A Framework for Future Analysis of Ophthalmology Fellowships in Iran: Call for Action, Implications and Recommendations.

Ophthalmology fellowship is focusing on the educational advancement, medical research progress and academic productivity by transforming general ophthalmologists into superior clinical capacities in ophthalmology. There is a vast majority of ophthalmologists who wish to undertake fellowship degrees. The fellowship programs have several benefits for ophthalmologists and medical institutions. However, the expansion of ophthalmic fellowships has resulted in a greater number of ophthalmology visits, the possibility of unnecessary subspecialty eye examinations, induced demand and increasing eye-care costs. Moreover, sub-specialized ophthalmic services are not accessible to patients in remote regions. This can lead to a degree of inequity in the provision of healthcare services in the healthcare system. The massive expansion of fellowships in ophthalmology is revitalizing the necessity for evaluation of the need for post-residency education and providing effective planning for the future of the ophthalmic human-resource for eye health. This narrative review includes an integration and descriptive summary of the existing evidence on trends and different aspects that affect the future of ophthalmic fellowship education. Moreover, we pinpointed challenges such as maintaining standards in fellowship education, keeping an efficient production of graduates, and improving productivity in both patient care and education. We explored potential solutions to overcome these challenges. The 7-step framework for future analysis suggested here includes Determining educational needs and desired outcomes, Evaluating the current status of fellowship education, determining the gaps, and appropriate solutions, analyzing possible future trends and their impact on ophthalmology practice, investing in virtual educational technology, developing new educational horizons by foresight expert panels, and human-resource planning.

Contingent reflections on coronavirus and priorities for educational planning and development.

The COVID-19 pandemic has dramatically shifted education and development priorities. The tragic death toll and high rates of morbidity across many countries are an unprecedented setback and a calamity for those affected physically and mentally. The economic and social effects of lockdowns, loss of production and business confidence, and global recession will cast a long shadow over education systems. Despite the 435 million items that Google already indexes under "COVID-19 education", many things remain unknown. No one has a clear idea of how the current pandemic will unravel over anything but the short term. The challenge is to strengthen the mechanisms to separate evidence from opinion and to balance popularism with speaking truth to power-especially when political systems can find it difficult to distinguish fact from convenient fiction. This paper advances ten propositions that will shape policy dialogue and whatever iteration of the Sustainable Development Goals is needed to ensure they remain fit for purpose. Testing these propositions over the next year will open the door to an evidence-based approach to reconstruction and sustainable development and juxtapose immediate concerns of the present with aspirations for the future. More than ever the need is to see beyond the exigencies of COVID-19 and act to secure the educational gains of the recent past. UNESCO and other development agencies can play a key role in sharing how to manage revitalised and resilient learning systems that allow the community of practice to stay focussed on development that is economically, socially, medically, and educationally sustainable. Spaceship Earth has to be secured for future generations through the knowledge, skill and attitudes of its crew and passengers. Seriously revisiting SDG4, its targets and indicators, and its relationships with other SDGs, would be a start.

Intervenção pedagógica em Educação Física escolar: um recorte da escola pública / Pedagogical intervention in physical education at schools: an insight into the public school / Intervención pedagógica de la educación física en la escuela: un recorte de la escuela pública

A educação escolar, bem como a Educação Física (EF) e a sociedade como um todo, atualmente vivem um processo de crise. Sendo assim, neste estudo, buscamos analisar de que forma está sendo desenvolvida a intervenção pedagógica do professor de EF na escola pública. Para isso desenvolvemos um estudo de caráter qualitativo e para produção dos dados foi utilizada uma entrevista semiestruturada com dez professores de EF. Os dados apontam que no contexto estudado, a EF escolar ainda tem sido desenvolvida enquanto uma atividade e não como um componente curricular; os conteúdos esportivos constituem-se como basicamente o único conteúdo trabalhado; e, o planejamento de ensino é inexistente. Dessa forma, concluímos que a EF escolar, no contexto analisado, encontra-se em abandono docente.

School education as well as physical education (PE) and society as a whole, are currently living a crisis process. Thereby, in this study, we analyze how PE teachers are developing pedagogical intervention in public schools. For this purpose, we developed a qualitative study and to achieve data we used semi-structured interviews with ten PE teachers. Data show that in the studied context, PE at schools has yet been developed as an activity and not as a curricular component; the sports content constitutes as basically the only working subject; and there's a lack of an education planning. Thus, we conclude that scholastic PE, in the analyzed context, lies in teaching abandonment.

La educación de la escuela, bien como la Educación Física (EF) y la sociedad como un todo, actualmente ha experimentado un proceso de crisis. Siendo así, en este estudio, buscamos analizar como está siendo desarrollada la intervención pedagógica del profesor de la EF en la escuela pública. Para eso, desarrollamos un estudio de carácter cuantitativo y para la producción de los datos fue utilizada una entrevista semiestructurada con diez profesores de EF. Los datos apuntan que en lo contexto estudiado, la EF en la escuela aún tiene sido desarrollada como una actividad y no como un componente curricular; los contenidos deportivos constituyen-se como básicamente el único contenido trabajado; y, el planeamiento de la enseñanza es inexistente. De esa forma, llegamos a la conclusión de que la EF en la escuela, en el contexto analizado, se encuentra en abandono de la enseñanza.

Planejamento educacional / Educational planning

O objetivo deste artigo é discutir aspectos políticos e pedagógicos do planejamento educacional no contexto da universidade contemporânea. Nesse sentido, o texto aborda os princípios e a importância do planejamento educacional, o lugar e a definição de projeto político pedagógico, da organização curricular e do plano de aprendizagem como aspectos constituintes e integrados do planejamento. A compreensão das etapas apresentadas e da necessária integração entre todos os componentes do planejamento e desses no contexto social concreto é fundamental para todos os que desejam exercer a docência na área da saúde.

The purpose of this article is to discuss political and pedagogical aspects of educational planning in the context of the contemporary university. In this direction, the text addresses the principles and the importance of educational planning, the position and definition of political-pedagogic project, curricular organization and learning plan as integrated constituents features of educational planning. Understanding the steps presented and the necessary integration between all these components of the planning and the concrete social context is essential for all who wish to pursue teaching in health care field.

A linear programming approach for placement of applicants to academic programs.

This paper reports a linear programming approach for placement of applicants to study programs developed and implemented at the college of Business & Economics, Bahir Dar University, Bahir Dar, Ethiopia. The approach is estimated to significantly streamline the placement decision process at the college by reducing required man hour as well as the time it takes to announce placement decisions. Compared to the previous manual system where only one or two placement criteria were considered, the new approach allows the college's management to easily incorporate additional placement criteria, if needed. Comparison of our approach against manually constructed placement decisions based on actual data for the 2012/13 academic year suggested that about 93 percent of the placements from our model concur with the actual placement decisions. For the remaining 7 percent of placements, however, the actual placements made by the manual system display inconsistencies of decisions judged against the very criteria intended to guide placement decisions by the college's program management office. Overall, the new approach proves to be a significant improvement over the manual system in terms of efficiency of the placement process and the quality of placement decisions.

Facilitating and Impeding Factors for Promotion of Educational Planning in Young Medical Schools / 한국의학교육

PURPOSE: This study aims to identify the impeding and facilitating factors in educational planning of the young Korean medical schools and to develop the rationales for recommendation. METHODS: The young medical school was defined as the one established during the last ten years producing the graduates no more than 5 consecutive years. The force field analysis technic was applied to collect the factors influencing to the desirable direction of the educational planning in areas of the organization, students, faculty members, physical setup, and educational planning of such young medical schools. RESULTS: A total of ten medical schools were categorized as the young school, comprising 24% of all 41 medical schools in Korea. These ten schools included 2 national and 8 private schools, and the latter has run 3 non-university-based MD programs. With a few exceptions, their MD programs did not show any crucial diversities or justifiable differences from another 12 schools which were established one decade ahead the study schools. Although most of fundamental controversies seemed derived from loss of active faculty participation in educational planning aside from a weak perception on faculty's academic roles/identity in the university community, the worst educational confusion was related to copying of the curricular format from the traditional medical schools, mostly the alma maters of the first deans at the time of school establishment. Further to the above were wide dissociation of school's curricular design from their long term goals or community's medical practice, no intimate integration between the curricular designs and dean's limited leadership, and shortage of faculty members in basic medical sciences. On the other hand, a unique advantage among ten young schools was the enrollment of 40~50 students per year with a relatively high proportion of young faculty members who were more renovation-minded against the traditional curricular barrier. CONCLUSION: Regardless of administrative system of university or solely medical school program setting, the followings were stressed for further effective educational renovation in the following priorities; (1) strengthening of educational unit to meet faculty's pedagogical upgrading, (2) recognition of individual learners with activation of small group learning, (3) application of strict evaluation criteria for faculty recruitment and promotion, (4) dean's leadership expressed by appropriate appointment policy of department chairs, and (5) arrangement of intercollegiate collaboration among young medical schools. It is also recommended that seeding and harvest policy would not be necessarily monopolized by the same dean, and instead it should be consecutively succeeded for better renovative outcomes.

Beyond school re-entry: addressing the long-term needs of students with brain injuries.

Educators today face the challenge of providing appropriate programs for students with a wide variety of needs. Students with acquired brain injuries may sustain permanent physical, cognitive, and psycho-social sequelae which can significantly impact their ability to function at home, in school, and in the community. After discharge from a rehabilitation facility, the educational system becomes critical in facilitating the student's ongoing progress. Addressing the long-term needs of students with brain injuries requires that educational personnel become knowledgeable about appropriate learning strategies and program modifications. This article describes the educational outcomes of students with acquired brain injuries, discusses critical features of effective programs, and suggests interventions for consideration in instructional planning.