, and thousands of school groups are booking and visiting. This exhibition coincides with the European ‘Leonardo Project’ for teaching the teachers of general practice and family medicine (Framework for Continuing Educational Development of Trainers in General Practice in Europe), using courses managed by faculty for Levels 1–3, and organised and distributed by the European Academy of Teachers in Family Medicine (EURACT). Details of the project can be found at the EURACT website (www.euract.eu/leonardo-project/introduction).

Undergraduate medical education in general practice/family medicine throughout Europe – a descriptive study

BackgroundIt is increasingly becoming evident that a strong primary health care system is more likely to provide better population health, more equity in health throughout the population, and better use of economic resources, compared to systems that are oriented towards specialty care. Developing and maintaining a strong and sustainable primary health care requires that a substantial part of graduating doctors go into primary care. This in turn requires that general practice/family medicine (GP/FM) strongly influences the curricula in medical schools. In the present paper we aim at describing the extent of GP/FM teaching in medical schools throughout Europe, checking for the presence of GP/FM curricula and clinical teaching in GP offices.MethodsA brief questionnaire was e-mailed to GP/FM or other professors at European medical universities.Results259 out of 400 existing universities in 39 European countries responded to our questionnaire. Out of these, 35 (13.5%) reported to have no GP/FM curriculum. These 35 medical faculties were located in 12 different European countries. In addition, 15 of the medical schools where a GP/FM curriculum did exist, reported that this curriculum did not include any clinical component (n = 5), or that the clinical part of the course was very brief - less than one week, mostly only a few hours (n = 10). In total, 50 universities (19%) thus had no or a very brief GP/FM curriculum. These were mainly located in the Eastern or Southern European regions.ConclusionIt is still possible to graduate from European medical universities without having been exposed to a GP/FM curriculum. The European Academy of Teachers in General Practice (EURACT) will launch efforts to change this situation.

EURACT: EUROPEAN ACADEMY OF TEACHERS IN GENERAL PRACTICE/FAMILY MEDICINE ‘Ask the Expert!’ – a new EURACT project

As stated in the Articles of Association of the European Academy of Teachers in General Practice/Family Medicine (EURACT), the aim of the academy is to foster and maintain a high standard in European primary health care by the promotion of study and education in general practice. This can be achieved by nine diff erent tasks, amongst which are ‘ Providing support and information for Academy members ’ and ‘ Establishing a communication network between members. ’ From 1 June 2013, EURACT members have been provided with the opportunity to communicate with experts in diff erent fi elds of education through the ‘ Ask the expert! ’ project. The aim of this project is to provide timely informational support for EURACT members, using the intellectual potential of EURACT council members and their great wealth of information regarding knowledge, skills, and links. The project has established a monthly roster of Council members on the website (http://www.euract.eu) as experts with the responsibility of receiving questions and requests from EURACT members and answering them through e-mail. The participating experts need to prepare a short report for each sixmonthly Council meeting about their activities, i.e. the numbers of questions, contents, diffi culties and so on. Each year an evaluation of the project will be carried out through the analysis of these activities as part of EURACT ’ s drive towards becoming a more open and dynamic organization!

EURACT: THE EUROPEAN ACADEMY OF TEACHERS IN GENERAL PRACTICE/FAMILY MEDICINE

The European Academy of Teachers in General Practice/Family Medicine—EURACT was launched twenty years ago in 1992 to foster and maintain high standards of care in European general practice/family m...

Educational expectations of GP trainers. A EURACT needs analysis

Introduction: In this background paper, we discuss the educational needs of family medicine teachers and trainers in the light of a EURACT (European Academy of Teachers in General Practice) project aimed at the development of a European framework for the professional development of general practice (GP) educators. Background: There is evidence that the ideal GP educator would benefit from systematic training in teaching skills. Although international literature indicates that such skills training should be in supervision, feedback, assessment and educational management, it is not clear if these needs vary between trainers who teach general practice in different settings and environments. Needs assessment: Recently EURACT, in collaboration with partners from five EU countries and Turkey, set up a project aimed at the development of a comprehensive ‘training the trainers’ programme. The project included a baseline survey of perceived educational needs and wants among both novice and expert European GP educators. The survey demonstrated that the educational needs of GP educators did not vary much in the content areas in which training was required throughout Europe but did vary in the level and depth of knowledge needed; this depended on their experience and level of expertise as teachers. Implications: Based on the information gathered and experience gained from previous EURACT courses, a Leonardo da Vinci project has developed and launched a comprehensive programme with courses at three levels of participant expertise, to address the personal learning needs of GP educators.

EURACT: European Academy of Teachers in General Practice and family medicine

EURACT: European Academy of Teachers in General Practice and family medicine

The role of the European Academy of Teachers in General Practice and Family Medicine in family medicine education in Europe – the experience of the University of Maribor

Primary health care is important item of political agendas since Alma Ata conference in 1978. West Balkans share common history in development of primary care since 1920s when Andrija Stampar introduced social and community based primary care concepts. The first known specialist training in general practice in the world started in former Yugoslavia in the early 1960s. Since then, much has been done in the field of general practice and family medicine and this is reflected in The European Academy of Teachers in General Practice and Family Medicine (EURACT), which is a network organisation within World Organization of National Colleges, Academies and Academic Associations of General Practitioners/Family Physicians Region Europe (WONCA Europe). Its aim is to foster and maintain high standards of care in European general practice by promoting general practice as a discipline by learning and teaching. EURACT developed several documents and teachers courses which can serve the development of family medicine curricula in new established departments of medical schools. This is also the case at Maribor Medical School, where learning outcomes and teaching methods are in concordance with EURACT teaching agenda, but also some innovative approaches are used, such as art and e-learning environment as teaching methods.

Muslim Educational Reform in 20th-Century China: The Case of the Chengda Teachers Academy

À partir de l’étude du cas de l’École normale de Chengda, cet article étudie le contenu, le développement et l’influence de la réforme musulmane de l’éducation en Chine à la fin du xixe siècle et dans la première moitié du xxe siècle. La réforme mise en œuvre joua un rôle de premier plan dans le renforcement de l’ethnicité Hui, tout en favorisant l’intégration sociale, économique et politique des Musulmans, notamment par le développement de l’apprentissage du mandarin et la coloration patriotique des enseignements. Le succès de l’entreprise résulta notamment du soutien de hauts fonctionnaires Hui dans le gouvernement nationaliste, et passa également par la diffusion du magazine Yuehua comme par d’autres publications qui firent rayonner les idées d’intégration de l’école et exercèrent une forte influence sur la transformation des Musulmans en Chine en « Musulmans chinois ».

Teacher Academy Induction Learning Community: Guiding Teachers Through Their Zone of Proximal Development

This is a preliminary analysis of The Academy for Teacher Excellence (ATE) induction support provided through the Teacher Academy Induction Learning Community (TAILC). In response to current US teacher attrition rates, ATE–TAILC’s primary objective is to retain teachers in the classroom and provide support to ensure they are fully prepared to meet the needs of culturally and linguistically diverse students. In this manuscript, we will share the TAILC component as a support structure for teacher candidates/interns during the apprenticeship period, which commences while obtaining certification requirements and continues during/through their first years of teaching. Data were collected vis à vis surveys, individual and group interviews, and induction mentors’ classroom observations. Qualitative methods were used to analyze the data. We describe and discuss effective services and professional development activities provided to 69 novice teachers. We concluded that effective teacher induction support assists novice teachers through their zone of proximal development in becoming members of a community of practice.