Teaching Fellows Research Articles

Pulmonary and Critical Care Medicine Program Directors’ Attitudes toward Training in Medical Education. A Nationwide Survey Study

Many pulmonary and critical care medicine (PCCM) fellows are interested in improving their teaching skills as well as learning about careers as clinician educators. Educational opportunities in PCCM fellowship programs designed to address these interests have not been well characterized in U.S. training programs. We aimed to characterize educational content and structure for training fellows to teach in PCCM fellowship programs. We evaluated three major domains: (1) existing educational opportunities, (2) PCCM program directors' attitudes toward the importance of teaching fellows how to teach, and (3) potential components of an optimal teaching skills curriculum for PCCM fellows. We surveyed program and associate program directors who were members of the Association of Pulmonary and Critical Care Medicine Program Directors in 2014. Survey domains included existing teaching skills content and structure, presence of a formal medical education curriculum or clinician educator track, perceived barriers to teaching fellows teaching skills, and open-ended qualitative inquiries about the ideal curricula. Data were analyzed both quantitatively and qualitatively. Of 158 invited Association of Pulmonary and Critical Care Medicine Program Directors members, 85 program directors and associate directors responded (53.8% response rate). Annual curricular time dedicated to teaching skills varied widely (median, 3 h; mean, 5.4 h; interquartile range, 2.0-6.3 h), with 17 respondents (20%) allotting no time to teaching fellows to teach and 14 respondents (17%) dedicating more than 10 hours. Survey participants stated that the optimal duration for training fellows in teaching skills was significantly less than what they reported was actually occurring (median optimal duration, 1.5 h/yr; mean, 2.1 h/yr; interquartile range, 1.5-3.5 h/yr; P < 0.001). Only 28 (33.7%) had a formal curriculum for teaching medical education skills. Qualitative analyses identified several barriers to implementing formal teaching skills curricula, including "time," "financial resources," "competing priorities," and "lack of expert faculty." While prior work has demonstrated that fellows are interested in obtaining medical education skills, PCCM program directors and associate directors noted significant challenges to implementing formal educational opportunities to teach fellows these skills. Effective strategies are needed to design, implement, sustain, and assess teaching skills curricula for PCCM fellowships.

A perpetual problem

Stella Chapman, Teaching Fellow in Equine Studies School of Veterinary Medicine, University of Surrey, examines the issues of incorrect dosing and the regulation of anthelmintics

The Politics of Performing Shakespeare for Young People: Standing Up to Shakespeare by Jan Wozniak

Reviewed by: The Politics of Performing Shakespeare for Young People: Standing Up to Shakespeare by Jan Wozniak Teresa Dayley Love The Politics of Performing Shakespeare for Young People: Standing Up to Shakespeare. By Jan Wozniak London: Bloomsbury Arden Shakespeare, 2016; pp. 304. Jan Wozniak, a teaching fellow in English literature and theatre studies at the University of Leeds, admits that his book The Politics of Performing Shakespeare for Young People: Standing Up to Shakespeare is a work of the political moment. He is right. Invoking terms like social exclusion, class, and cultural hierarchy fuel fiery discussions for and against the Common Core curriculum in the United States, the UK’s EBacc, and the nature of children’s education in general. Throw into the mix the following: a de facto national imperative that British citizens must know Shakespeare to be considered educated, the French philosopher Jacques Ranciere’s ideas regarding emancipation through art, and Wozniak’s assertion that young audiences are political bodies needing agency and voice when encountering Shakespeare. Let us just say that this is not a book about neophyte actors in a van traveling to a primary school with a pipe and curtain set for A Midsummer Night’s Dream. Wozniak’s book is welcome and helps fill a vacuum of fresh reflection within the world of theatre for young people. Within his opening pages Wozniak focuses fiercely on the current highly frictional discourse about the place of arts as cultural capital. This is understandable. For more than forty years, US theatre educators have looked to Britain as a haven in which quality drama educational practices and excellent professional Theatre for Young Audiences (including Shakespeare) have flourished. But we live in interesting times. In 2016, under the current UK education secretary, Nicky Morgan, theatre as a subject did not even make the short list of EBacc recommended classes. Shakespeare now seems to be placed firmly in English class, to be studied (and tested) solely as literature. For youngsters, drama frequently is relegated to an extracurricular choice. The unthinkable has happened: Brits must now justify theatre as an educational activity. In the UK, says Wozniak, there seems to be no argument against requiring Shakespeare in the curriculum. The delivery system? … Ay, there’s the rub. Voices within a chorus of UK politicians, educators, and theatre artists are passionate about how best to distribute the cultural capital that is Shakespeare. Against this background Wozniak argues for young people encountering Shakespeare through performance—but not just any performance. The performance must be designed with profound respect for children’s ability to authentically construct intellectual, emotional, and social meaning on their own terms. Noteworthy is the work’s subtitle Standing Up to Shakespeare as wordplay on the title of the Royal Shakespeare Company’s (RSC) (self-described) manifesto, “Standing Up for Shakespeare.” This subtitle certainly reflects the tension among educational practice, political policy, and cultural hierarchy. Wozniak challenges the quasi-official normative practices of the RSC’s Young People’s Shakespeare and London’s Shakespeare’s Globe, the two biggest providers of Shakespeare theatre for young audiences in Britain. While respectful of these entities, Wozniak is looking for spaces for [End Page 374] young people to be educationally emancipated—to respond with their own voices, to recount their own stories in response to Shakespeare, and not to be “schooled in Shakespeare.” In chapter 2 Wozniak presents ideas about young audiences as framed by Rancière’s philosophical ideas of “emancipatory education.” He highlights the teachers-as-facilitators model: young people respected as whole human beings, not deficient adults needing to be brought up to speed. It seems very important to Wozniak that the reader understand this pedagogical logic. While he explains this philosophy quite well (especially considering Rancière’s own rather elusive way of saying what he means), it is a long way ’round; the likely reader of this book probably needs less convincing of this notion. However, the Rancière discussion does set up the ideas of theatre as a political act and young audiences as political bodies, which is essential to Wozniak’s defense of the engagement with “active and collaborative” Shakespeare (110). After all this philosophy, the most...

Pasquale de Sorgo and the Second Battle of Kosovo (1448): A Translation

Slavonic and East European Review, 94, 1, 2016 DOCUMENT Pasquale de Sorgo and the Second Battle of Kosovo (1448): A Translation MARK WHELAN Introduction Writing in 1502, the Croatian humanist Felix Petancius (Feliks Petančić) referred to the Second Battle of Kosovo in 1448 as ‘that unfortunate, unforgettable and abominable disaster’ (illa infausta et omnibus saeculis execranda clades).1 His choice of words is understandable, for the Second Battle of Kosovo, taking place on the plain of the same name over the course of three days (17–19 October), was one of the bloodiest Christian defeats suffered at the hands of the Ottoman Turks in the fifteenth century. Despite its significance, however, the campaign features only lightly in the secondary literature. This article will help address this neglect by reproducing and translating a letter of a certain Pasquale de Sorgo, a Ragusan in the service of George Branković, Despot of Serbia (1427–56), who was an eyewitness to the march of the Christian force into Serbia. De Sorgo’s letter has never been translated into a modern language, and his account provides noteworthy information on the state Mark Whelan is a teaching fellow in the Department of History at Royal Holloway. I would like to express my thanks to the anonymous reviewers of the Slavonic and East European Review for their helpful comments, suggestions and bibliographic references. 1 Felix Petancius, Dissertatio de itineribus aggrediendi Turcam ad Vladislaum Hungariae, et Bohemiae regem, printed in Scriptores rerum Hungaricarum veteres ac genuini, ed. György Schwandtner, 3 vols, Vienna, 1746–48, 1, pp. 867–73 (for the quotation, see p. 869). On Felix’s Dissertatio to King Wladislaus II of Hungary (1490–1516), see Norman Housley, Crusading and the Ottoman Threat, 1453–1505, Oxford and New York, 2012, pp. 62–63. On Felix in general, see Agostino Pertusi, ‘Premières études en Occident sur l’origine et la puissance des Turcs’, in Bisanzio e i Turchi nella cultura del Rinascimentio e del Barocco: Tre saggi di Agostino Pertusi, ed. Carlo Maria Mazzucchi, Milan, 2004, pp. 144–47. PASQUALE DE SORGO & THE SECOND BATTLE OF KOSOVO 127 of the Christian force, shedding light on the deployment of Hussite style fighting techniques on the Danube frontier and the military structures of the Kingdom of Hungary, as well as on the religious motivations of many of the participants in the campaign. Although the letter was first published in 1925, it has seldom been used by those working on the later medieval crusades, and as such forms a valuable source for the study of the conflict between the Ottoman Turks and the Christians in the fifteenth century. De Sorgo’s description of the Christian force, led by John Hunyadi, Regent of Hungary (1446–53), has barely been used by historians because the events of 1448 themselves have been neglected in historical scholarship. Perhaps this is because they fall between the more significant events of the Battle of Varna (1444), where King Władysław III of Poland and Hungary (1434/1440–44) disappeared in battle under disputed circumstances, and the Fall of Constantinople (1453) and the Siege of Belgrade (1456). Recent works in this field, such as those by John Jefferson, Colin Imber and Emanuel Antoche, have generally focused on the lead up to and the Battle of Varna, stopping in the mid 1440s.2 Other historians, such as Norman Housley, have begun their studies in 1453.3 This has meant that the events of 1448 have not been studied as intensely as they deserve.4 Admittedly, this perception of the Second Battle of Kosovo as being less worthy of mention is one that we find in some of our main sources. The Greek historian Doukas, writing perhaps in the early 1460s, narrates the events leading up to the events of 1444 and the Battle of Varna in relative detail, but passes over the battle at Kosovo in 1448 in less than a paragraph.5 In fact, the battle seems so unimportant to Doukas that he was not even sure whether Hunyadi met Sultan Murad II (1421–44, 1446–51) in battle at Niš or Kosovo (πρòϚ τò Nῆσιν, ἢ πρòϚ τòν Kόσοβαν).6 Similarly, the account of 2 John Jefferson, The Holy...

Book Review: Fostering Self-Efficacy in Higher Education Students

by Laura Ritchie, Palgrave Teaching and Learning series (2016) What is self-efficacy, why is it worthy of attention in higher education, how are selfefficacy beliefs linked to teaching and learning excellence and what is “excellence” anyway? These are some points of discussion found in the first few pages of Laura Ritchie’s book, directing the reader towards strategies in later chapters that are drawn from real-life situations aimed at helping the practitioner recognise and apply principles for building strong self-efficacy beliefs in their students. The author argues that the impact of self-efficacy on learning is “fundamental to everything” (p. vii); she writes from her years of teaching and research in higher education, and as a recipient of a UK National Teaching Fellow award.

Film and Media Studies

Film and Media Studies Gerd Gemünden (bio) Since its beginning in the mid-1970s, the German Studies Association has actively promoted embracing cultural studies in order to take leave of a more traditionally minded notion of Germanistik, particularly its branding as “Auslandsgermanistik,” a term still widely used when I first entered the University of Tübingen in 1980 as an aspiring student of German and Philosophy. As Sara Friedrichsmeyer states, together with Women in German (WiG), the German Studies Association has “infused immense energy into the study of German literature and culture.”1 As a result, areas of research and teaching such as critical theory, particularly of the Frankfurt School variety, feminism, Jewish studies, studies of the Holocaust, and studies of the history and culture of the German Democratic Republic have become prominent disciplines that both benefitted from and contributed to a dramatically changing field of German studies in North America. Among these disciplines, perhaps no other has experienced a more dynamic development than the study of film and media. As Sabine Hake, the editor of the German Studies Review (GSR), noted in this journal in 2013, German film studies has seen a remarkable growth over the past three decades, a growth that can be measured by the number of scholarly publications and presentations at conferences, and that is most obvious in the full integration of film in the teaching and research agenda of German departments in North America and Great Britain.2 It must be stated that the purpose for Hake’s assessment was not self-congratulatory but rather to take issue with a series of problems that have come with success, a point I will return to later. For now, however, I want to briefly chart the trajectory of this growth since the mid-1970s, as well as my own position within it, which is very much shaped by the developments of the field and probably representative for many scholars of my generation. I can date my own entry into the world of German film and media studies rather precisely—it was the fall of 1983, and I had just arrived as an exchange student from [End Page 541] Tübingen at the University of Oregon as a graduate teaching fellow in the German Department. Scouring the course offerings of the various humanities departments, I came across the Department of Rhetoric, which for someone from the University of Tübingen meant the Department of Walter Jens, but here it was an umbrella term for housing the programs in speech, theater, and film studies. This was a real discovery—the academic study of film as a medium with its own history, theory, and methodology hardly existed anywhere in Germany at the time. The Film Program’s small core faculty included its charismatic founder, Bill Cadbury, and Ellen Seiter, an expert in television studies and in children and visual media who would later become part of my dissertation committee. While the dual demands of being both a student and a language teacher in the German Department were considerable, I managed to audit a number of courses in the Film Program—an experience that ultimately had a formative influence for my post-PhD areas of interest and research. It was in Cadbury’s classes that I discovered Italian neorealism, Godard, Bertolucci, and the films of the New German Cinema, a term I had never heard in Germany. Particularly memorable were Bill’s lectures on Jean-Marie Straub and Danièle Huillet’s History Lessons and Wim Wenders’s Kings of the Road, both films whose titles I was familiar with but had never seen. (One of my first published scholarly essays would deal with Kings of the Road.) As the year of my exchange visit drew to a close, I decided to apply to the PhD Program in Comparative Literature, at the time Oregon’s most vibrant department in the humanities, and the rest, as they say, is history. Indeed, the mid-1980s were a time when the study of film within German studies began to develop some traction. By then, a number of English-language monographs on German film had already been published, predominantly devoted to Weimar cinema and...

Protocol for a Systematic Review: Teach For America (TFA) for Improving Math, Language Arts, and Science Achievement of Primary and Secondary Students in the United States: A Systematic Review

Protocol for a Systematic Review: Teach For America (TFA) for Improving Math, Language Arts, and Science Achievement of Primary and Secondary Students in the United States: A Systematic Review

Comparison and Contrast between First and Second Language Learning

This research paper tends to focus on comparison and contrast between first and second language learning. It investigates the different factors that have inhibiting influences on the language learning process of the learners in the two different environments. There are many factors involved in this respect. The age factor is one of the vital factors that influence the progress of learners in the language learning process. The other factor between first and second language learning, which mostly influences the performance of second language learners, is language input in terms of the quantity and quality in both cases of the limitations of the second language learning in classroom. This research study also studies the language input in both cases and limitations of second language learning in classroom. The present research also investigates the individual differences between first and second language learning, covering aptitude of the language learner, motivation of teacher and classmates, language anxiety and language ego. This research paper suggests that motivation of the teacher and other class fellows, aptitude of learner and teacher’s instructions and teaching methodology as well as classroom setting may help the second language learners to overcome their language anxiety and language ego in the classroom. Keywords: First language learning, Second language Learning, Age Factor, Individual Differences, Language Input, Language Anxiety and Language Ego

Pursuing a career in veterinary public health.

Milorad Radakovic is a teaching fellow in veterinary public health (VPH) at the University of Cambridge. Here, he explains why he believes the challenges in this field of veterinary medicine make for an exciting career path. In a second article to be published in Vet Record Careers next week, he will share some of his own experiences of working in this field.

Problem-finding as a research strategy connecting undergraduate learning with staff research in contemporary education institutions

Abstract While ‘problem-solving’ is defined as a research method based on a number of givens in a linear process, ‘problem-finding’ is an open-ended mode of design, actively engaging participants in a reciprocal discourse. This method of learning by doing is implicit in design education. To examine problem-finding in the context of undergraduate study a collaborative staff–student research project is presented in the form of a case study. By continuing to find ‘problems’, design educators and students alike are challenged to push the boundaries of the discipline and frame it more centrally as an agent of change in society and culture. In a development of my Ph.D. and HEA Teaching Fellowship the design process is framed as a bridge between academic research and student employability. In this context I suggest that research strategies developed through doctoral study can extend and substantiate teaching and learning in design.

Making connections: Hearing and sharing Macassan-Yolηu stories

Yolŋu people living in northeast Arnhem Land regularly celebrate their connections with the Macassan trepangers from Indonesian Sulawesi in storytelling, art and music. The history of this contact is well known in academic literature, and these stories of Macassan contact are told regularly by Yolŋu people to tourists visiting northeast Arnhem Land. This paper explores the impact that hearing stories about the Macassans from one Yolŋu family's tourism business had on a group of Australian Indonesian language teachers, visiting as part of an Endeavour Language Teaching Fellowship. It draws on ideas related to telling and hearing stories and argues that these particular stories enabled the teachers to make powerful connections: with each other and with Australia's histories and geographies. The paper also explores the ways in which the teachers went on to become storytellers themselves, using stories to make connections in their students' learning.

Hybridized teacher education programs in NYC: A missed opportunity?

This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a “forced” partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between Teach for America, NYC Teaching Fellows and various universities to meet state requirements for credentialization. The institutions benefited from the arrangement but noteworthy here is the documentation of how the teacher education programs informed each other and potentially created a richer educational experience for teacher candidates than either of the programs had alone. With the development of Relay, a stand-alone, alternate graduate school, the partnership, despite its early promise, was ended. With all of its challenges, this forced partnership was characterized by creative and competitive tensions, rather than what ultimately became two parallel teacher education systems largely isolated and in competition with each other.

Accuracy of Anterior Superior Iliac Spine Symmetry Assessment by Routine Structural Examination.

Assessment of the anterior superior iliac spine (ASIS) is a key component in generating the pelvic diagnosis of somatic dysfunction, but studies have shown poor reliability between examiners. To assess the influence of homogeneous training, years of experience, and eye dominance on the percentage of correctness, sensitivity, and specificity of ASIS evaluation. Osteopathic physicians, predoctoral teaching fellows, and first- and second-year osteopathic medical students from a single teaching institute assessed 3 plastic pelvic models with ASIS anatomic landmarks set at different levels: even and 5- and 10-mm descrepancies. Dominant and nondominant eyes were used independently to assess ASIS levels. A total of 147 examiners (participants) participated in this study (66 first-year and 61 second-year medical students, 15 fellows, and 5 osteopathic physicians). The overall percentages of correct results were 31.0% (even levels), 82.8% (5-mm discrepancy), and 91.7% (10-mm discrepancy). Differences by level of training were statistically significant only for the 5-mm ASIS discrepancy, where participants with more experience performed better. The overall sensitivity was 82.8% (5-mm discrepancy) and 91.7% (10-mm discrepancy), and the specificity was 31.0%. No statistically significant differences were found in the percentage of correct results by eye dominance. Assessment of ASIS is sensitive but not specific at discrepancies of 5 mm or greater. Length of experience positively influences the percentage of correct results, and eye dominance does not significantly change this outcome. This form of assessment can be used to screen for ASIS asymmetry.

Early Career Outcomes for the “Best and the Brightest”

Educational efforts aimed at attracting the “best and brightest” into the teaching profession are widespread and include national programs, such as Teach for America and the New Teacher Project Teaching Fellows, as well as regional and state-based programs, city-based programs, and university-based programs. Yet, studies of attrition in programs aimed at recruiting highly selective teachers provide some evidence that highly selective entrants are less likely to persist in a teaching career. Using data from the first three years of the Beginning Teacher Longitudinal Survey (BTLS), we investigate the greater incidence of attrition among selective college graduates and whether higher rates of attrition can be explained by measures of early career adjustment.

Choosing between a clinical teaching fellowship and an anatomy demonstrator post

Dedicated teaching roles are increasingly popular options as time out from formal training. David Roberts advises on how to choose between two roles

Inclusive university settings? An analysis from the perspective of students with disabilities / ¿Contextos universitarios inclusivos? Un análisis desde la voz del alumnado con discapacidad

This article presents the partial results of a study that analysed the barriers and means of support that students with disabilities find in classrooms and other university settings (offices, departments, libraries, etc.), using the biographical narrative method. The results of this article focus exclusively on the obstacles and means of support identified by humanities students, with the information organized in relation to the institution in general, infrastructures and architectural barriers, lecturers and their teaching methods, fellow students and proposals for improving universities and classrooms. Finally, the conclusion discusses the main findings regarding how the university facilitates or hinders the participants’ learning processes in this study. From this perspective, and taking the social model of disability as a reference, it is concluded that in order to become inclusive, the university must commit to adopting proactive measures that eliminate the barriers preventing these students from learning and from participating fully.

Fellowship for the professor who puts patients first.

A nursing professor has been awarded a national teaching fellowship from the Higher Education Academy.

Confessions of a clinical teaching fellow

Confessions of a clinical teaching fellow

REFLETINDO SOBRE A INTERAÇÃO UNIVERSIDADE E ESCOLA NA FORMAÇÃO DOCENTE: CAMINHOS DO PIBID BIOLOGIA UEMG/UBÁ

This paper presents reflections on the process of training established in subproject Biological Sciences UEMG / Uba Institutional Program Initiation to Teaching Scholarship (PIBID) which has among its objectives the strengthening of beginners to teaching fellows (undergraduates) with everyday of Education . Questions were the engine of this development work, among these which identities constituted within this subproject ? What is the impact on scholarship front of the school ? Are these graduate teachers when they graduate? And the professional who is already in school, how the project reflects in their daily lives? The empirical field was organized from the documentary analysis ( literature review ) and interviews with students and teachers in the schools that the project operates . This question was born from the environment in which we operate, while teachers of Biological Sciences course UEMG / Uba and coordinators of the project area. In this work our analysis turns to the debate about teacher education seeking to identify, in life experiences by the participants of the subproject PIBID / biological sciences UEMG/Uba what are the identities constructed on the process of teaching and learning and teacher training these future educators . Are constantly adapted and reconfigured airbrushed models and educational curricula, adapting the policy of teacher education to the pattern of development which aims to forge . The PIBID is a project that aims to enable the initiation to teaching students of undergraduate courses so that they can operate under the basic education of the public. The project seeks to instill these future teachers to theories ranging from along the degree course there is a better approach to the reality of the classroom . The PIBID search not only the best training that teacher, but also a contribution to the schools awarded the project. The Activity of Biological Sciences UEMG/Uba is constituted from the institutional design: the degrees UEMG and basic education: building knowledge and teaching practices , proposing the teaching of biology in high school, in order to facilitate the expansion of skills and expertise in biological sciences students of this level.

The role of the student support specialist: the possibilities and challenges of a long-term, proactive, and scaffolded relationship

ABSTRACTIn the Urban Teacher Fellows (UTF) program, Student Support Specialists are responsible for recruiting, advising, and supporting students on the teacher pathway, beginning at the community college and continuing through the four-year university degree and credential programs. This is a program designed specifically to address serious concerns about the success of community college students in transferring to universities and completing teaching credential programs. The California Community Colleges Chancellor’s Office (2013) reports that only 25.4% of the 2007–2008 statewide cohort transferred to a university after four years. This qualitative study, conducted by us as participant-observers of the UTF program, describes one of the strategies currently in use that may increase opportunities for community college students to successfully navigate this challenging transition. In particular, it presents findings on the role of the UTF Support Specialist based on interviews with the first two Support Specialists in the UTF program and a survey of the first cohort of students to work with them. Our study shows that this long-term scaffolded relationship evolved throughout the pathway program in response to students’ needs. Starting as a mostly technical role, it became a family-like role; and finally, it became a smaller role as students themselves took on those support activities for each other. Based on these findings, our recommendations are to identify and select Support Specialists who are reflective and caring and to carefully plan for the challenges of long-term, cross-institutional student support.