Training Of Future Practitioners Research Articles

Online Learning is Going Viral during COVID-19 Lockdown, What Lessons do We Take to Guide the Future of Physiotherapy Education? A Cross-Sectional Survey from Teachers'?? Perspectives

Background: Online learning, also referred to as e-learning, is education that takes place over the internet and is the newest and most popular form of distance education today. The long lockdown for the COVID-19 has closed educational institutions and ushered in online learning as a crisis-management tool to continue learning. The global sector of online learning and educational technology is facing the biggest opportunity-and biggest test-of its existence. Electronic medical education has already been widely integrated in developed countries since it has educational value and is broadening the scope of educational programs through multiple educational goals. To date physiotherapy education in India seems to have hitherto remained untouched by the digital revolution. The adoption of technology is still a new experience for many of us; and teachers all over are struggling to make online learning work. This study aimed to analyze the experience of physiotherapy teachers towards online learning during COVID-19 lockdown. Overall purpose of the present study was to better equip the education sector; and bridge the gap between potential effectiveness and successful implementation of technology in physiotherapy education. Method: It was a cross-sectional descriptive study conducted during COVID-19 lockdown period (April to May 2020). All physiotherapy teachers affiliated to academic institutions from various universities across India were invited to participate in an online survey. Teachers who undertook online teaching as a part of curriculum for undergraduate or postgraduate students during COVID-19 pandemic lockdown were recruited. It was an online survey administered using self-reported questionnaire. The questionnaire sought to obtain information which includes teacher’s profile details relevant to online learning; methods employed by the teachers in online learning; as well as teacher’s perspectives of this process. Results and conclusion: A total number of 111 responses were received from 11 universities across the country. This representative sample consisted of both undergraduate and post graduate teachers and with varied number of teaching experience. Remote learning is still a new experience and teachers all over are findings ways to make online learning work. The rapid adjustment has been challenging to quickly migrate all of its in-person courses virtually. The use of educational software programs has increased; however, teachers need to be trained in their effective use. It seems that educational technology mastery is an important neglected competency in faculties. There have been changes and new introductions of e-learning tools. However, it is not paralleled by the education of medical educators regarding digital literacy and e-learning tools. As e-learning continues to be widely integrated in the training of future practitioners, well- designed scientific studies are required to know which technological tools work the best and thus to support evidence based education.

Are UK music therapists talking past each other? A critical discourse analysis of three book reviews

Ansdell’s ‘Winds of Change’ paper articulated a distinction in UK music therapy between established ‘consensus’ practice drawing on psychotherapeutic principles and developing or previously hidden ‘community music therapy’ practices based on ecological or social-psychological principles. Writing that addresses different theoretical positions in music therapy (meta-theory) exists from European and American perspectives but far less from a UK perspective. This article considers the view that UK music therapy writing in general has continued along one or other of these paths and that there has been relatively little exchange between them; indeed, that UK music therapists tend to ‘talk past each other’. To explore the matter systematically, this article takes a critical discourse analysis approach to analysing three recent music therapy book reviews. Critical discourse analysis was chosen to identify underlying assumptions (‘ideologies’) that shape thinking and practice, as revealed by language use. Book reviews were identified as texts where reviewers typically engage with authors from different perspectives and in doing so offer potentially rich material for such analysis. The analysis identifies ways in which UK music therapy writing shows signs of stress across a divide between ecological and psychodynamic approaches, with reviewers going to some lengths to reconnect these different positions and so unify a discourse within which ‘fault-lines’ are present. It is suggested that, in the United Kingdom at least, ecological and psychodynamic music therapy writing are becoming more separated as discourses, with a lack of integrated meta-theoretical discussion or examples of shared practice. This inhibits coherent development of the discipline and the effective training of future practitioners. A case is made for greater integration in music therapy writing through both developments in meta-theory and by practitioners sharing examples of cross-theoretical practice.

The ethics of HRD practice

ABSTRACTProfessional fields are guided by the search for reasoned answers to the question of what to do, and this both in the exercise of daily practice and in the education and training of future practitioners. In educational theory and in management, the framework of virtue ethics has received much attention as an alternative to duty-based and result-oriented approaches of considering what to do in professional practice. Virtue ethics dates back to Greek philosophy and is concerned with practical wisdom, defined as acting virtuously in pursuit of a good and worthwhile form of living. This article outlines the major tenets of virtue ethics in the context of working and work organization and posits that the focus on practical wisdom should be seen as a central concern of HRD practice and HRD education.

Teaching Social Justice in Counseling Psychology

Recent years have witnessed increased calls from counseling psychology to include social justice competencies in the training of future practitioners. Integration of social justice awareness, advocacy skills, and opportunities for social change action are needed extensions of the field’s commitment to multicultural competency. Classroom teaching is a key component of transforming counseling psychology curricula and of developing students’ awareness of the value of social justice perspectives, yet pedagogical applications are rarely present in the literature. This article provides a case example of the integration of social justice and multicultural consciousness across the curriculum of one counseling psychology program. It highlights examples of innovative pedagogical techniques within a variety of core courses. We present specific examples of readings and nontraditional teaching approaches to promote social justice consciousness, including experiential exercises, self-reflection opportunities, use of video and online discussions, and assignments.

Role of clinical microbiology laboratories in the management and control of infectious diseases and the delivery of health care.

Modern medicine has led to dramatic changes in infectious diseases practice. Vaccination and antibiotic therapy have benefited millions of persons. However, constrained resources now threaten our ability to adequately manage threats of infectious diseases by placing clinical microbiology services and expertise distant from the patient and their infectious diseases physician. Continuing in such a direction threatens quality of laboratory results, timeliness of diagnosis, appropriateness of treatment, effective communication, reduction of health care-associated infections, advances in infectious diseases practice, and training of future practitioners. Microbiology laboratories are the first lines of defense for detection of new antibiotic resistance, outbreaks of foodborne infection, and a possible bioterrorism event. Maintaining high-quality clinical microbiology laboratories on the site of the institution that they serve is the current best approach for managing today's problems of emerging infectious diseases and antimicrobial agent resistance by providing good patient care outcomes that actually save money.

A model graduate training programme in public archaeology

As cultural resource management (CRM) in the United States struggles through another period of introspection, one need for improvement consistently identified is in the area of graduate training of future practitioners of CRM archaeology (Fagan 1996; Green & Doershuk 1998; Schuldenrein 1998; Messenger et al. 1999). To what extent training in the practicalities of the field needs to be embodied in curricular coursework, the relative role of research versus applied emphases in the graduate programme, the most appropriate terminal degree for CRM practice, and the very specifics of what constitutes adequate preparation for the diverse and dynamic challenges that constitute contemporary archaeology in the United States, all provide points for the emerging discussion between professionals operating in the field and those in academia who design programmes (e.g. Society for American Archaeology 1995).

The Baylor experience in teaching medical ethics.

This paper describes the activities of the Center for Ethics, Medicine, and Public Issues, a joint project of Baylor College of Medicine, the Institute of Religion of the Texas Medical Center, and Rice University. The center focuses on the clinical teaching of medical ethics, collaborative teaching and research involving ethicists and clinicians, and the training of future practitioners in the field. Problems as well as achievements in each of these areas are discussed.