Student Voices on Leadership Training Needs to Care for Underserved Populations

Introduction: Experts suggest that leadership education should begin during medical school. However, little information exists on preferences of medical students on leadership development and particularly of those who want to work with underserved communities. This student-led study surveyed medical students on leadership development skills and perceptions on curricular needs. Methods: We conducted a cross-sectional study using a 26-question survey with Likert scales, multiple choice, and open-ended questions. We anonymously surveyed 83 students (medical school years 1 through 4) at the Keck School of Medicine of University of Southern California and conducted a one-time focus group with six students to assess leadership aspirations and training needs. We compared student responses based their desire to serve in underserved communities in their careers. Results: Medical student desire to practice in underserved communities was greatest among respondents in their first 2 years (62% and 67%), compared to 36% and 53% for respondents in third and fourth year, respectively. Students interested in underserved communities were statistically more likely (t test 2.07, P=.04) to indicate “My well-being may need to be sacrificed in order to serve as a leader,” based on the survey. The survey showed similar top-five leader characteristics (competent, dependable, honest, inspiring, supportive) were valued among all respondents. Optional leadership modules were selected to enhance medical education by the most respondents and could potentially meet their curricular needs. Conclusion: Our findings show that medical students welcome leadership training opportunities and prefer optional longitudinal modules. Students who plan to practice in underserved communities have similar preferences on training but may need additional support related to maintaining their well-being.

Curriculum as and for Praxis

In this chapter, the cumulative effect of the previous five chapters supports a model of a praxis-oriented curriculum. The basic emphasis is designing curriculum that facilitates and promotes musicing by students and skills that can be used outside of school and after graduation. WARNING: Reliance on (i.e., thoughtlessly imitating) this model is not recommended. The model cannot be understood without consulting at least Chapters Three through Five. The three dimensions of a praxical curriculum are identified as (a) the action or praxis dimension, (b) the musicianship or competency dimension, and (c) the dimension that addresses attitudes, values, and personal rewards. A model of such a curriculum for middle school chorus is presented, as edited by the author and several in-service chorus teachers. It can easily be a model for the various curricular needs of band, orchestra, and general music classes. It concludes with suggestions for means of evaluating a praxical curriculum. Such a curriculum is situated: it obtains only in regard to specific conditions in a particular school—though multiple teachers in a school district can and should be guided by a shared curriculum they developed together.

Respuesta a las nuevas necesidades curriculares en Argentina desde la teoría antropológica de lo didáctico: un REI codisciplinarResponse to the new curricular needs in Argentina from the anthropological theory of the didactic: a codisciplinary REI

SRResumenSe analiza la implementación de un REI codisciplinar en el profesorado de matemáticas como primera etapa de formación inicial que permita dar respuesta a las necesidades de las nuevas reformas curriculares para la Nueva Escuela Secundaria de la provincia de Río Negro (NESRN), Argentina, atendiendo a los dispositivos didácticos disponibles desde la teoría antropológica de lo didáctico (TAD). Este análisis abarca, no solo la descripción del recorrido realizado, sino también el análisis ecológico de las condiciones y restricciones que emergieron a lo largo de su implementación en la formación de profesores durante sus dos ediciones.Palabras-clave: Teoría antropológica de lo didáctico.AbstractAnalysis of the implementation of a co-disciplinary SRP in the professorship of mathematics as the first stage of the initial training to meet the needs of new curricular reforms for the Nueva Escuela Secundaria de la provincia de Río Negro (NESRN), Argentina, regarding the didactic devices available from the anthropological theory of the didactic (ATD). This analysis covers not only the description of the course, but also the ecological analysis of the conditions and constraints that emerged from its implementation in the teacher education during its two editions.Keywords: Anthropological theory of the didactic.