Education Terminology Research Articles

“PROFESSIONAL MEDICAL COMMUNICATION BETWEEN A DOCTOR AND A PATIENT” AS AN ELECTIVE COURSE IN HIGHER EDUCATIONAL ESTABLISHMENTS

Abstract. The article presents a detailed analysis of the elective discipline “Professional Medical Communication between a Doctor and a Patient”. The curriculum for the discipline is prepared for students studying at I. Horbachevsky Ternopil National Medical University of the Ministry of Health of Ukraine under the educational program “Medical Care” of the second (master’s) level of higher education in the branch of knowledge 22 “Healthcare”, specialty 222 “Medicine”. “Professional Medical Communication between a Doctor and a Patient” is taught to third-year students. The following topics are studied: 1. The concept of norms and language education of a doctor. 2. Language skills of a doctor. 3. Communicative characteristics of the Ukrainian literary language as parameters for assessing the professional communication of a medical professional with a patient. 4. Dynamic lexical and semantic processes in the modern Ukrainian medical terminology. 5. Functional potential of medical terminology units. 6. Medical jargon of the doctor. 7. Word-formation identity of modern Ukrainian medical terms. 8. Grammatical features of the organization of medical communication. 9. Typical language errors in professional communication between a doctor and a patient. 10. Reference medical text.
 The purpose of studying the discipline is: to form systematic knowledge and understanding of the conceptual foundations of the study of the professional Ukrainian language of a physician with the prospect of its further use in professional activities; to provide students with communication needs in the educational, professional and educational-scientific spheres; to form language competence, communication skills of future specialists; to achieve exemplary language skills of a medical professional when communicating with a patient; in-depth study of lexical and semantic potential, word-formation identity of medical terminology and organization of perfect medical education.

Assessment of Knowledge About Accreditation of Medical Schools Among Medical Students of school of medicine at Ahfad University for women 2021

Introduction: accreditation was defined by World Federation of Medical Education (WFME) as the certification of the suitability of medical education programs, and of the competence of medical schools in the delivery of medical education that ensures patient safety and competent practicing doctors. It’s extremely important that students understand the concept of accreditation, its nine criteria and six processes. Method: This study was an institutional based cross-sectional study, conducted in 2021.This study was carried out in one phase among 333 medical students in the university of Ahfad school of medicine, aged <18 and >21 were enrolled in the study. The questionnaires were formed in Google form which made data easy to collect and analyze, especially considering the obstacle of the Corona pandemic. These forms were formed to evaluate the knowledge and understanding of students toward accreditation of medical schools. Statistical analysis was performed using SPSS version 20. Result: Basically Concerning the medical students’ knowledge about accreditation, the results revealed that the majority of them (63.1%) mentioned they have information about accreditation, while the rest of them (36.9%) mentioned they have no information about accreditation. While accreditation is defined as the official approval given by an organization stating that a subject or thing has achieved a required standard. In medical education terminology, accreditation has numerous definitions. But according to the World Health Organization (WHO) accreditation is "a voluntary peer-review process designed to test the educational quality of new and established medical programs".(1) Conclusion: From the study findings it can be concluded that; while the general knowledge on accreditation was unsatisfactory, the students’ knowledge about standard of accreditation and accreditation process and their roles in it was rather poor

Beginning teacher preparation and readiness for the profession as inclusive educators

In this study, we investigated the perceptions of beginning teachers regarding their preparation for becoming inclusive educators. Our aim was to explore what they considered facilitators and barriers to becoming inclusive educators upon transitioning into the profession. The research was informed by the three apprenticeships model encompassing the cognitive, practical and moral dimensions of teaching that is the knowledge, skills and beliefs required to practice as an inclusive educator. We collected interview data from eight beginning teachers who transitioned into the profession in 2020 or 2021 and undertook a thematic analysis of these conversations. Our analysis identified that beginning teachers perceived that their teacher education at university did not prepare them sufficiently with 1. Strong professional inclusive education terminology and knowledge; 2. Practical and evidence-based skills for instruction and assessment; or 3. The opportunity to work with people with disabilities in inclusive contexts in order to become effective inclusive educators across all three domains. Findings are discussed and future directions for research are outlined.

Notions of Non-Mainstream Educational Provision: Understanding the Indonesia Equivalency Programs Among Established Alternative Education Throughout the World

This article presents the overview of literature regarding the notions of non-mainstream education provision. The main purpose is to provide an overview of how the Indonesia Equivalency Program as an alternative education links to similar systems of education provision around the world. The literature shows variations in the terminology of non-mainstream education for out-of-school youth used interchangeably among countries. The notions of non-formal education, alternative education and second change education are often used and relevant in order to established well-defined axes along which to situate thinking about Indonesia Equivalency Programs. Through alternative education that offers democratic educational experience, the Indonesia Equivalency Programs is an alternative education system, based on the belief that people can make their own choice regarding mainstream or alternative schooling. The Equivalency Programs fits with the notion as a second chance education to caters students who failed in their first attempt. The aims of participating can be varying, from seeking remedial support to help in getting employment, or pursuing lifelong learning.

TODAY’S ISSUES OF IDENTIFYING AND CLASSIFUING TERMINOLOGY IN ALBANIAN EDUCATION

The paper aims to elaborate the terminology features in general and the links between the terminology of the various diciplines of knowledge, the way of its formation, its development and its shaping. For this purpose the paper refers to a terminology dictionary in the dicipline of education. Numerous developments in the dicipline of education and numerous reforms in it have made possible not only changes in the context of national strategies, but also an enrichment and expansion of terminology in this area. The terminology of education in the last decades has to be seen as a lexicon-semantic and grammatical development. Based on these lexical journals, the compilation of dictionaries in this dicipline has become more necessary than ever based on the needs of educators and students to recognize and use this terminology. The paper intends to elaborate:• The linguistic perception of terminology in education, by addressing terminological explanations, semantic phenomena of terminological systems, and its links with polysemony, homonymy, synonymy, antonymia, etc.• Applying terminology to education by studying both form and content.For the realization of the work, we have relied on a variety of theoretical literature such as the “Fjalor termash në edukim” work by authors Mimoza Gjokutaj, Irida Hoti, Drita Kadriu. Also terminological materials were used in dictionaries and publications published in the dicipline of education over the years.

Open Education and Music: An Introduction to Open Practices

Open education and related terminology have not gained widespread interest within the music education community. Despite this, music educators demonstrate open practices by leveraging digital technologies to share, collaborate, and innovate their teaching practice for student engagement and achievement. This article introduces open education terminology while highlighting related practices described in existing music education literature. Music educators will then have an opportunity to examine their teaching practices with an open education perspective moving forward.

Web-oriented encyclopedic edition as a tool for dissemination of verified knowledge in the field of education

The article deals with the problem of creating a Ukrainian web-oriented encyclopedia to support terminology of education and psychology. The project is designed by the Institute for Digitization of Education of the National Academy of Educational Sciences of Ukraine (IDE NAES of Ukraine). The initial stages of the "Ukrainian Electronic Encyclopedia of Education" implementation procedure were presented. The structure of the encyclopedia website, its software platform, functionality, a search toolkit, articles typology, thematic sections, authors` team, and target audience were described. The authors analyzed the principal reference resources regarding encyclopedic editions (Corpus of Ukrainian Encyclopedias, Electronic library of the NAES of Ukraine, V. O. Sukhomlynskyi State Scientific and Pedagogical Library of Ukraine, and ScienceDirect).A review of international scientific publications was carried out. The problem of open use the verified, scientific, and succinctly presented content is revealed. It is emphasized the need for technical and technological implementation of the following capabilities: content uploading, editing, and enhancing support; coordinated work of the international scientific authors’ team; open access anytime and anywhere for many users; search functions by various parameters on the site, etc.

Methodological Approaches to the Concept of "Quality Assurance of Education"

Object: Analysis of the essence of the concept of «quality assurance of education» and the definition of its methodological approaches to the existence and practical implementation. Methods: Methods of analysis and synthesis, comparative evaluation of strategic and regulatory documents. Results: The concept of «quality assurance of education» was introduced into the terminology of Kazakh higher education from the standards and guidelines of the European Network for Quality Assurance of Higher Education (ENQA) after the adoption of the parameters of the Bologna process. When analyzing the essence of the concept, special attention is paid to its characteristics, firstly, from the point of view of management, and secondly, as a system for improving the quality of education. Conclusions: Quality assurance of education in the form of management is the direction, organization and regulation of the impact on the quality of education. Quality assurance of education in the form of a system contains a set of interrelated and interacting elements that are provided at the institutional (internal), national and international (external) levels.

Competences of Heads of Schools in the Current Terminology of Education in Latvia

This study examined competences of heads of schools when acquiring the current terminology of education in Latvia. In the school year 2020/2021 schools in Latvia implemented new approach to learning by introducing the curriculum reform called “Introducing the competence approach in the instructional content “Skola 2030”. The event led to several changes in the curriculum as well as an addition of various new terms to be used when introducing the reform to schools; therefore, to successfully implement the reform heads of schools have to fully understand the new curriculum and terms. The aim of this research paper was to study what the necessary competences of heads of schools are when acquiring the current terminology of education.To achieve the objective, analysis of theoretical literature, scientific research and statistics were performed; a survey for heads of schools was developed and conducted; the results of the study were compiled.In the empirical part it was clarified which were the necessary competences of heads of schools that related to acquiring, using, and passing on the terminology of education.The study found that in the acquisition of the current education terminology the most important competences are social competence, methodological competence, self-competence and their subcompetences.

Specifics of interdisciplinary borrowing as a source of the Anglo-American education terminology enrichment

The given article reports on a study of the peculiarities of interdisciplinary borrowing as a source of the Anglo-American education terminology enrichment. Special focus is given to the terms built as a result of interdisciplinary borrowing that contain the cultural component of meaning in their semantic structure, since the given study was carried out in the framework of the concept of the cultural component of term meaning developed by V.A. Ikonnikova. Despite the fact that the most productive way of building education terms is syntactic, semantic term-formation is of great interest while studying terms in the socio-cultural aspect. This is due to necessity of using historical, etymological and cultural data for their analysis. In the paper the peculiarities of interdisciplinary borrowing as a source of education terminology replenishment is considered on the basis of the terminological units with the cultural component of meaning belonging to the British and US education terminological systems. Dictionary entry analysis and historical and etymological analysis of borrowed terminological units with the cultural component of meaning belonging to the terminological systems mentioned above let us make a conclusion that such units were borrowed from terminologies of the following fields: law, religion, public administration, business, geography, psychology etc. The proposed framework may be useful for studying and teaching sociocultural linguistics, linguistic and cultural studies, cross-cultural communication. The research findings may contribute to compiling special dictionaries of education terms.

Defining and classifying co-curricular interprofessional education in the health professions: a scoping review protocol.

This scoping review will identify, characterize, and classify co-curricular interprofessional education activities and practices. According to the World Health Organization, interprofessional education occurs when students from two or more professions learn about, from, and with one another to enable effective collaboration and improve health outcomes. As such, interprofessional education is imperative to health professions education. Globally, competency frameworks and guidelines have urged educators to reach consensus about interprofessional education terminology and to integrate this form of education into formal curricula. Voluntary interprofessional education that takes place outside formal curricula (ie, co-curricular) is frequently used to overcome well-documented barriers (eg, discordant academic calendars). We will explore the global literature to identify, characterize, and classify published examples of co-curricular interprofessional education activities. This review will consider voluntary interprofessional education involving students from at least two different health professions. These education activities will take place outside the formal curriculum and will not result in transcript designation. The search strategy will aim to locate primary studies from peer-reviewed journals indexed in MEDLINE, CINAHL, Scopus, ERIC, and Academic Search Complete. The results will be limited to English-language publications from 2009 until the present. Two independent reviewers will screen titles and abstracts, and potentially relevant papers will be assessed in detail. Data will be extracted using a tool developed by the reviewers. Descriptive statistics will be used to characterize the data, which will be presented in diagrammatic, tabular, or other relevant formats.

특수교육대상자 순회교육 발전 방안에 대한 소고

The study’s purpose is to revisit the concept of itinerant education at a time of rapid legal and administrative changes regarding itinerant education; furthermore, it will explore and analyze the current state of itinerant education within Korea and suggest developmental plans for it based on the results of this study. Data were collected through related research and laws, and from the 2021 special education statistics. The study results are as follows. First, itinerant education was interpreted from the perspective of educational placement and support for students with special needs based on the concept of the least restrictive environment. The continuous alternative placement model of Korea was suggested. Based on this model, Korean itinerant education was conceptualized; in addition, the concept was divided into ‘itinerant education for schools not assigned with special education teachers’ and ‘home-based itinerant education.’ Second, 5.88% of students with special needs were receiving itinerant education services according to the 2021 Special Education Statistics. The characteristics of these students were confirmed by dividing them into ‘educational placement’ and ‘itinerant education provider. In addition, the characteristics of 17 metropolitan and provincial education offices were suggested. Based on the results of this study, the development of the itinerant education in Korea was discussed in terms of 'revisiting both the concept and terminology of itinerant education,' 'preparation of the itinerant education system that reflects school-level specificity,’ 'operating a differentiated itinerant education system that reflects the specialties of metropolitan/provincial educational offices,' and 'establishing the role of special education support centers and their teachers.’ Finally, the limitations and suggestions of these discussions for future studies were discussed.

Philosophical Sufism and Its Implications for Islamic Education

In the terminology of Islamic education there is a very close relationship between the sanctity of the soul and the ease of access to knowledge. Therefore, the study of Sufism cannot be separated from Islamic education. Using the literature study method, this research will analyze philosophical Sufism and its implications for Islamic education. The results of this study indicate that Sufism is identical to education spiritual. Sufism philosophically leads to spiritual education that is supported by maximizing the function of reason because it emphasizes logical considerations. Relating to humans As an educational creature, he must develop various potentials, especially spiritual education. This includes the need to know the origin of events, from what humans were created and so on. Education spiritual can not be ruled out in building Kamil people.

The Rise in Demand for Special Education in Ontario, Canada: A Focus on French-Language Schools

Over the past several decades, teachers have been increasingly challenged with a greater diversity of learning profiles within their classrooms. Historically, within Ontario, Canada, students who did not learn effectively through traditional methods were labelled and separated into alternate learning environments. Legislation and policy transformation have resulted in greater inclusion and stigma reduction. Changes to formal and informal identification processes have also increased the number of students accessing special education services. This conceptual paper examines the challenges arising from students’ changing learning needs, with a specific focus on the French classroom. Issues related to the Individual Education Plan, the formal identification processes, and the inconsistency inherent to special education terminology and teachers’ preparation concerning differentiated learning and resources in special education are explored. Further, employing Katz and colleagues’ (Hymel & Katz, 2019; Katz, 2013; Katz & Sokal, 2016) three-block model of universal design for an inclusive classroom as a framework, a case study from a French-language secondary school in Ontario, Canada, is examined to determine systemic gaps that need to be addressed to achieve the goal of fully inclusive classrooms that promote successful learning experiences for all students.

Exploring Early Childhood Teachers’ Beliefs About STEAM Education in Saudi Arabia

This study explores Saudi teachers’ beliefs about STEAM education in early childhood education settings. The study sample consisted of 245 teachers working in kindergartens. The participants completed a survey comprising twelve items to elaborate teachers’ beliefs toward implementing STEAM practices in their classrooms, as well as four close-ended questions to evaluate teachers’ knowledge of and familiarity with the terminology of STEAM education and their professional training in STEAM-related content. The findings reveal overall positive beliefs toward STEAM education for young children and rather moderate beliefs regarding the implementation of STEAM practices. The results also reveal that teachers were somewhat familiar with the term STEAM; however, they reported limited knowledge of the integration process and basic strategies and skills needed for its implementation. The results also demonstrate that the majority of the Saudi teachers participating in this study believed they needed additional professional development and training regarding STEAM implementation. A chi-square test indicated statistically significant associations between teachers’ knowledge of STEAM education and their beliefs and between teachers’ previous professional training in STEAM education and their beliefs. The implications and future recommendations are also discussed.

The Impact Of Digitalization On The English Education Terminology In The Context Of The COVID-19 Pandemic

The Impact Of Digitalization On The English Education Terminology In The Context Of The COVID-19 Pandemic

Features of the Anglo-American Higher Education Terminology Harmonization

Features of the Anglo-American Higher Education Terminology Harmonization

The Problem of Terminological Variation (On the Basis of the English Education Terminology)

The Problem of Terminological Variation (On the Basis of the English Education Terminology)

Peculiarities of the Centripetal Tendency of the English Education Terminology Development

Peculiarities of the Centripetal Tendency of the English Education Terminology Development

The Problem of Variation of Terms Illustrating the Centripetal Tendency of the English Education Terminology Development

The Problem of Variation of Terms Illustrating the Centripetal Tendency of the English Education Terminology Development