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PubMed2003

Graphic indicators of pedagogic style in Greek children's drawings.

311 Greek children's drawings of classroom life were employed to investigate the diagnostic validity of this measure in identifying teachers' pedagogic style. The sample was divided into three age groups, 6-, 8-, and 10-yr. olds, who were asked to draw pictures of themselves and their teachers in their classroom. Drawings were scored using as criteria the four graphic indicators (ratings of size, detailing, centrality, and social distance) proposed by Aronsson and Anderson in 1996. Analysis showed three out of the four indicators discriminated teacher-centered vs student-centered pedagogic style. More specifically, in the teacher-centered setting children drew the teacher of dominant size, in a central position, and as remote, while in the student-centered setting the teacher was depicted closer to the student, in a less central position, and less emphasized relative to the student. The findings are discussed with respect to the absence of age-related effects and the possibility of using children's drawings of classroom life as a measure for tapping into children's representations of pedagogic style.

Child↗

PubMedDate not supplied

A first evaluation of a pedagogical network for medical students at the University Hospital of Rennes.

A pedagogical network has been developed at University Hospital of Rennes from 1996. The challenge is to give medical information and informatics tools to all medical students in the clinical wards of the University Hospital. At first, nine wards were connected to the medical school server which is linked to the Internet. Client software electronic mail and WWW Netscape on Macintosh computers. Sever software is set up on Unix SUN providing a local homepage with selected pedagogical resources. These documents are stored in a DBMS database ORACLE and queries can be provided by specialty, authors or disease. The students can access a set of interactive teaching programs or electronic textbooks and can explore the Internet through the library information system and search engines. The teachers can send URL and indexation of pedagogical documents and can produce clinical cases: the database updating will be done by the users. This experience of using Web tools generated enthusiasm when we first introduced it to students. The evaluation shows that if the students can use this training early on, they will adapt the resources of the Internet to their own needs.

Computer-Assisted Instruction↗

PubMed1978

A study of the hygienic aspects of the pedagogic process.

A knowledge of the laws governing changes in the functional state of the organism of pupils during lessons at school is one of the principal bases for solving the hygienic problems of organizing the teaching. The main concern is the dynamics of changes in the actual functional state of the CNS as a result of a whole complex of endogenous and exogenous factors as well as the school work of the pupil itself. Changes in the functional state of the optic and acoustic analysors deserve special attention in this respect because of their great exposure in pedagogical work. The existing interindividual differences in performance and in the work rate of pupils should be solved by an adequate pedagogical approach. Correct use of the principle of differentiated tuition can be a positive contribution to solving some of the topical problems of hygiene of the pedagogical process.

Acoustic Stimulation↗

PubMed2005

A pedagogical farm as a source of Q fever in a French city.

Q fever is a worldwide zoonosis caused by Coxiella burnetii and presents as both acute or chronic cases. The disease can be transmitted from animal reservoirs to humans by inhalation of infected aerosols. A previous study had revealed a hyperendemic focus in South France. A case-control study was carried-out in this area from 1996 to 1999. Besides the role of wind, this study stressed out the exposure to a pedagogical farm as an independent risk factor (4.7% of cases - 0 controls): Exposure to sheep and new-born animals (OR: 3.07 and 4.01 respectively) were not significant after omission of people exposed to the pedagogical farm. Such farms are visited by people who would not have any other contact with farm animals. These farms require a drastic hygiene and control. Q fever, as a public health problem, still requires further studies to identify and confirm individual behavioral risk factors.

Adolescent↗

PubMed1996

Children learning lacrosse from teachers learning to teach it: the discovery of pedagogical content knowledge by observing children's movement.

The purpose of this study was to describe lacrosse-specific pedagogical content knowledge discovered within the context of children learning lacrosse from teachers learning to teach it. Four teachers, each teaching one class of fourth- and/or fifth-grade children taught between 4 and 6 consecutive lessons, videotaping each so the children's movement patterns could be seen clearly. Inductive analysis and constant comparison were used to analyze the children's movement patterns in relation to the teachers' actions. Only data related to the vertical cradle, one of four skills taught to the children, were analyzed. Findings were presented as pedagogical content knowledge specific to lacrosse and were interpreted using the component approach to developmental sequences, Newell's (1986) 3-factor constraints theory, and Halverson's (1966) concept of eliciting the desired movement pattern.

Child↗

PubMedDate not supplied

Incorporating pedagogical principles in developing an online nursing research course.

Since 1998, developing online courses to accommodate nontraditional students has been a major focus at a public commuter university in the southeast. Concern about the quality of online instruction prompted a number of faculty members in different disciplines to explore pedagogically sound methods for improving and evaluating their teaching using instructional technology. In response to the impetus to have a framework for the development of online courses, a seminar series based on the Seven Principles of Undergraduate Education was developed. On the basis of the pedagogical principles presented during the seminar series, the online nursing research course was redesigned to be more learner-centered by increasing student-to-student and student-to-faculty interaction. Seven interactive modules were developed to address students' diverse learning styles. Using this approach for teaching an online nursing research course, students were able to learn the important concepts typically taught in a traditional, face-to-face course, while managing family and work responsibilities.

Attitude of Health Personnel↗

PubMed1994

The classroom competence and attitudes towards pedagogical principles of beginning teachers.

The relationship between preservice education students' (N = 135) attitudes towards general pedagogical principles and the quality of their classroom teaching was investigated. A weak negative relationship was obtained between students' attitudes and the assessment category 'relationships with children'. This suggests that fostering positive attitudes in preservice students towards general pedagogical principles, based on practices in themselves directly associated with enhancing pupil achievement, may result in lower quality teaching because of an adverse effect this has on pupil-teacher relationships.

Achievement↗

PubMedDate not supplied

[Design of a pedagogical project: collective experience].

This study describes the ongoing experience to reform the pedagogical project of the undergraduate nursing program from Federal University of Ceará, based on the curricular guidelines approved by CNE/CE,S in 2001. It exposes the process of compliance the professors and students had to go through in order to abide by the proposal introduced by LDB/96 (Basic Guidelines Law/95), as well as the different stages needed to build referential, conceptual, and philosophical landmarks. The difficulties experienced relate to a poor commitment of professors to this process, due to the peculiar situation of the program: many professors retiring; a high number of substitute professors under provisional circumstances, which refrained them from long-term commitment. The adoption of a political-pedagogical project aimed at a reform of nursing teaching cannot occur in this situation.

Brazil↗

PubMedDate not supplied

[Creativity and the pedagogical relationship: in search of new paths to the training of creative and critical professionals].

This study is a philosophical reflection and stresses the importance of freedom spaces inside the pedagogical relationship as a tool for the constitution of a critical and creative professional. We view the teaching "art" in the educational work as a possibility for freedom, with projects arising from the objectives established within his/her contextualized reality. It is paramount to value the intersection space as a privileged space for freedom and autonomy to be expressed, where the pedagogical relationship favors a practical and though-provoking learning, rescuing the creative potential of individuals and their self-guidance.

Brazil↗

PubMedDate not supplied

[Critical/creative nursing professional: the construction of the intersectional space in the pedagogical relation].

This study is aimed at understanding how the intersectional space manifests itself in the pedagogical relation in an Undergraduate Nursing Course. It is based on Merhy's theoretical system, which establishes the intersectional space in the health work process as a moment that can promote the implementation of changes. The utilized methodology is based on a qualitative approach in the style of instrumental case study, using the observation technique in the formal fields of teaching. We have identified a disproportion between the instituted programs and curiosity, reaffirming that the educative process needs to be a knowing act among subjects, in a dialogic relation mediated by words, emotions and knowable objects. We have concluded that the instituting pedagogical relation represents a commitment to the transformation of the health practices.

Competency-Based Education↗

PubMed1999

[Effect of pedagogic methods on planning of nursing education: bibliographic review].

This paper looks historically and critically at the pedagogical and conceptual models using by nurses during five cycles of Brazilian History in nursing education. This article examines the patterns of nursing education while this historical time and suggests to include pedagogic models based on problem solving in nursing health practice.

Brazil↗

PubMed1999

[Developmentally encouraging relations--transfer of psychotherapeutic concepts and methods to pedagogic healing of learning disabled and mentally handicapped children].

The authors how the possibility of integrating psychotherapeutic methods into the therapeutic pedagogical work day by describing the therapy progress of a slightly mentally handicapped boy who suffered under a narcissistic disorder with depressive parts. In this process the authors oriented themselves primarily on depth psychology and client-centered play therapy but also included therapeutic elements. The counselling accompanying the therapy ensures integration into everyday life. On this basis it is possible to reduce the boy's overdimensional self and to build up object constancy. In conclusion, it is shown how individual therapeutic interventions can be integrated additionally into the pedagogical day-to-day life.

Child↗

PubMed2000

[Ten-year activities of the Faculty for Training of Scientific and Pedagogical Personnel, I.M. Sechenov Moscow Medical Academy].

With the assistance and direct participation of the Presidium of the Russian Academy of Medical Sciences, the I. M. Sechenov Moscow Medical Academy has developed and introduced an unique elitist educational system to train of scientific and pedagogical staff at the pre- and postdiploma training stages on the basis of their close relationships and continuity, within whose framework a specially designed faculty has been successfully operating for 10 years. The basic principle that ensures its effective activity and solution of many didactic problems is the individualization and differentiation of an educational process by using a great diversity of reserves and organizational forms. The created system is unique in Russian and foreign practice. It improves the quality of scientific and pedagogical staff training, promotes more effective creation of staff reserves for the departments of higher educational establishments and research institutes of the Russian Academy of Medical Sciences and the Ministry of Health of the Russian Federation.

Academies and Institutes↗

PubMedDate not supplied

[Analysis of scientific and pedagogical activities of Forensic Medicine Departments (courses) at higher medical schools in Russia].

Pedagogical staff of departments (courses) of forensic medicine at higher medical schools of the Russian Federation, topics of research and pedagogical work at various faculties of higher school are analyzed. Forensic dentistry curriculum is suggested for students of dentistry faculties. New forms of forensic medical training are presented.

Faculty↗

PubMedDate not supplied

[Scientific-Pedagogic School of Biological and Medical Chemistry of the O. O. Bogomolets National Medical University (on the 160th year of its founding)].

In this work the most important stages of the scientific-pedagogic school of biologic and medical chemistry formation in Bogomolets National Medical University starting from the period of foundation as early as in 1863 till nowadays the Chair of Medical Chemistry and Physics as a part of Medical Faculty of Saint Volodymyr Emperor University in the city of Kyiv have been estimated and generalized. The especial attention is attracted to the fact, that it was Kyiv University where firstly the Chair of Biochemistry was created in order of stuyding the regularities of biochemical processes running in the human organism and metabolism disturbances inducing the pathologic processes at some diseases. The scientific and scientific-pedagogical trends of the chair work in different periods of its development are presented, simltneously the leading role of famous Ukrainian scientists--biochemicians in foundation and development of biologic and medical chemistry scientific school in the University are emphasized. Nowadays the Chair is the educational and scientific center supporting and developing the best traditions on training the specialists of different qualification levels: physicians Masters of Science, Philosophy Doctors and Doctors of Science in Medicine and Biology. The Chair is considered to be a basic one among the Ukraine higher medic and pharmaceutic educational institutions having the III-IV accreditation rate on the problems of teaching-organizational, educational-methodical and scientific work. On the Chair base there is functioning the Scientific Problem-Solving Commission of Ministry of health Protections of Academy of Medical Sciences of Ukraine "Biological and medical Chemistry" (the chairman is the Corresponding-Member of Academy of Medical Sciences of Ukraine, Prof. Yu.I. Gubsky. The Chair personnel compiled and issued the contemporary manuals in Ukraine language on Biologic and Bioorganic Chemistry.

Biochemistry↗

PubMedDate not supplied

[Experience of functioning of the psychological- medical- and pedagogical commission at psychiatric hospital].

Psychological- medical- and pedagogical commissions (PMPC) are most often established at educational institutions. However, children cannot be thoroughly examined in educational settings in certain cases; therefore, the physicians fail to diagnose mental deficiency in children due to insufficiently careful examinations. Correspondingly, PMDCs, when established at patient-care and preventive facilities, ensure a more accurate diagnosis and determination of an intellectual-deficiency degree in children or teenager; they also provide for elaborating a set of psychological- medical- and pedagogical measures. The experience of establishing PMPC at a regional patient-care and preventive facility, as well as of its cooperation with educational institutions and with social assistance organizations and its functional peculiarities within the structure of the patient-care facility are analyzed in the paper. Recommendations are defined on cooperation between psychiatrists, psychologists, social activists, pedagogues and of other experts working for such commissions.

Adolescent↗

PubMed2005

Combining advanced networked technology and pedagogical methods to improve collaborative distance learning.

Making educational material be available on a network cannot be reduced to merely implementing hypermedia and interactive resources on a server. A pedagogical schema has to be defined to guide students for learning and to provide teachers with guidelines to prepare valuable and upgradeable resources. Components of a learning environment, as well as interactions between students and other roles such as author, tutor and manager, can be deduced from cognitive foundations of learning, such as the constructivist approach. Scripting the way a student will to navigate among information nodes and interact with tools to build his/her own knowledge can be a good way of deducing the features of the graphic interface related to the management of the objects. We defined a typology of pedagogical resources, their data model and their logic of use. We implemented a generic and web-based authoring and publishing platform (called J@LON for Join And Learn On the Net) within an object-oriented and open-source programming environment (called Zope) embedding a content management system (called Plone). Workflow features have been used to mark the progress of students and to trace the life cycle of resources shared by the teaching staff. The platform integrated advanced on line authoring features to create interactive exercises and support live courses diffusion. The platform engine has been generalized to the whole curriculum of medical studies in our faculty; it also supports an international master of risk management in health care and will be extent to all other continuous training diploma.

Cooperative Behavior↗

PubMedDate not supplied

[Quality of the physician-patient pedagogic relationship in external consultation: the case of Oaxaca, Mexico ].

This research seeks to explore the quality of the pedagogical relationship physician-patient in primary care, in several health centers (A, B, C) depending from the Health Ministry (SSA) in the state of Oaxaca, Mexico. It is assumed that the out-patient clinic constitutes a setting for the educative transmission, and that the physician-patient encounter must result in an increase of the knowledge that the patient has on his body and his health, with the help of the former. It is assumed also that the physician not only seeks to elaborate a diagnosis and to solve the health problems, but also to contribute to the education of the patient on this matter. This research seeks to contribute to the reflection in this direction, from a perspective that explores the quality and the nature of the educative processes that there take place. In order to reach this goal, two levels of analysis have been established: the first one, a theoretic approach, which refers to the main aspects of the historic evolution of the medicine -key element that permits to understand the type of physician-patient relationship that it is established in out-patient clinic. The second one, an empirical approach, which seeks to characterize -by using indicators previously determined and through the implementation of the technic "shadow study" (direct observation)- the six tasks (identification, clinic history, exploration, diagnosis, medical treatment, and following) that give structure to the physician-patient relationship in out-patient clinic. This elements, indeed, are useful for defining the nature of the pedagogical relationship that is established between these two actors. This investigation was conducted with a sample of 168 patients and 17 physicians, distributed all of them in 9 localities. The results allow us to conclude that, in the majority of the cases, it does not exist a physician-patient relationship, but that it is possible to talk just of a physician-problem relationship. Due to this fact, it is not possible to find the health education of the individuals, as a basic input for the training of the population as co- responsible of his/her health-illness process.

Adolescent↗