Showing papers on "Professional development published in 1968"

Time for Dying

Abstract: This work has been written for those who must work with and give care to the dying. The book's discussion is not a simple narrative or description; it is a "rendition of reality," informed by a rather densely woven and fairly abstract theoretical scheme. This scheme evolved gradually during the course of the author's research. The second audience for this volume is social scientists who are less interested in dying than they are in useful substantive theory. The training of physicians and nurses equips them for the technical aspects of dealing with illness. Medical students learn not to kill patients through error, and to save lives through diagnosis and treatment. But their teachers put little or no emphasis on how to talk with dying patients; how-or whether to disclose an impending death; or even how to approach the subject with families of the dying. Students of nursing are taught how to give nursing care to terminal patients, as well as how to give "post-mortem care." But the psychological aspects of dealing with the dying and their families are virtually absent from training. The process of dying in hospitals is much affected by professional training and codes, and by the particular conditions of work generated by hospitals as places of work. Dying is a social as well as a biological and psychological process. It is not simply leaving life. Unless the individual dies without kin or friends, and in such a way that their death is completely undiscovered their death is recorded. Their dying is inextricably bound up with the life of society.

The orthopaedic training study.

Abstract: The Orthopaedic Training Study, a joint enterprise of the American Board of Orthopaedic Surgery and the Center for the Study of Medical Education of the University of Illinois, is now four years old. As a new phase is about to be undertaken, it seems fitting to describe to the medical profession at large what has been accomplished in this critical examination of one facet of graduate medical education, as well as what is proposed. In the interest of perspective, it is useful to begin with a reminder that the study was launched to explore a set of issues about efficiency in the use of limited manpower resources, issues which were serious in 1963 but have reached critical dimensions in 1968. The facts are simple. More man years are now devoted to postdoctoral than to predoctoral professional education in medicine. These years are under the control of specialty boards whose distinguished

Student Attitude Change in an Introductory Education Course

Abstract: The study represented a systematic effort to alter attitudes by emphasizing recognition and evaluation of basic assumptions. It consisted of seventy-five college students enrolled in their first course in professional education. A semantic differential was administered at the beginning and again at the end of the spring semester, 1964-65. For ten of the thirteen concepts tested, significant differences were obtained, based upon the t-test for correlated samples.

The beginning resident and supervision.

Abstract: THE initial year of training for a psychiatric resident represents a period of professional transition. The manner in which the transition is negotiated will have a profound effect on both his personal well-being and professional adequacy. As a number of authors have pointed out, supervision plays a central role in the negotiations. 1-3 In the following pages, the initial supervisory experience will be examined from the point of view of the beginning resident. By contrasting the resident's perception of the supervisory process with the supervisor's intent, the present paper aims at clarifying the nature of the interplay between the parties so as to better understand the relevance of supervision to the student's professional development. To accomplish this aim, 12 psychiatric residents in the Department of Psychiatry of the Yale University School of Medicine were interviewed during their initial year of training. The

Research on Content, Methods, and Techniques in Education for Development

Abstract: Much of the research in international development education has been concerned with the impact of the educational enterprise as a whole on the processes of economic and social development. Yet there has been much less research on the educational process itself in emerging countries, as well as less research on the content, methods, and techniques of education, and on how innovations in the educational structure might affect the educational product. In essence, we need much more research on the inputs into the educational system so that we may know more about what might happen under optimum conditions to achieve specific educational goals. Beeby (1966), for instance, proposed a hypothesis which suggests that there are four stages in the growth of primary education in emerging countries. These occur as teachers generally advance from a "dame school" stage, with no professional training and no professional education beyond base literacy, through formalistic and transitional stages to a highest. stage of "meaning," when teachers have received both thorough grounding in their professions and a broad general education. He suggested the need for research and experimentation in determining which innovations appropriately can be introduced into the educational system to improve both quantity and quality, given restraints such as the limited abilities of undertrained and undereducated teachers at the lower stages of educational development. Perkins (1967), in summarizing the results of the International Conference on the World Crisis in Education called by President Johnson in Williamsburg, Virginia, October 1967, suggested that there was agreement that "the precondition for obtaining any kind of innovation in an educational system is improved management at every level." He continued to suggest that high productivity is also dependent on the skill of the teacher, and on the capacity of the teacher for using new technology such as programed instruction, team teaching, film, radio, and television, which will be increasingly the tools of the trade. Finally, Perkins suggested that content and technique are closely related matters, with each affecting the other. Maheu, UNESCO's Secretary-General, was quoted as suggesting at the Conference that 2 percent of the educational budget in countries throughout the world should be applied to the research process.

The Improvement of Teaching Procedures with Gifted Elementary and Secondary School Students. Final Report.

Abstract: wicy The two-year study The Improvement of Teacngicam42102, 801 for Gifted Elementary and Secondary School Pugls was conducted 802 with a group of 45 specially selected teachers. The study pro803 cedure included special case studies, readings, teaching guides 804 directed toward classroom process and content appropriate for the 805 gifted, videotape study and evaluation, audio-tare evaluation, 806 and special demonstrations. 807 Evaluations were conducted by ten judges rotated in changing ma pairs three, times during the study. The judges used a scale 809 entitled EmtinKScale of Significant Behaviors in Teachers of 810 the Gifted which had been validated and factor analyzed. The 811 teachers made ai7diotapes for analysis, both before and after the 812 study. The audiotape analyzes also were made by judges working 813 independently. 814 The report indicates highly significant gains by the 815 teachers on rated behavior for all factors in the rating scale, 816 and for teachers and pupils on several higher-level cognitive 817 functions on the audiotape. Suggestions are made for use of 818 the study materials and procedures by study groupe of interested 819 teachers. 820 The materials used by the teachers, the rating scale and form 821 for audiotape evaluating examples of teadher lesson plans and P22 teaching suggestions, and illustrative pupil products are avail823 able in the Appendix. There materials can be used or adapted 824 for use in other school settings.

Testing in Professional Education

Abstract: Higher Education, any attempt to summarize research at the level of professional education is an arduous task because of the quantity of material available and the diversity of sources and interests represented. Such problems are particularly acute in reviewing research on testing, since much of the literature in this field represents applied research with tests designed to solve urgent practical problems rather than basic research on tests, and consists of descriptive reports of the results of individual school testing programs, from which it is especially hazardous to generalize. This literature suggests that problems related to the measurement of educational input and educational product at the professional school level are quantitatively, perhaps even qualitatively, different from the analogous problems confronting educators concerned with the education of children and adolescents: first, because of the almost obsessive preoccupation with finding tests that can be used reliably to select the best students from a large pool of highly qualified applicants; and second, because of the obvious social responsibility (exacerbated by requirements for state licensure and specialty board certification in some professions) of certifying that the graduate of a professional school is indeed qualified to discharge his functions competently. However, current literature about adult and professional education reveals little evidence of interest in diagnostic testing for purposes of assessing student needs and guiding student learning.

The Shaping of Professional Subcultures: A Study of Student Groups from Five Professions.

Abstract: DOCUMENT RESUME HE 000 340 Walther, Regis H.; And Others The Shaping of Professional Subcultures: A Study of Student Groups from Five Professions. George Washington Univ., Washington, D.C. Social Pesearch Group. 68 71p. EDPS Price MF-$0.50 HC-$3.65 *Higher Education, Individual Differences, *Professional Education, Professional Personnel, *Student Characteristics, *Student Subcultures, Subculture This paper discusses the processes that determine the characteristics of professional sub-cultures. It was postulated that mechanisms of attraction, formal and informal selection, promotion and reinforcement of desired characteristics serve to shape the personality which characterizes the members of a profession and can be expected to result in a common set of values, attitudes and skills. It was also postulated that these mechanisms could be investigated through use of self descriptions which identify the common beliefs, typical behaviors, preferences, and values of members of the profession. The Job Analysis and Interest Measurement (JAIN) was administered to beginning students at schools preparing candidates for five professions: social work, law, public administration, business administration, and army officer. The JAI!" was again administered at the end of training to social work students and army officer candidates. Results supported the major hypotheses. Highly significant differences were found (1) among student groups preparing for different professions, (2) among students expressing preferences for different sub-specialties, (3) between students who dropped out of training and those who stayed, and (4) between scores for students obtained at the beginning and at the end of training. (AF) THE SHAPING OP PROFESSIONAL SUBCULTURES: STUD! OF STUDENT GROUPS PROM FIVE PFOFESSIONS

A Model of Teacher Training for the Individualization of Instruction; Educational Specifications for a Comprehensive Undergraduate and Inservice Teacher Education Program for Elementary Teachers. Final Report.

Abstract: EDRS Price MF-$1.00 HC-$10.60 DescriptorsAcademic Education, Admission Criteria, Behavioral Objectives. Educational Diagnosis. *Educational Specifications, *Elementary School Teachers, Evaluation, Field Experience Programs, Guidance. Individualized Instruction. Individualized Programs. Mathematics Curriculum, *Models, Professional Education, Program Evaluation, Program Planning. Science Curriculum, Task Analysis, *Teacher Education Curriculum, Teacher

A Survey of Graduate Programs in Adult Education in the United States and Canada.

Abstract: Second in a series, this survey was designed to provide information about some aspects of graduate study in adult education in the United States and Canada. It differs from the first, dated July, 19.68, in that only data likely to change appreciably in one year were included. Some of the major changes between the last and present reports art!. full-time faculty increased from 55 to PP; part-time faculty decreased from 82 to 78, but 96 faculty from other departments were participating in the adult education program: full-time doctoral students increased from 330 to 387; part-time doctoral students increased from 369 to 526. At the masters level, full-time students increased from 179 to 259; and part-time students increased from 556 to 753; a decline took place in the number of students engaged in writing their dissertation. The number of assistantships increased from 100 to 131; fellowships, from 22 to uu; and internships, from 55 to 77. (The questionnaire is included in the appendix.) (n)

Rationale for nursing education in the university.

Abstract: To speak of nursing as a university discipline is to induce conflicting and even negative responses. In this day of manpower shortages, many say that the problem is one of numbers: more nurses, not nurses with more degrees. Others decry what in their opinion is excessive preoccupation with formal education at the expense of practical bedside service and experience. Still others point out that the university already is too much involved in service and professional education. Its energies, they say, are perilously close to dissipation, and the danger is great that the university will deviate from its primary goal as an academic and scholarly force. Finally, purists ques-

Professional Education or Apprenticeship

Abstract: Professor Shawver, concerned about ways of inducting new teachers into their profession, presents an argument for the concept of internship. It is not enough to provide practical experience, he says; there is insufficient critical analysis of student teacher behavior in the classroom. What is needed is a combination of theoretical education with functional internship programs in schools committed to providing educative supervision.