To assess first-year gastroenterology fellows’ ability to address difficult interpersonal situations in the workplace using objective structured clinical examinations (OSCE).METHODSTwo OSCEs (“distracted care team”...To assess first-year gastroenterology fellows’ ability to address difficult interpersonal situations in the workplace using objective structured clinical examinations (OSCE).METHODSTwo OSCEs (“distracted care team” and “frazzled intern”) were created to assess response to disruptive behavior. In case 1, a fellow used a colonoscopy simulator while interacting with a standardized patient (SP), nurse, and attending physician all played by actors. The nurse and attending were instructed to display specific disruptive behavior and disregard the fellow unless requested to stop the disruptive behavior and focus on the patient and procedure. In case 2, the fellow was to calm an intern managing a patient with massive gastrointestinal bleeding. The objective in both scenarios was to assess the fellows’ ability to perform their duties while managing the disruptive behavior displayed by the actor. The SPs used checklists to rate fellows’ performances. The fellows completed a self-assessment survey.RESULTSTwelve fellows from four gastrointestinal fellowship training programs participated in the OSCE. In the “distracted care team” case, one-third of the fellows interrupted the conflict and refocused attention to the patient. Half of the fellows were able to display professionalism despite the heated discussion nearby. Fellows scored lowest in the interprofessionalism portion of post-OSCE surveys, measuring their ability to handle the conflict. In the “frazzled intern” case, 68% of fellows were able to establish a calm and professional relationship with the SP. Despite this success, only half of the fellows were successfully communicate a plan to the SP and only a third scored “well done” in a domain that focused on allowing the intern to think through the case with the fellow’s guidance.CONCLUSIONFellows must receive training on how to approach disruptive behavior. OSCEs are a tool that can assess fellow skills and set a culture for open discussion.展开更多
Education is a mental effort that an individual performs alone or in a group for the purpose of perceiving the surrounding, understanding, and putting a meaning on it. In this sense, it would be a reasonable idea that...Education is a mental effort that an individual performs alone or in a group for the purpose of perceiving the surrounding, understanding, and putting a meaning on it. In this sense, it would be a reasonable idea that an individual should benefit from art education in order to have a complete education, since art is not just creating an aesthetic object or being aware of staying against an aesthetic object. Art means that it occurs in every stage, in every action, in all attitudes and behaviors of human being realized in an aesthetic concern without thinking When the individuals having an art education in primary and secondary education start their education in a higher education program in a faculty or department other than art education, art education loses its continuity. However art education should be continuous and it is of importance in terms of its contribution to this continuity since the studies of art education for the adults out of formal education would support it. The purpose of the current study was to determine the needs of adults and also the support that would be obtained from any kind of educational activities for art education, and to propose some recommendations in this sense展开更多
The phenomenon described here has no scientific title, but occurs frequently in daily living, from science to philosophy, religion, and medicine. In every field of human endeavor, when a view is expressed, sharp and p...The phenomenon described here has no scientific title, but occurs frequently in daily living, from science to philosophy, religion, and medicine. In every field of human endeavor, when a view is expressed, sharp and profound differences of opinion ensue. Initially, we coin this phenomenon as ＂understanding blindness＂ or ＂mind＇s awareness.＂ Thereafter, we decide to refer to it as ＂mind blindness,＂ a concept introduced to science by Professor Simon Baron-Cohen, who coins it for a cognitive disorder associated with autism, Asperger＇s syndrome, and schizophrenia. Baron-Cohen＇s usage has subsequently been extended to dementia, bi-polar disorders, antisocial personality disorders, and even normal aging. In our view, definition and identification of ＂mind blindness＂ in philosophy, religion, science, medicine, and at end-of-life care can help mankind to better understand mechanisms of human behavior, and the causes of conflicts, controversies, contradictions, and sharp differences of opinion in human life, and even to solve some of them.展开更多
In the present article it will be critically questioned the traditional entrepreneurship education approaches based on a narrow conception of competency, and their values. Assuming the perspective that to be an entrep...In the present article it will be critically questioned the traditional entrepreneurship education approaches based on a narrow conception of competency, and their values. Assuming the perspective that to be an entrepreneur is basically an attitude towards life and the world, there proposed holistic, constructivist and experiential processes and strategies for entrepreneurship education. The ＂entrepreneur XXI＂, must be able to undertake a social function of change, so, an economical and social development more human, ethical and intelligent. Under this assumption, the ＂Tree Model for the Development of Entrepreneurial Competencies＂, that will be discussed globally in the second part of this article, suggests a dynamic and experiential approach ofentrepreneurship education based on the qualification of people＇s behaviour, self-esteem, competencies and experiences; a profile of key behavioural and performance competencies （root）, experimental pedagogical procedures （trunk） and real results within group projects （fruits）. This model has been developed during the last decade （2001-2011）, using a multidisciplinary research-action procedure, within business, education （at different teaching levels） and social project environments.展开更多
文摘To assess first-year gastroenterology fellows’ ability to address difficult interpersonal situations in the workplace using objective structured clinical examinations (OSCE).METHODSTwo OSCEs (“distracted care team” and “frazzled intern”) were created to assess response to disruptive behavior. In case 1, a fellow used a colonoscopy simulator while interacting with a standardized patient (SP), nurse, and attending physician all played by actors. The nurse and attending were instructed to display specific disruptive behavior and disregard the fellow unless requested to stop the disruptive behavior and focus on the patient and procedure. In case 2, the fellow was to calm an intern managing a patient with massive gastrointestinal bleeding. The objective in both scenarios was to assess the fellows’ ability to perform their duties while managing the disruptive behavior displayed by the actor. The SPs used checklists to rate fellows’ performances. The fellows completed a self-assessment survey.RESULTSTwelve fellows from four gastrointestinal fellowship training programs participated in the OSCE. In the “distracted care team” case, one-third of the fellows interrupted the conflict and refocused attention to the patient. Half of the fellows were able to display professionalism despite the heated discussion nearby. Fellows scored lowest in the interprofessionalism portion of post-OSCE surveys, measuring their ability to handle the conflict. In the “frazzled intern” case, 68% of fellows were able to establish a calm and professional relationship with the SP. Despite this success, only half of the fellows were successfully communicate a plan to the SP and only a third scored “well done” in a domain that focused on allowing the intern to think through the case with the fellow’s guidance.CONCLUSIONFellows must receive training on how to approach disruptive behavior. OSCEs are a tool that can assess fellow skills and set a culture for open discussion.
文摘Education is a mental effort that an individual performs alone or in a group for the purpose of perceiving the surrounding, understanding, and putting a meaning on it. In this sense, it would be a reasonable idea that an individual should benefit from art education in order to have a complete education, since art is not just creating an aesthetic object or being aware of staying against an aesthetic object. Art means that it occurs in every stage, in every action, in all attitudes and behaviors of human being realized in an aesthetic concern without thinking When the individuals having an art education in primary and secondary education start their education in a higher education program in a faculty or department other than art education, art education loses its continuity. However art education should be continuous and it is of importance in terms of its contribution to this continuity since the studies of art education for the adults out of formal education would support it. The purpose of the current study was to determine the needs of adults and also the support that would be obtained from any kind of educational activities for art education, and to propose some recommendations in this sense
文摘The phenomenon described here has no scientific title, but occurs frequently in daily living, from science to philosophy, religion, and medicine. In every field of human endeavor, when a view is expressed, sharp and profound differences of opinion ensue. Initially, we coin this phenomenon as ＂understanding blindness＂ or ＂mind＇s awareness.＂ Thereafter, we decide to refer to it as ＂mind blindness,＂ a concept introduced to science by Professor Simon Baron-Cohen, who coins it for a cognitive disorder associated with autism, Asperger＇s syndrome, and schizophrenia. Baron-Cohen＇s usage has subsequently been extended to dementia, bi-polar disorders, antisocial personality disorders, and even normal aging. In our view, definition and identification of ＂mind blindness＂ in philosophy, religion, science, medicine, and at end-of-life care can help mankind to better understand mechanisms of human behavior, and the causes of conflicts, controversies, contradictions, and sharp differences of opinion in human life, and even to solve some of them.
文摘In the present article it will be critically questioned the traditional entrepreneurship education approaches based on a narrow conception of competency, and their values. Assuming the perspective that to be an entrepreneur is basically an attitude towards life and the world, there proposed holistic, constructivist and experiential processes and strategies for entrepreneurship education. The ＂entrepreneur XXI＂, must be able to undertake a social function of change, so, an economical and social development more human, ethical and intelligent. Under this assumption, the ＂Tree Model for the Development of Entrepreneurial Competencies＂, that will be discussed globally in the second part of this article, suggests a dynamic and experiential approach ofentrepreneurship education based on the qualification of people＇s behaviour, self-esteem, competencies and experiences; a profile of key behavioural and performance competencies （root）, experimental pedagogical procedures （trunk） and real results within group projects （fruits）. This model has been developed during the last decade （2001-2011）, using a multidisciplinary research-action procedure, within business, education （at different teaching levels） and social project environments.
