scholarly journals Curricular Elements That Promote Professional Behavior In A Design Class

2020 ◽  
Author(s):  
Steven Zemke ◽  
Donald Elger
Keyword(s):  
Professional Behavior ◽  
Curricular Elements

Model I: A Model-T Approach to Effective Professional Behavior

1975 ◽  
Vol 20 (9) ◽  
pp. 710-711
Author(s):  
DONALD C. KING
Keyword(s):  
Professional Behavior

Common Issues in Professional Behavior

NASPA Journal ◽  
2007 ◽  
Vol 44 (2) ◽  
Author(s):  
Steven M. Janosik
Keyword(s):  
Student Affairs ◽  
Case Studies ◽  
Organizational Level ◽  
Professional Behavior ◽  
Years Of Experience ◽  
Institutional Type ◽  
Student Affairs Practitioners

Most conversations about ethics and professional behavior involve case studies and hypothetical situations. This study identifies and examines the most common concerns in professional behavior as reported by 303 student affairs practitioners in the field. Differences by gender, years of experience, organizational level, institutional type, and institution size are also explored.

scholarly journals An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education

2020 ◽  
Vol 12 (7) ◽  
pp. 2947 ◽  
Author(s):  
Guadalupe Martínez-Borreguero ◽  
Jesús Maestre-Jiménez ◽  
Milagros Mateos-Núñez ◽  
Francisco Luis Naranjo-Correa
Keyword(s):  
Sustainable Development ◽  
Primary Education ◽  
Education For Sustainable Development ◽  
Research Approach ◽  
The Sustainable Development ◽  
Attitudes And Behaviors ◽  
Academic Courses ◽  
And Behaviors ◽  
Curricular Elements ◽  
Teaching Learning

Education for Sustainable Development requires improving the knowledge, attitudes and behaviors of students at all levels of education. However, this should start from the earliest stages of education, promoting an effective teaching/learning process of key concepts for sustainable development. Accordingly, the general objective of this research was to analyze the concepts of water, energy and waste in the primary education curriculum (6–12 years) in Spain. A qualitative research approach was followed, with an exploratory and descriptive design. A system of categories was established for each of the concepts under study, with the aim of classifying the references found, analyzing their integration into the different subjects, academic courses, curricular elements and levels of cognitive demand required of the students. The results of the lexicographical analysis of the content reveal that the regulations governing primary education in Spain mainly focus on the concept of energy and, to a lesser extent, on the concepts of water and waste. In addition, cognitive levels of knowledge and comprehension predominate based on the taxonomy used. The results suggest the need to develop initiatives for the educational framework that promote not only learning, but also attitudes and behaviors that contribute to achieving the Sustainable Development Goals (SDGs).

Professional Behavior in the Orthopedic Resident

1983 ◽  
Vol &NA; (174) ◽  
pp. 188???192
Author(s):  
FREDERICK G. LIPPERT ◽  
JAMES FARMER ◽  
MICHAEL F. SCHAFER
Keyword(s):  
Professional Behavior

scholarly journals Implementation and Evaluation of a Digitally Enabled Precision Public Health Intervention to Reduce Inappropriate Gabapentinoid Prescription: Cluster Randomized Controlled Trial (Preprint)

2021 ◽  
Author(s):  
Andre Q Andrade ◽  
Jean-Pierre Calabretto ◽  
Nicole L Pratt ◽  
Lisa M Kalisch-Ellett ◽  
Gizat M Kassie ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Behavior Change ◽  
General Practitioners ◽  
Controlled Trial ◽  
Mode Of Delivery ◽  
Audit And Feedback ◽  
Professional Behavior ◽  
Randomized Controlled ◽  
Cluster Randomized ◽  
Digital Delivery

BACKGROUND Digital technologies can enable rapid targeted delivery of audit and feedback interventions at scale. Few studies have evaluated how mode of delivery affects clinical professional behavior change and none have assessed the feasibility of such an initiative at a national scale. OBJECTIVE The aim of this study was to develop and evaluate the effect of audit and feedback by digital versus postal (letter) mode of delivery on primary care physician behavior. METHODS This study was developed as part of the Veterans’ Medicines Advice and Therapeutics Education Services (MATES) program, an intervention funded by the Australian Government Department of Veterans’ Affairs that provides targeted education and patient-specific audit with feedback to Australian general practitioners, as well as educational material to veterans and other health professionals. We performed a cluster randomized controlled trial of a multifaceted intervention to reduce inappropriate gabapentinoid prescription, comparing digital and postal mode of delivery. All veteran patients targeted also received an educational intervention (postal delivery). Efficacy was measured using a linear mixed-effects model as the average number of gabapentinoid prescriptions standardized by defined daily dose (individual level), and number of veterans visiting a psychologist in the 6 and 12 months following the intervention. RESULTS The trial involved 2552 general practitioners in Australia and took place in March 2020. Both intervention groups had a significant reduction in total gabapentinoid prescription by the end of the study period (digital: mean reduction of 11.2%, <i>P</i>=.004; postal: mean reduction of 11.2%, <i>P</i>=.001). We found no difference between digital and postal mode of delivery in reduction of gabapentinoid prescriptions at 12 months (digital: –0.058, postal: –0.058, <i>P</i>=.98). Digital delivery increased initiations to psychologists at 12 months (digital: 3.8%, postal: 2.0%, <i>P</i>=.02). CONCLUSIONS Our digitally delivered professional behavior change intervention was feasible, had comparable effectiveness to the postal intervention with regard to changes in medicine use, and had increased effectiveness with regard to referrals to a psychologist. Given the logistical benefits of digital delivery in nationwide programs, the results encourage exploration of this mode in future interventions.

scholarly journals CAMBIO DE LAS CONCEPCIONES DEL FUTURO PROFESORADO DE PRIMARIA ACERCA DE LAS IDEAS DE LOS ALUMNOS

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Isabel Escrivà-Colomar
Keyword(s):  
Preservice Teachers ◽  
Educational System ◽  
Training Programs ◽  
The Other ◽  
Inquiry Based Learning ◽  
The World ◽  
Curricular Elements ◽  
Futuros Maestros ◽  
Level Of Agreement ◽  
Teacher Centered

Resumen:La formación del profesorado es un elemento clave en la mejora de cualquier sistema educativo y, consecuentemente, analizar qué aprenden los futuros maestros y maestras al trabajar propuestas educativas específicas es sumamente importante para ajustar programas formativos ya existentes y/o crear nuevos más adaptados. Por ello, en esta investigación tratamos de indagar qué aprende el futuro profesorado de 2º curso del Grado de Maestro de primaria acerca de las ideas de los alumnos sobre el mundo, y lo hacemos a través de los resultados obtenidos en un cuestionario tipo Likert implementado al iniciar y al acabar una propuesta formativa de corte socioconstructivista, diseñada específicamente para trabajar los distintos elemento curriculares a través de problemas prácticos profesionales y prácticas innovadoras. Los resultados indican que el profesorado en formación empieza el curso manifestando acuerdo hacia concepciones de las ideas de los alumnos sobre el mundo propias de un modelo de aprendizaje por investigación, pero en cambio mantiene ciertas dudas en cuanto al rechazo de proposiciones menos constructivistas, como las propias de un modelo centrado en el profesor; sin embargo al acabar el curso aparecen cambios que muestran como el grado de acuerdo con modelos alternativos sigue aumentando, mientras que el grado de desacuerdo con modelos centrados en el profesor también aumenta, despareciendo algunas de las dudas que presentaban al principio. Abstract:Teacher training is a key element for improving any educational system. Therefore, analyzing what future teachers learn when participating in specific educational proposals is extremely important in order to adjust existing training programs and/or create new more adapted ones.In this study we try to investigate which conceptions preservice teachers have regarding students' ideas about the world through the results of a Likert questionnaire. This was implemented at the beginning and at the end of a socioconstructivist training proposal and was designed specifically to learn about different curricular elements through practical professional problems and innovative practices. Our results indicate that, at the beginning of the course, preservice teachers agree with those conceptions of misconceptions that are close to an inquiry based learning model, however they don’t reject absolutely less constructivist propositions that are close to a teacher-centered model. On the other side, at the end of the course these conceptions change; we have found an increase in the level of agreement with alternative models, while the level of disagreement with a teacher-centered model keep declining, vanishing some of the doubts preservice teachers had at the beginning of the course.

scholarly journals Bridging the Gap Between Academe-Industry Through Outcomes-Based Curriculum Development

2020 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Performance Appraisal ◽  
Core Competencies ◽  
Professional Behavior ◽  
State University ◽  
Psychological Practice ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Bachelor Of Arts ◽  
Knowledge Competencies ◽  
Psychological Knowledge

To bridge the gap between academe and industry, the study determined the highly in demand technical skills and knowledge competencies needed in psychological practice in CALABARZON. Two perspectives were considered in approaching the problem: the perspective of 44 employers or industry partners and the perspective of 120 employees who are graduates from Bachelor of Arts in Psychology in Southern Luzon State University. The study employed both quantitative and qualitative methods in gathering data. Quantitative data was analyzed through the use of weighted mean and MannWhitney U while qualitative data was analyzed based on the model of psychological competencies of the IAAP and the IUPsyS. Findings revealed that majority (21 or 52.5%) of the 40 identified as very relevant competencies fall within Cluster A which consists of psychological knowledge and skills underpinning the core competencies; ten (25%) of the identified skills and competencies fall within Cluster C which consists of professional activities competencies and nine (22.5%) fall within Cluster B which consists of professional behavior competencies. The top twelve competencies in the list consists Encourage good relations and motivations among personnel (W=2.82); Facilitate professional trainings and career development (W=2.72); Effectively communicate orally and in writing using both English and Filipino (2.70); and Recognize professional, social and ethical responsibility (both with WM=2.70); Conduct interviews; and Communicate well with clients (both with WM=2.67); Develop selection procedures, performance appraisal techniques and curricula for training programs (W=2.66); Facilitate recruitment, assessment and selection of personnel (W=2.64); Deal with complaints objectively (W=2.59); Establish and maintain rapport; Organize seminar workshops and trainings; and Conduct job performance appraisal (all with WM=2.59). It was concluded that psychological knowledge and skills competencies are among the top competencies needed in psychological practice based on the perception of both groups of respondents. However, on top of psychological knowledge and skills are professional behavior competencies which also play an important role in the industry. It was further concluded that the skills and competencies being developed in the AB Psychology curriculum of Southern Luzon State University are highly relevant and responsive to the needs of the industry. Recommendations were forwarded to concerned authorities.

scholarly journals EL CURRÍCULO DE LA EDUCACIÓN BÁSICA ECUATORIANA: UNA MIRADA DESDE LA ACTUALIDAD

2018 ◽  
Vol 3 (4) ◽  
pp. 47
Author(s):  
Jonathan Javier Delgado Cedeño ◽  
María Gabriela Vera Vera ◽  
Juan Carlos Cruz Mendoza ◽  
Jose Grismaldo Pico Mieles
Keyword(s):  
Educational System ◽  
Educational Level ◽  
Basic Education ◽  
Compulsory Education ◽  
Teaching Experience ◽  
Current Approach ◽  
Education Curriculum ◽  
Daily Work ◽  
Curricular Elements ◽  
Definition Of

El presente trabajo tiene como objetivo analizar el currículo de la educación básica ecuatoriana considerando sus innovaciones, desde el punto de vista actual, con el fin de distinguir sus características, para ello, se examinaron los precedentes que han generado cambios al currículo, se contrastaron documentos curriculares: Actualización y Fortalecimiento Curricular de la Educación General Básica (Currículo 2010) y el Currículo de los Niveles de Educación Obligatoria (Currículo 2016) y se identificaron los puntos esenciales que han sido mejorados en el último currículo de este nivel educativo. La investigación se realizó mediante revisión bibliográfica de documentos informativos, legales y curriculares. Se han abordado temáticas como: la definición del currículo, el porqué de la denominación de Educación Básica, la evaluación y ajustes al currículo y los principales sustentos legales de este nivel educativo. Con base en el Currículo 2016 se determinaron sus principales cambios y características, así también la forma en que ha sido percibido desde la experiencia docente en el quehacer educativo. Se concluye que los cambios y ajustes que se apliquen al currículo en todo tiempo, deben responder a los intereses sociales de la población y el país, de esta forma la educación cumplirá su rol aportando a la solución de problemas y el mejoramiento del sistema educativo ecuatoriano. PALABRAS CLAVE: Currículo; Educación Básica; Sistema educativo; Ajustes curriculares; Elementos curriculares. THE CURRICULUM OF ECUADORIAN BASIC EDUCATION: LOOK FROM THE PRESENT ABSTRACT The present paper is aimed to analyze the curriculum of Ecuadorian Basic Education considering its innovations from a current approach, in order to distinguish their characteristics. For it, precedents that generated changes to curriculum were examined, curricular documents were contrasted: Update and Curricular Strengthening of General Basic Education (Curriculum 2010), and Currículum of Levels of Compulsory Education (Currículum 2016), and the essential aspects that have been improved in the last curriculum of this educational level were identified. The investigation was conducted through bibliographic review of informative, legal and curricular documents. Thematics as: definition of curriculum, the reason of denomination of Basic Education, evaluation and adjustments to the curriculum, and the main legal underpinnings of this educational level. Based on the 2016 Curriculum, its main changes and characteristics were determined, as well the way it has been perceived from the teaching experience in the education daily work. It is concluded that the changes and adjustments that are applied to the curriculum at all times, must respond to the social interests of the population and the country, in this way education will fulfill its role contributing to the solution of problems and the improvement of the Ecuadorian educational system. KEYWORDS: Curriculum; Basic Education; Educational system; Curricular adjustments; Curricular elements.

scholarly journals Marginalization of Professionalism in Clinical Settings; A qualitative study at Tehran University of Medical Sciences

2020 ◽  
Author(s):  
Fateme Alipour ◽  
Zahra Shahvari
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Faculty Members ◽  
Professional Behavior ◽  
Clinical Settings ◽  
Medical Sciences ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Management Level ◽  
Management Issues

Background: Management-level challenges are among the factors that undermine the individuals' adherence to professional behavior in clinical settings. This study investigated glitches of the management system in clinical settings from the perspective of staff, faculty members, and medical students/residents in hospitals affiliated to Tehran University of Medical Sciences. Methods: This qualitative study was conducted in 2 parts by exploring the viewpoints of personnel and physicians. In this regard, 8 focus group discussions were performed with 85 faculty members, clinical residents, and interns. Furthermore, 15 focus group discussions were held with 165 staffs. Available sampling method was applied to collect the participants and the data were analyzed using the content analysis method. Results: A total of 22 focus-group discussions were conducted with 250 participants; Participants' age ranged from 24 to 65 years. Participants' education levels varied from diploma to postgraduate for the staff and from medical student to sub-specialist for the physicians. Finally, management-level barriers, which undermine the staffs' ability to adhere to professional behavior in clinical settings were explained with 315 codes, 12 subcategories, and 2 main categories of "macro management issues " and "hospital management issues". Conclusion: Managers are required to consider providing a proper context for enforcing the professional behavior law, selecting middle managers based on their empowerment in performing the professional behaviors, prioritizing the professional behavior in policy making, and promoting the professional behavior in an administrative system consistent with the health system. In selecting the hospital managers, authorities are recommended to consider the managers' professional behavior and power in implementing the professionalism leadership. Moreover, the possibility of conducting professional behavior should be considered in making the policies.

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