Professionalism: The Wrong Tool to Solve the Right Problem?

Medical schools and other higher education institutions across the United States are grappling with how to respond to racism on and off campus. Institutions and their faculty, administrators, and staff have examined their policies and practices, missions, curricula, and the representation of racial and ethnic minority groups among faculty, staff, and students. In addition, student-led groups, such as White Coats for Black Lives, have emerged to critically evaluate medical school curricula and advocate for change. Another approach to addressing racism has been a focus on the role of professionalism, which has been variably defined as values, traits, behaviors, morality, humanism, a role, an identity, and even a social contract.In this article, the authors consider the potential role that professionalism might play in responding to racism in medical education and at medical schools. They identify 3 concerns central to this idea. The first concern is differing definitions of what the problem being addressed really is. Is it isolated racist acts or institutional racism that is a reflection of white supremacy? The second concern is the notion that professionalism may be used as a tool of social control to maintain the interests of the social groups that dominate medicine. The third concern is that an overly simplistic application of professionalism, regardless of how the problem of racism is defined, may result in trainees practicing professionalism that is performative rather than internally motivated. The authors conclude that professionalism may complement a more systematic and holistic approach to addressing racism and white supremacy in medical education, but it is an insufficient stand-alone tool to address this core problem.

Utilizing celebrity endorsements to teach over-the-counter medication and dietary supplement regulations.

BACKGROUND AND PURPOSE: Celebrity endorsements have a profound impact on consumers' purchases and lifestyles. Pharmacists and student pharmacists must be aware of celebrity endorsements of over-the-counter (OTC) medications and dietary supplements to properly advise patients regarding safety and effectiveness, or lack thereof, of endorsed products. EDUCATIONAL ACTIVITY AND SETTING: An application-based activity was utilized in a self-care course to apply OTC medication and dietary supplement regulations to celebrity endorsements of these products. Students were asked to identify a celebrity endorsement of a product, providing: (1) the product endorsed, (2) celebrity endorser, (3) location of the endorsement, (4) summary of the endorsement and the endorsement itself, (5) assess if the endorsement violated any regulations, and (6) assess if the endorsement was in disagreement with evidence-based resources. FINDINGS: Student pharmacists concluded that 30% of celebrity endorsements violated laws and regulations while 35% concluded the claims made were not supported by evidence-based literature. Interestingly, student pharmacists who selected the same endorsements did not always arrive at the same conclusions. SUMMARY: Studied endorsements were frequently found to be in violation of laws and regulations governing OTC medications and dietary supplements and frequently were not supported by evidence-based literature. The activity described provides an innovative active-learning strategy to teach laws and regulations affecting OTC medications and dietary supplements.

State-of-the-Art Pediatric Hypnosis Training: Remodeling Curriculum and Refining Faculty Development.

Training in pediatric hypnosis has been part of clinical hypnosis education in the United States since 1976. Workshops expanded over time and are now taught by highly experienced pediatric clinicians across the globe. In 1987, a small vanguard of North American faculty, academic pediatricians, and pediatric psychologists taught a 3-day pediatric hypnosis workshop at the national meeting of the Society for Developmental and Behavioral Pediatrics (SDBP). This model of annual tri-level concurrent workshops (introductory, intermediate, and advanced) was sponsored by the SDBP for 24 years. In 2009, the National Pediatric Hypnosis Training Institute (NPHTI) assembled, and in 2010, offered its first annual workshops. This article documents this history of pediatric hypnosis education and describes NPHTI's remodeling and ongoing refinement toward a state-of-the-art curriculum with innovative methodology based upon (1) current research about adult experiential and small group learning; (2) design principles for presentations that maximize adult learning and memory; and (3) evaluations by participants and faculty. These underpinnings-including clinical training videos, individualized learning choices, emphasis on personalized, goal-oriented sessions, and advances in faculty selection, and ongoing development-are applicable to adult training models. Integration of developmental and self-regulation strategies may be more unique to pediatric hypnosis skills training programs. The conclusion proposes expansion of pediatric hypnosis education and elimination of related barriers toward goals that all children learn self-hypnosis (SH) for mind-body health.

Hypnosis Training and Education: Distinctive Features of Training Hypnosis Educators.

Much of the field of hypnosis education focuses on what to teach (content) and who to teach (professional identities). A deserving area of focus, and less often addressed, is how to teach basic hypnosis concepts. Worldwide models for teaching hypnosis have mostly included lecture, demonstration, and practice, with little attention paid to the meta-level of educational principles (i.e., what makes an expert trainer). Trainers in hypnosis have been compared to parents: They teach the way they were taught (adults parent the way they were parented). There is a human tendency to repeat what we have experienced. This propensity can be seen while watching the new student use the same induction, in the same way, as his or her first "operator" did when s/he was a subject of his/her first hypnotic experience. Mirroring is a part of all learning, and this article asks what else is needed in faculty education for the trainer to take students beyond mere mimicry to scientifically informed, skilled, and clinically creative uses of hypnosis. This article addresses the unique requirements for teaching hypnosis, reviews a teaching program for clinical hypnosis educators developed by the authors, and looks to future innovations in clinical hypnosis training.

Luchas y pacificación en la historia de la kinesiologia americana / Struggles and pacification in the history of american kinesiology

En este artículo estudiamos la disputa epistemológica y pedagógica sobre la kinesiología/educación física que ha tenido lugar en las universidades de Estados Unidos desde 1990 hasta la actualidad. Hemos recogido el pensamiento de una muestra amplia de autores involucrados, con el propósito de obtener una visión de conjunto de un proceso que, de acuerdo con Morrow (2006), trata de esclarecer ¿de dónde venimos?, ¿qué somos?, ¿a dónde vamos? Tras el cotejo y análisis de la documentación más relevante concluimos que el periodo 1990-2013, caracterizado por una enconada pugna de paradigmas -en la que han estado implicados humanistas, positivistas, crosdisciplinaristas y subdisciplinaristas-, ha dado como resultado el dominio del paradigma integrador de Kretchmar (2007, 2008) (AU)

In this article we review the epistemological and pedagogical debate on Kinesiology and Physical Education that has been going on in the universities of the US from 1990 to the present. We have compiled the opinions of a wide sample of authors, with the intention of getting the most complete picture of a process that, according to Morrow (2006), seeks to answer the questions "where we come from, who we are, and where we are going". After comparing and analysing the most relevant documents, we conclude that the period 1990-2013, characterized by a bitter struggle between paradigms fought by humanists, positivists, cross-disciplinarists, and sub-disciplinarists, has revealed the eventual predominance of the integrative paradigm of Kretchmar (2007, 2008) (AU)

Evaluation of Sports Nutrition Knowledge and Recommendations Among High School Coaches.

The objectives of this study were to evaluate high school coaches' knowledge in sports nutrition and the nutritional practices they recommend to their athletes. Forty-seven high school coaches in "leanness" and "non-leanness" sports from the greater region of Quebec (women = 44.7%) completed a questionnaire on nutritional knowledge and practices. "Leanness sports" were defined as sports where leanness or/and low bodyweight were considered important (e.g., cheerleading, swimming and gymnastics), and "non-leanness sports" were defined as sports where these factors are less important (e.g., football). Participants obtained a total mean score of 68.4% for the nutrition knowledge part of the questionnaire. More specifically, less than 30% of the coaches could answer correctly some general nutrition questions regarding carbohydrates and lipids. No significant difference in nutrition knowledge was observed between coaches from "leanness" and "non-leanness" sports or between men and women. Respondents with a university education scored higher than the others (73.3% vs. 63.3%, p < .05). Coaches who participated in coaching certification also obtained better results than those without a coaching certification. The most popular source of information about nutrition used by coaches was the Internet at 55%. The two most popular nutrition practices that coaches recommended to improve athlete performance were hydration and consumption of protein-rich foods. Recommendation for nutritional supplements use was extremely rare and was suggested only by football coaches, a nonleanness sport. Findings from this study indicate that coaches need sports nutrition education and specific training.

Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial.

Cultivating Awareness and Resilience in Education (CARE for Teachers) is a mindfulness-based professional development program designed to reduce stress and improve teachers' performance and classroom learning environments. A randomized controlled trial examined program efficacy and acceptability among a sample of 50 teachers randomly assigned to CARE or waitlist control condition. Participants completed a battery of self-report measures at pre- and postintervention to assess the impact of the CARE program on general well-being, efficacy, burnout/time pressure, and mindfulness. Participants in the CARE group completed an evaluation of the program after completing the intervention. ANCOVAs were computed between the CARE group and control group for each outcome, and the pretest scores served as a covariate. Participation in the CARE program resulted in significant improvements in teacher well-being, efficacy, burnout/time-related stress, and mindfulness compared with controls. Evaluation data showed that teachers viewed CARE as a feasible, acceptable, and effective method for reducing stress and improving performance. Results suggest that the CARE program has promise to support teachers working in challenging settings and consequently improve classroom environments.

Evaluación de la calidad docente y promoción del profesorado (VIII). Legislación universitaria española (f): calidad docente y complementos retributivos (1.ª parte) / Evaluation of teaching and faculty promotion (VIII). University Spanish legislation (f): quality of teaching and complementary retributions (1st part)

Este artículo analiza cómo la legislación universitaria española ha intentado incentivar la función docente estableciendo diversos tipos de retribuciones adicionales para el profesorado. Vigente la Ley de Reforma Universitaria desde el año 1983, en 1989 se modificó el régimen retributivo del profesorado funcionario y se incorporó un componente docente de carácter individual al complemento específico con el fin de incentivar la docencia. Sin embargo, este objetivo no se alcanzó porque la mayoría de las universidades, responsables de evaluar los méritos docentes, aplicaron criterios muy flexibles y generosos, concediendo el complemento docente de forma generalizada y prácticamente automática. La Ley Orgánica de Universidades (LOU), promulgada el año 2001, determinó que el Gobierno y las comunidades autónomas podrían establecer, para el profesorado funcionario y contratado, retribuciones adicionales ligadas a méritos individuales docentes, investigadores y de gestión, y precisó que el Consejo Social de las Universidades, a propuesta de su Consejo de Gobierno, podría acordar la asignación de dichos complementos retributivos, previa evaluación de los méritos por la Agencia Nacional Evaluación de la Calidad y Acreditación o por el órgano de evaluación externa que la comunidad autónoma determinase. Al desarrollar esta disposición, las comunidades autónomas establecieron parámetros y criterios distintos, lo que ha conducido a la coexistencia de situaciones retributivas muy variables. Recientemente, la Ley Orgánica de Modificación de la LOU ha añadido el desarrollo tecnológico y la transferencia de conocimiento a los méritos a que quedaban ligadas las retribuciones adicionales, pero prácticamente no se ha afectado la situación por lo que se refiere a la incentivación de la función docente(AU)

This article analyses how the university Spanish legislation has tried to increase the quality of teaching establishing diverse types of additional fees for the professorship. Six years after the promulgation of the Law of University Reformation in 1983, it was modified the remunerative regime of the professorship and an educational component of individual character was incorporated to the fee’s specific complement in order to improve the teaching. However, this aim was not achieved because most of the Universities, responsible for evaluating the educational merits of the professorship, applied very flexible and generous criteria; granting the educational complement in a widespread and practically automatic form. The Organic Law of Universities (LOU), enacted in 2001, determined that the Government and the Autonomous Spanish Communities might establish for the academic staff additional retributions linked to teaching, research and management individual merits. And the law also prescribed that the Social Councils of the Universities, at the proposal of their Governing Councils, might agree the assignment of the above mentioned remunerative complements, previous evaluation of the merits by the National Agency for Quality Evaluation and Accreditation or by the external evaluation body that the Autonomous Communities shall determine. In developing this disposition, the Autonomous Communities set different parameters and criteria, which has led to the coexistence of highly variable remunerative situations. Recently, the Organic Law of Modification of the LOU has added the technology development and the transfer of knowledge to the merits linked to additional fee, but has barely affected the situation for what it does to the encouragement of the teaching function (AU)

A produção do fracasso escolar: a trajetória de um clássico / The trajectory of a classic on school failure / La trayectoria de un clásico sobre el fracaso escolar / La trajectoire d'un classique sur l'échec scolaire

Publicado pela primeira vez há mais de duas décadas, A Produção do Fracasso Escolar, de Maria Helena Souza Patto, segue sendo uma obra de referência para pesquisadores em educação, gestores de sistemas e professores. Como explicar sua longevidade e fecundidade em um campo tão marcado pela rápida obsolescência de autores, teorias e perspectivas educacionais? No presente artigo apresentamos duas hipóteses complementares para essa sólida trajetória de sua obra. A primeira delas diz respeito ao potencial elucidativo de seu estudo que, recusando o jargão e os procedimentos cientificistas que apagam a concretude do real em favor de uma linguagem matematizada e padronizadora, apresenta um quadro significativo e complexo do cotidiano de uma instituição escolar e dos agentes nela envolvidos. Em suas análises emerge a singularidade desses agentes, tantas vezes obscurecidas por rótulos e fórmulas abstratas. Por outro lado, em sua pesquisa a peculiaridade do cotidiano de uma instituição não se desliga dos condicionantes históricos de natureza política e social que têm marcado as concepções e práticas educativas em nossa sociedade.

Published for the first time more than two decades ago, A produção do fracasso escolar, by Maria Helena Souza Patto, continues to be a reference work for researchers in education, and teachers. How can one explain its longevity and fecundity in a field that is so marked by rapid obsolescence of authors, theories and educational perspectives? In this article, we present two complementary hypotheses for this solid trajectory of her work. The first one concerns the elucidative potential of her research that refuses the jargon and the procedures that erase the concreteness of the real in favor of a mathematized language and standardizes concepts; what, then, emerges is a complex picture of everyday life in a singular educational institution. On the other hand, in her researches the peculiarity of everyday life of an institution is not taken apart from the historical, political and social conditions which have marked the conceptions and educational practices in our society.

Publié pour la première fois il y a plus de vingt ans, A produção do fracasso escolar, l ' oeuvre de Maria Helena Souza Patto n'a pas cessé d'être un ouvrage de référence pour les chercheurs dans l'éducation, les gestionnaires des systèmes et des enseignants. Comment expliquer sa longévité et sa fécondité dans un domaine qui est tellement marquée par une rapide obsolescence de théories et auteurs? Dans cet article, nous présentons deux hypothèses complémentaires pour cette solide trajectoire de son travail. La première concerne le potentiel d' élucidation de sa recherche que, en refusant le jargon et les concept que finissent pour effacer le concret en faveur d'un langage mathématisé et d'un ensemble de concepts padronisés, présente un important et complexe cadre de la vie quotidienne d'une institution d'enseignement et de ses agents. D'autre part, dans sa recherche la particularité de la vie quotidienne d'une institution n'est pas isolée des conditionnants politique, historique et social qui ont marqué les conceptions et les pratiques éducatives chez nous.

Publicado por primera vez hace más de dos décadas, A produção do fracasso escolar, de Maria Helena Souza Patto, sigue siendo una obra de referencia para investigadores en educación, gestores de sistemas y profesores. ¿Cómo explicar su longevidad y fecundidad en un campo tan marcado por la rápida obsolescencia de autores, teorías y perspectivas educacionales? En el presente artículo presentamos dos hipótesis complementarias para esa sólida trayectoria de su obra. La primera de ellas dice respeto al potencial elucidativo de su estudio que, rechazando el argot y los procedimientos cientificistas que borran la concretude del real en favor de un lenguaje matematizado y estandarizador, nos presenta un cuadro significativo y complejo de una institución escolar y de sus actores. Por otro lado, en su investigación la peculiaridad del cotidiano de una institución no se desconecta de los condicionantes históricos de naturaleza política y social que han marcado las concepciones y prácticas educativas en nuestra sociedad.

A produção do fracasso escolar: a trajetória de um clássico / The trajectory of a classic on school failure / La trayectoria de un clásico sobre el fracaso escolar / La trajectoire d'un classique sur l'échec scolaire

Publicado pela primeira vez há mais de duas décadas, A Produção do Fracasso Escolar, de Maria Helena Souza Patto, segue sendo uma obra de referência para pesquisadores em educação, gestores de sistemas e professores. Como explicar sua longevidade e fecundidade em um campo tão marcado pela rápida obsolescência de autores, teorias e perspectivas educacionais? No presente artigo apresentamos duas hipóteses complementares para essa sólida trajetória de sua obra. A primeira delas diz respeito ao potencial elucidativo de seu estudo que, recusando o jargão e os procedimentos cientificistas que apagam a concretude do real em favor de uma linguagem matematizada e padronizadora, apresenta um quadro significativo e complexo do cotidiano de uma instituição escolar e dos agentes nela envolvidos. Em suas análises emerge a singularidade desses agentes, tantas vezes obscurecidas por rótulos e fórmulas abstratas. Por outro lado, em sua pesquisa a peculiaridade do cotidiano de uma instituição não se desliga dos condicionantes históricos de natureza política e social que têm marcado as concepções e práticas educativas em nossa sociedade.(AU)

Published for the first time more than two decades ago, A produção do fracasso escolar, by Maria Helena Souza Patto, continues to be a reference work for researchers in education, and teachers. How can one explain its longevity and fecundity in a field that is so marked by rapid obsolescence of authors, theories and educational perspectives? In this article, we present two complementary hypotheses for this solid trajectory of her work. The first one concerns the elucidative potential of her research that refuses the jargon and the procedures that erase the concreteness of the real in favor of a mathematized language and standardizes concepts; what, then, emerges is a complex picture of everyday life in a singular educational institution. On the other hand, in her researches the peculiarity of everyday life of an institution is not taken apart from the historical, political and social conditions which have marked the conceptions and educational practices in our society.(AU)

Publié pour la première fois il y a plus de vingt ans, A produção do fracasso escolar, l ' oeuvre de Maria Helena Souza Patto n'a pas cessé d'être un ouvrage de référence pour les chercheurs dans l'éducation, les gestionnaires des systèmes et des enseignants. Comment expliquer sa longévité et sa fécondité dans un domaine qui est tellement marquée par une rapide obsolescence de théories et auteurs? Dans cet article, nous présentons deux hypothèses complémentaires pour cette solide trajectoire de son travail. La première concerne le potentiel d' élucidation de sa recherche que, en refusant le jargon et les concept que finissent pour effacer le concret en faveur d'un langage mathématisé et d'un ensemble de concepts padronisés, présente un important et complexe cadre de la vie quotidienne d'une institution d'enseignement et de ses agents. D'autre part, dans sa recherche la particularité de la vie quotidienne d'une institution n'est pas isolée des conditionnants politique, historique et social qui ont marqué les conceptions et les pratiques éducatives chez nous.(AU)

Publicado por primera vez hace más de dos décadas, A produção do fracasso escolar, de Maria Helena Souza Patto, sigue siendo una obra de referencia para investigadores en educación, gestores de sistemas y profesores. ¿Cómo explicar su longevidad y fecundidad en un campo tan marcado por la rápida obsolescencia de autores, teorías y perspectivas educacionales? En el presente artículo presentamos dos hipótesis complementarias para esa sólida trayectoria de su obra. La primera de ellas dice respeto al potencial elucidativo de su estudio que, rechazando el argot y los procedimientos cientificistas que borran la concretude del real en favor de un lenguaje matematizado y estandarizador, nos presenta un cuadro significativo y complejo de una institución escolar y de sus actores. Por otro lado, en su investigación la peculiaridad del cotidiano de una institución no se desconecta de los condicionantes históricos de naturaleza política y social que han marcado las concepciones y prácticas educativas en nuestra sociedad.(AU)

Preliminary benchmarking of appropriate sanctions for lapses in undergraduate professionalism in the health professions.

OBJECTIVE: To investigate the extent of consensus between faculty and students in order to benchmark appropriate sanctions for first-time offences with no mitigating factors in the area of Academic Probity by quota sampling in one cohort of medical, nursing and dental students in a Scottish university. METHODS: This study reports administration of a web-based preliminary inventory derived from the international research literature to a target population of health professions staff and students. This study was conducted at Scottish University College of Medicine, Dentistry, Nursing and Midwifery. SUBJECTS: 57 faculty and 689 students in the College in first quarter of 2009 participated in this study. RESULTS: 50% of medical students, 26% of dental students, 22% of nursing students and 27% of midwifery students responded; 22% of faculty responded. Administration of a preliminary 41-item inventory to 57 faculty and 689 students from a Scottish College of Medicine, Dentistry, Nursing and Midwifery has allowed us to preliminarily rank the sanctions that are broadly agreed between the two cohorts as well as to identify a small cluster of behaviours which are viewed less severely by students than by faculty. CONCLUSIONS: These data will give guidance to undergraduate Fitness to Practice committees but also guidance to curriculum planners about the areas in which students may need more teaching. The results informed the reduction of the inventory and its refinement in to a 30-item e-learning tool that is being field tested for generalisability within and beyond the UK. The researchers have also been invited to adapt the proposed teaching and learning tools beyond the health professions.

Eager 'weavers': designing assessment for an online environment.

As more and more Australian universities move their courses into blended learning environments (BLEs), it is important that strategies be devised to monitor teaching practices and student learning. In 2008, five large Australian universities were given an ALTC (Australian Learning and Teaching Council) grant to address the area of teacher peer review (PR). This paper shows evidence from one of the universities (The University of Technology, Sydney) where a case study was undertaken to optimise teacher peer review in a BLE. The project involved an innovative approach of interdisciplinary PR between an academic from the Faculty of Nursing, Midwifery and Health and an academic from the Faculty of Arts and Social Science (FASS). As a result of this collaboration, the online assessment in the nursing subject was radically changed with a greater percentage of the marks awarded to online activities. The design took more 'up front' effort by the coordinator, as is usually the case in online preparation, but results have shown that students who had previously relied heavily on directions from their tutors throughout the semester, were now taking on more responsibility for their own learning and for the learning of fellow students.

Ensuring safe and effective practice: fitness for practice at the point of registration.

The Nursing and Midwifery Council (NMC) has been reviewing its standards for the preparation of teachers and considering issues related to fitness for practice at the point of registration. This has resulted in new standards to support learning and assessment in practice (NMC 2006a). The standards have attempted to address learning in an interprofessional practice environment, taking account of the different professionals involved in supporting and assessing learning, while maintaining the integrity of particular professions.

Developing wider workforce regulation in England: lessons from education, social work and social care.

This paper draws on the findings of a review of regulation of professionally qualified teachers, social workers and other staff in social care. It charts the process of developing and implementing both professional and wider workforce regulation in England, focusing on the implications for generic and integrated working and the development of cross-professional procedures for the protection of vulnerable adults and children from abuse. There are many uncertainties about how best to develop workforce regulation especially when integrated working is a policy goal. In light of the paucity of evidence of outcomes and benefits for improved practice and the protection of the public, there is a need for research to address this complex arena.

Preservice music teachers' predictions, perceptions, and assessment of students with special needs: the need for training in student assessment.

The purpose of the current study was to examine preservice teachers' predictions and perceptions of students with special needs' levels of mastery of specific music education concepts and actual grades achieved by these students using alternative assessments and testing accommodations within two subpopulations: students with emotional and/or behavior disorders (EDBD) and students with acute cognitive delays (ACD). The preservice teachers predicted students within the EDBD class would achieve a significantly higher level of mastery of the music concepts than students within the ACD classroom. After the field experience, however, the preservice teachers' perceptions of all students' levels of mastery increased from prediction scores overall. Additionally, preservice teachers were able to execute testing accommodations and implement successful alternative assessments which gave empirical data on the students' levels of mastery of the music education concepts within the curriculum. Implications for music therapists, as consultants in special education, are discussed.

Effects of contrasting equivalent teaching approaches on student ratings.

One of the most active areas in educational research in recent years has centered on the method of problem-based learning (PBL). The advantages of PBL methods have prompted educators to investigate and implement PBL activities in the clinical science classroom. The purpose of this exploratory study was to note any difference in students' faculty ratings, when viewed as a whole, between one group of students taught with traditional didactic lectures as compared with a group of students taught using a PBL method in a clinical science course. There was no significant difference in aggregate survey outcomes between the two groups. When viewed individually, there was one question ("instructor shows a genuine interest in my performance or progress") that showed a significant difference (p < or = 0.05).

Preparing complementary and alternative practitioners to teach learners in conventional health professions.

Federal funding is supporting complementary and alternative medicine (CAM) educational programming in health-professions schools in the United States. CAM practitioners from a wide range of disciplines are now being invited to participate as instructors or content experts in this effort. The challenge is to promote effective and consistent teaching methods around appropriate content. This article describes the development of a series of 4 workshops intended to enhance the teaching skills of 9 complementary medicine practitioners participating in an educational project at the University of North Carolina. Key issues addressed in the workshops included the interface between CAM and conventional medicine, a better understanding of the nature of conventional medical practice, styles and strategies in teaching complementary medicine, and building skills in accessing information from databases.