More students, less capacity? An assessment of the competing demands on academic medical staff

Parry, Jonathan; Mathers, Jonathan; Thomas, Huw; Lilford, Richard; Stevens, Andrew; Spurgeon, Peter

doi:10.1111/j.1365-2923.2008.03234.x

Cited by 17 publications

(16 citation statements)

References 18 publications

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“…[44][45][46] Consideration of whether or not to change an educational strategy or approach (or even to alter basic content) often is a low priority; once a decision to change is made, implementation can be slow, incomplete, and ultimately ineffective (or would be judged so if time and effort were invested in measuring efficacy). Faculty members often are resistant to adopting a learnercentered (as opposed to an instructor-centered) approach because they feel learner-centered approaches would negatively influence the content and rigor of the course or simply because they may lose some measure of control.…”

Section: Strategies For Implementationmentioning

confidence: 99%

Roles of Innovation in Education Delivery

et al. 2009

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This paper reviews trends in higher education, characterizing both the current learning environments in pharmacy education as well as a vision for future learning environments, and outlines a strategy for successful implementation of innovations in educational delivery. The following 3 areas of focus are addressed: (1) rejecting the use of the majority of classroom time for the simple transmission of factual information to students; (2) challenging students to think critically, communicate lucidly, and synthesize broadly in order to solve problems; and (3) adopting a philosophy of ''evidence-based education'' as a core construct of instructional innovation and reform.Keywords: blended learning, distance education, e-learning, learning environment, online learning INTRODUCTIONAlthough many of our colleagues in the academy might protest vociferously, we contend that higher education has focused for far too long and much too closely on the wrong metric of student performance, and that this misguided focus, however practical and well-intentioned, has influenced virtually all aspects of the educational enterprise. The raison d'être for higher education is simple and straightforward: to prepare students, predominantly young adults, for future success. Success, of course, can be defined in many ways: the ability to pursue and advance in the career of one's choice; the ability to contribute meaningfully to one's community; the ability to pursue an ''intellectual life.'' The challenge to higher education, and where we contend that the academy has failed, is in measuring, in a meaningful way, the success of our students. This failing is particularly problematic for programs that prepare students to pursue a specific profession, such as pharmacy, as compared to those that provide a broader liberal arts experience.Instead of attempting to assess the true impact on students, educational programs at all levels have focused on easier, and arguably more objective, metrics: course grades, aggregate grade point averages, and scores on standardized examinations. These short-term endpoints have resulted predictably in short-term thinking by all parties associated with the educational enterprise. Students, for example, often focus on what is required to achieve a particular grade in a given course. How many times have we listened to our faculty colleagues complain about students asking the question: ''Will this material be on our exam?'' (In contrast, how frequently do we hear our students ask the more intellectually satisfying question, ''How will I be able to use this material once I am in practice?'') Similarly, classroom instructors focus predominantly on content or technical aspects of application. While this is viewed as providing the necessary foundation upon which students can build in a discrete discipline, valuable opportunities to help students learn how to think, rather than simply what to remember, are lost. Moreover, entire educational systems focus on end-of-course, endof-grade, or end-of-program performance measures ...

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Section: Strategies For Implementationmentioning

confidence: 99%

Roles of Innovation in Education Delivery

et al. 2009

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“…According to Gillespie et al (5) the "publish or perish" imperative very often has a counterproductive effect, as it lowers the working morale of university teachers. In addition, teachers work with an increasing number of students, who are also more demanding (5); they have to adapt to ever changing curricula (8), and implement newly introduced quality assurance procedures (7,9). And while teachers have to keep abreast with rapid technological advances in all aspects of their work, administrative support is being cut down so that a substantial amount of administrative work is left for them to do.…”

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confidence: 99%

Work Stress Among University Teachers: Gender and Position Differences

Slišković

Seršić

2011

Archives of Industrial Hygiene and Toxicology

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The aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50 %), assistant professors (18 %), associate professors (17 %), and full professors (15 %). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.

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“…This study suggests that the preoperative assessment clinic could be a useful arena to expose medical students to clinical signs. The use of FY1 doctors to oversee preoperative assessment clinic offers the opportunity to incorporate near‐peer teaching, a technique that has been recognised as valuable and effective in providing health care education 1,4,5 …”

Section: Discussionmentioning

confidence: 99%

“…The number of medical students in the UK has increased by more than 60 per cent in the last decade 1 . Providing adequate exposure and clinical teaching to such large numbers is a challenge for medical schools nationally.…”

Section: Introductionmentioning

confidence: 93%