A high number of psychiatric trainees considered moving to another country, and their motivation largely reflects the substantial salary differences. These findings suggest tackling financial conditions and academic opportunities.
The majority of people with intellectual disabilities (ID) and psychiatric disorders access mainstream mental health services across Europe. However, only 56% of countries provide postgraduate psychiatric training in ID according to a survey across 42 European countries. We explore the challenges of ID training and make recommendations for education and health policymakers.
Introduction:
Combining a successful career with family planning has become increasingly important in recent years. However, maintaining a relationship, deciding upon the optimal time for pregnancy and other family planning decisions can still be quite challenging, especially for junior doctors whose training is long and demanding. Currently, women form an important part of the medical workforce, and there is noticeable feminization in migration. However, little is known about the personal characteristics of junior doctors in Europe and how these play a role in their decision to migrate.
Methods:
Survey of psychiatric trainees in 33 European countries, exploring how personal characteristics, such as gender, relationship status and parenthood, impact their attitudes toward migration.
Results:
2,281 psychiatric trainees in Europe took part in the study. In this sample, the majority of psychiatric trainees were in a relationship, but only one quarter had children, although there were variations across Europe. Both men and women indicated personal reasons as their top reason to stay. However, women ranked personal reasons as the top reason to leave, and men financial reasons. Single woman were the most likely of all subgroups to choose academic reasons as their top reason to leave. Interestingly, when women were in a relationship or had children, their attitudes toward migration changed.
Conclusions:
In this study, a low number of psychiatric trainees in Europe had children, with differences across Europe. These findings raise awareness as to the role of parental conditions, which may be favoring or discouraging parenthood in junior doctors in different countries.
Περίληψη Η συγκεκριμένη εργασία έχει σκοπό τη διερεύνηση πρακτικών της Ανοικτής και εξ Αποστάσεως Εκπαίδευσης σε μια προσπάθεια γεφύρωσης της τυπικής, μη τυπικής και άτυπης μάθησης μέσω των νέων τεχνολογιών και ειδικότερα μέσω των μαζικών ανοικτών διαδικτυακών μαθημάτων (MOOCs). Ειδικότερα, μέσα από την ανασκόπηση της σχετικής βιβλιογραφίας, διαπιστώνεται ότι πρακτικές όπως είναι τα MOOCs, οι διαδικτυακές κοινότητες μάθησης, τα κοινωνικά δίκτυα, οι ανοικτοί εκπαιδευτικοί πόροι, το διαδικτυακό ραδιόφωνο και η τηλεόραση, η ηλεκτρονική εφημερίδα, μπορούν να συνδυάσουν τις τρεις μορφές μάθησης. Ιδιαίτερη μνεία γίνεται για τα MOOCs, που σημειώνουν ραγδαία ανάπτυξη την τελευταία δεκαετία και δέχονται έντονη κριτική για τη συνεισφορά τους στη μάθηση. Αν και δεν υπάρχουν πολλά ερευνητικά δεδομένα για την αξιολόγησή τους, φαίνεται ότι ενισχύουν την άτυπη μάθηση, ενώ μπορούν να χρησιμοποιηθούν συμπληρωματικά
The development of technology and the widespread application of digital tools, such as teleconference (or videoconference), has led researchers to reflect on traditional theories and models of learning concerning Distance Education, as well as the formulation of new ones. The aim of this study is to propose the introduction of the concept tele-mathesis in Distance Learning, in order to describe the learning process by videoconferencing in Distance Education, which has features of an “embodied” and “integrated” way of learning. This is a theoretical study based on Illeris’ Theory of “Integrated” Learning that has been adopted in Distance Learning, using elements of the Theory of Tele-proximity concerning learning by videoconferencing in Distance Education. According to the developed argumentation the importance of the senses, emotions and “techniques of the body” is revealed in both the educational and learning process by videoconferencing, in order to reduce the transactional distance between the teacher and the learner, as well as, to lead to a positive distance educational experience. Thus, the cognitive, emotional and social factors involved in “tele-mathesis”, turn videoconferencing into an “embodied” and “integrated” way of learning. At the same time, it is showed that the empowerment of “tele-mathesis” requires appropriate planning and specific management methods. It is therefore proposed to introduce the term telemathesis in Distance Education so as to fully attribute this specific learning process of Distance Education.
Η διάδοση της χρήσης του βίντεο, ως σύγχρονη μορφή επικοινωνίας, άλλαξε τα δεδομένα τόσο στην επικοινωνία των ανθρώπων όσο και στις εφαρμογές της εξΑΕ. Η τηλεδιάσκεψη αποτελεί, πλέον, ένα διαδεδομένο μέσο επικοινωνίας στην εξΑΕ και χρησιμοποιείται στη σχολική εξΑΕ, σε εξΑΕ προγράμματα τριτοβάθμιας εκπαίδευσης αλλά και σε εξΑΕ επιμορφωτικά προγράμματα. Η βιβλιογραφία, άλλωστε, αποδεικνύει το ιδιαίτερο ενδιαφέρον των ερευνητών για τη μελέτη της. Σκοπός της παρούσας εργασίας είναι η παρουσίαση του ερευνητικού ενδιαφέροντος για την τηλεδιάσκεψη στο επιστημονικό πεδίο της εξΑΕ. Μέσω μιας εστιασμένης βιβλιογραφικής ανασκόπησης εγχώριων και διεθνών βιβλιογραφικών πηγών καταγράφονται τα αντικείμενα της ερευνητικής δραστηριότητας, αλλά και τα συμπεράσματα που προέκυψαν, σε σχέση με την εφαρμογή της τηλεδιάσκεψης και του σύγχρονου τρόπου επικοινωνίας στη εξΑΕ. Από τα ευρήματα της έρευνας προκύπτει πως η ερευνητική δραστηριότητα για την τηλεδιάσκεψη στην Ελλάδα είναι περιορισμένη σε σχέση με τη διεθνή βιβλιογραφία, καθώς και το ότι η τηλεδιάσκεψη δεν έχει μελετηθεί ιδιαίτερα ως προς τη λειτουργία της μάθησης σε ατομικό και ομαδικό επίπεδο.
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