Space, Disruption and Professional Identity – the Impact of COVID 19 on Educational Practice

2020 ◽  
Author(s):  
Sarah Louise Hulme
Keyword(s):  
Professional Identity ◽  
Educational Practice ◽  
The Impact

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

scholarly journals The use of text mining to detect key shifts in Japanese first-year medical student professional identity formation through early exposure to non-healthcare hospital staff

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yayoi Shikama ◽  
Yasuko Chiba ◽  
Megumi Yasuda ◽  
Maham Stanyon ◽  
Koji Otani
Keyword(s):  
Text Mining ◽  
Professional Identity ◽  
Identity Formation ◽  
Role Models ◽  
Healthcare Professionals ◽  
Clinical Work ◽  
Working Environment ◽  
First Year ◽  
Professional Identity Formation ◽  
The Impact

Abstract Background Professional identity formation is nurtured through socialization, driven by interaction with role models, and supported through early clinical exposure (ECE) programmes. Non-healthcare professionals form part of the hospital community but are external to the culture of medicine, with their potential as role models unexplored. We employed text mining of student reflective assignments to explore the impact of socialization with non-healthcare professionals during ECE. Methods Assignments from 259 first-year medical students at Fukushima Medical University, Japan, underwent hierarchical cluster analysis. Interrelationships between the most-frequently-occurring words were analysed to create coding rules, which were applied to elucidate underlying themes. Results A shift in terms describing professional characteristics was detected, from “knowledge/skill” towards “pride [in one’s work]” and “responsibility”. Seven themes emerged: contribution of non-healthcare professionals, diversity of occupation, pride, responsibility, teamwork, patient care and gratitude. Students mentioning ‘contribution of non-healthcare professionals’ spoke of altruistic dedication and strong sense of purpose. These students expressed gratitude towards non-healthcare professionals for supporting clinical work, from a doctor’s perspective. Conclusion Socialization with non-healthcare professionals provides important insights into the hospital working environment and cultural working norms. Through role modelling altruism and responsibility, non-healthcare professionals positively influenced student professional identity formation, promoting self-conceptualisation as a doctor.

scholarly journals Chinese students’ participation: the effect of cultural factors

2014 ◽  
Vol 56 (5) ◽  
pp. 430-446 ◽  
Author(s):  
Chris S. Hodkinson ◽  
Arthur E. Poropat
Keyword(s):  
Teaching Effectiveness ◽  
Educational Achievement ◽  
Chinese Students ◽  
Educational Practice ◽  
Chinese Student ◽  
Future Research ◽  
Electronic Interaction ◽  
Content Type ◽  
Cultural Elements ◽  
The Impact

Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.

Organizational identity, professional identity salience and internal auditors’ assessments of the severity of internal control concerns

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ian Burt ◽  
Theresa Libby
Keyword(s):  
Professional Identity ◽  
Internal Control ◽  
Organizational Identity ◽  
Internal Audit ◽  
Identity Salience ◽  
Content Type ◽  
Internal Auditors ◽  
Internal Control Weaknesses ◽  
The Impact ◽  
Benefits And Costs

Purpose This paper aims to examine whether increasing the salience of the internal auditor’s professional identity, defined by the expectations of their professional group, increases internal auditors’ judgments of the severity of internal control concerns when their organizational identity is high. Design/methodology/approach This paper tests the hypothesis using a laboratory experiment with internal auditors as participants. Findings The results support the hypothesis that professional identity salience moderates the relation between organizational identity and the assessed severity of identified internal control weaknesses. Increasing the salience of professional identity results in a more severe assessment of identified internal control weaknesses when organizational identity is high than when it is low. Originality/value Prior research in the lab and in the field provides mixed results about the impact of organizational identity on internal auditors’ judgments of the severity of identified internal control concerns. This paper contributes to the discussion on this issue. In addition, the results have implications for the debate about the benefits and costs of in-house versus out-sourced internal audit functions.

Factors relating to working hours restriction that have impacted the professional identity of trainees in the last decade

2021 ◽  
Vol 82 (3) ◽  
pp. 1-10
Author(s):  
Soumya Mukherjee ◽  
James Meacock ◽  
Eleanor Kissane ◽  
Debasish Pal
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Medical Training ◽  
Working Hours ◽  
Junior Doctors ◽  
Clinical Experiences ◽  
Postgraduate Medical Training ◽  
European Working ◽  
Working Time Directive ◽  
The Impact

Ever-developing changes to the working hours of junior doctors by the European Working Time Directive, the junior doctor contract of 2019 and most recently the COVID-19 pandemic have impacted the professional identity of doctors. There has been little investigation into its influence on the multifaceted aspects of postgraduate medical training, which feeds into how trainees consider themselves professionally and the concept of professional identity or ‘being a doctor’. A review of the medical, socio-political and educational literature reveals that the impact on the professional identity development of trainees is influenced by several perspectives from the trainee, trainer and the public. Gross reduction in working hours has no doubt decreased the raw volume of clinical experiences. However, to counteract this, smarter learning processes have evolved, including narrative reflection, supervised learning events, and a greater awareness of coaching and training among trainers.

scholarly journals First year medical students’ perceptions of the impact of wearing scrubs on professional identity: a narrative analysis in the United Arab Emirates

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e039357
Author(s):  
Sara Sorrell ◽  
Halah Ibrahim
Keyword(s):  
Medical Students ◽  
Qualitative Analysis ◽  
Medical School ◽  
Professional Identity ◽  
United Arab Emirates ◽  
Medical Curriculum ◽  
First Year ◽  
Written Narratives ◽  
First Year Medical Students ◽  
The Impact

ObjectivesMedical school serves as a critical developmental period for future physicians, during which students begin to form a professional identity. Just as personal appearance, particularly clothing, is an important external expression of one’s personal identity, ‘uniforms’ in healthcare, including white coats and scrubs, symbolise status and a group identity. There are, however, limited studies on the impact of physician attire on medical students’ formation of professional identity. Accordingly, through qualitative analysis of written narratives, we sought to analyse medical students’ experiences of wearing professional physician attire, namely scrubs, and how the uniform impacted their confidence level, performance and behaviours, as well as their identity as future physicians.DesignQualitative analysis of medical student’s written narratives.SettingKhalifa University College of Medicine and Health Sciences (KU CMHS) is a new medical school in the United Arab Emirates, with an inaugural class of 30 students admitted in August 2019. It is the only medical school in the city of Abu Dhabi, and the only school in the country that follows a postgraduate medical curriculum.ParticipantsAll first year medical students at KU CMHS were purposively sampled.MethodsStudents completed a voluntary online anonymous questionnaire. We employed a social identity approach to data analysis. Thematic content analysis was conducted on their narratives to identify themes.ResultsWe identified three major themes, namely (1) emotions, (2) logistics and (3) interpersonal relationships.ConclusionsMedical students form early perceptions regarding physician attire and its impact on their professional identity. Engaging in conversations regarding professional attire with educators or mentors could provide an important opportunity for students to discuss and explore professional identity early in training.

scholarly journals The impact of role modeling on the professional identity of pre-service teachers

2020 ◽  
Vol 10 (1) ◽  
pp. 143-152
Author(s):  
Lizette Drusila Flores Delgado ◽  
Irlanda Olave Moreno ◽  
Ana Cecilia Villarreal Ballesteros
Keyword(s):  
Teacher Training ◽  
Professional Identity ◽  
Teacher Identity ◽  
Role Models ◽  
Role Model ◽  
Teaching Practice ◽  
Comparative Method ◽  
Positive Role ◽  
Teacher Mentors ◽  
The Impact

Research shows that mentoring EFL pre-service teachers during the practicum element of teacher-training courses allow them to get experience and to develop, improve, and put into practice their teaching skills. This professional practice can impact the development of a positive or negative professional identity in teachers. Current literature, however, seems to focus on the shaping of teacher identity and learner identity, but there is little empirical research regarding the development and shaping of the identity of pre-service teachers. Pre-service teachers are the main actors of this practicum stage of teacher-training programs and, therefore, by working in collaboration and being supported by a mentor as a role model, they develop their professional identity. The present qualitative case study sought to explore the shaping and re-shaping of the professional identity of fifteen EFL pre-service teachers of a northern Mexican university and the impact of working with English teacher mentors as role models. Information gathered through the constant comparative method of data from the participants taken from their reflective journals, mentor-observations, and self-observations suggests that although working with a positive role model encourages the development of a stronger teacher identity and an improvement in their teaching practice, working with a bad role model can also have the same results.

scholarly journals O impacto da economia de educação global nos processos de ensino e de aprendizagem: uma análise das políticas públicas e perspectivas das práticas educacionais / The Impact of Global Education Economy in the Teaching and Learning: an Analysis of Public Policies and Perspectives of Educational Practices

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Verônica Gesser ◽  
Valéria Silva Ferreira
Keyword(s):  
Global Education ◽  
Multinational Enterprises ◽  
Teaching And Learning ◽  
Basic Education ◽  
Public Policies ◽  
Third Sector ◽  
Educational Practice ◽  
Political Influence ◽  
State Reduction ◽  
The Impact

ABSTRACTThis paper aims to characterize current public policies and educational practice perspectives, which principles are based on the logic of global education economy, aiming to reflect on possible impacts on processes of teaching and learning within the local educational contexts. This model reflects the neoliberal political influence and economic logic, which features a context governed by the laws of the market and the democratic Social Welfare State mischaracterization; that is, state reduction and “market and quasi-market” enhancement. Example of this is what is happening in Brazil with the expansion of educational services and outsourced products. This idea has been applied by Basic Education responsibility decentralization for the municipalities. Thus, the budget for the services, products and continuing education is being transferred to specialized national and multinational enterprises, often under the label of nonprofits entities (new philanthropies, associated companies, that is, the third sector). Therefore, the Brazilian education has been suffering state denationalization impact, which is causing profound changes in how educational public policies are being practiced within each Brazilian municipality. Consequently, Brazilian education is being conceived as commodity.RESUMOEste trabalho tem como objetivo caracterizar as atuais políticas públicas e perspectivas de práticas educacionais, cujos princípios fundamentam-se na lógica da economia de educação global, visando refletir sobre possíveis impactos nos processos de ensino e de aprendizagem no âmbito dos contextos educacionais locais. Esse modelo reflete a influência da lógica política e econômica neoliberal, o qual caracteriza um contexto governado pelas leis de mercado e pela descaracterização do Estado de Bem-estar Social democrático; ou seja, a redução do Estado e a valorização do “mercado e quase-mercado”. Exemplo disso é o que está acontecendo no Brasil com a expansão dos serviços e dos produtos educacionais terceirizados. Essa idéia vem sendo aplicada pela descentralização da responsabilidade da Educação Básica para os municípios brasileiros. Dessa forma, o orçamento para os serviços, os produtos e a formação continuada está sendo transferido para empresas nacionais e multinacionais especializadas, muitas vezes sob o rótulo de entidades sem fins lucrativos (novas filantropias; empresas associadas; ou seja, a terceira via). Assim sendo, a educação brasileira vem sofrendo o impacto da desnacionalização do Estado, o que está provocando profundas mudanças em como as políticas públicas educacionais vêm sendo praticadas no âmbito de cada município brasileiro. Consequentemente, a educação brasileira está sendo concebida como um comodity.

Evaluating the impact of a longitudinal patient case on the development of professionalism and professional identity

2021 ◽  
Vol 2021 (168) ◽  
pp. 89-101
Author(s):  
Kimberly B. Garza ◽  
Lindsey E. Moseley ◽  
Bradley M. Wright ◽  
Channing R. Ford
Keyword(s):  
Professional Identity ◽  
Patient Case ◽  
The Impact
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