138 Evaluation of a Two Year Assessment of the University of Arkansas Undergraduate Animal Science Program.

2018 ◽  
Vol 96 (suppl_1) ◽  
pp. 73-74
Author(s):  
J G Powell ◽  
E B Kegley ◽  
K S Jogan ◽  
L R Thomas
Keyword(s):  
Science Program ◽  
University Of Arkansas ◽  
Animal Science ◽  
The University

Health and Medical Informatics Education

1994 ◽  
Vol 33 (03) ◽  
pp. 246-249 ◽  
Author(s):  
R. Haux ◽  
F. J. Leven ◽  
J. R. Moehr ◽  
D. J. Protti
Keyword(s):  
Health Care ◽  
Health Information ◽  
Medical Informatics ◽  
Health Informatics ◽  
Information Science ◽  
Management Program ◽  
Science Program ◽  
Special Issue ◽  
Academic Degree ◽  
The University

Abstract:Health and medical informatics education has meanwhile gained considerable importance for medicine and for health care. Specialized programs in health/medical informatics have therefore been established within the last decades.This special issue of Methods of Information in Medicine contains papers on health and medical informatics education. It is mainly based on selected papers from the 5th Working Conference on Health/Medical Informatics Education of the International Medical Informatics Association (IMIA), which was held in September 1992 at the University of Heidelberg/Technical School Heilbronn, Germany, as part of the 20 years’ celebration of medical informatics education at Heidelberg/Heilbronn. Some papers were presented on the occasion of the 10th anniversary of the health information science program of the School of Health Information Science at the University of Victoria, British Columbia, Canada. Within this issue, programs in health/medical informatics are presented and analyzed: the medical informatics program at the University of Utah, the medical informatics program of the University of Heidelberg/School of Technology Heilbronn, the health information science program at the University of Victoria, the health informatics program at the University of Minnesota, the health informatics management program at the University of Manchester, and the health information management program at the University of Alabama. They all have in common that they are dedicated curricula in health/medical informatics which are university-based, leading to an academic degree in this field. In addition, views and recommendations for health/medical informatics education are presented. Finally, the question is discussed, whether health and medical informatics can be regarded as a separate discipline with the necessity for specialized curricula in this field.In accordance with the aims of IMIA, the intention of this special issue is to promote the further development of health and medical informatics education in order to contribute to high quality health care and medical research.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

Critical thinking or common sense?

2016 ◽  
Vol 179 (7) ◽  
pp. i-ii
Author(s):  
Vicki Adams
Keyword(s):  
British Columbia ◽  
Critical Thinking ◽  
Common Sense ◽  
Animal Science ◽  
University Of British Columbia ◽  
The University

Vicki Adams grew up in Vancouver, Canada, and graduated with a degree in animal science from the University of British Columbia before being accepted into vet school in Saskatchewan. Her animal science background has given her the population perspective that is so important in epidemiology and she now runs her own consulting company, Vet Epi

scholarly journals Book Review: Literature and Politics Today: The Political Nature of Modern Fiction and Drama

2015 ◽  
Vol 55 (1) ◽  
pp. 74
Author(s):  
Shannon Pritting
Keyword(s):  
Literary Criticism ◽  
Review Literature ◽  
Recent Book ◽  
The Political ◽  
University Of Arkansas ◽  
Politics And Literature ◽  
Literature And Politics ◽  
Modern Fiction ◽  
The University

The editor, M. Keith Booker, Professor of English at the University of Arkansas, has served as editor on many reference works in literature as well as many books on genres and literary movements, specific authors, and other critical works. Booker also edited the last reference work dedicated to literature and politics, Encyclopedia of Literature and Politics: Censorship, Evolution, and Writing, a three-volume set published in 2005 by Greenwood, which is surprisingly the only current reference work dedicated solely to examining the connection between literature and politics. There are many recent book-length critical works on literature and politics, but these monographs typically focus on a genre or other refined topic such as a literary movement or single author. The compact single-volume Literature and Politics Today is a welcome addition to reference work in literature and politics. Certainly, other reference works in literary criticism cover some of the topics related to the intersection of politics and literature, but do not have the political focus of Literature and Politics Today.

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