The prediction of academic and clinical performance in medical school

Prior studies have suggested the importance of distinguishing between performance in the earlier and later years of medical education. Factor analysis of grades by year and faculty ratings of clinical and general medical competence for 661 medical students identified two uncorrelated factors clearly reflecting this distinction. The clinical performance factor, accounting for 48% of the communality of the matrix, was more or less unpredictable from aptitude and premedical academic achievement indices; it was marginally predictable from scales on the Adjective Check List. The academic performance factor, accounting for 31% of the variance among criteria, was forecast with acceptable accuracy (cross-validated R=0.43) by equations based on the Medical College Admission Test and premedical grade point average. Future study should stress the clinical performance factor; this criterion appears to be more important than academic attainment, and it is also less accurately predicted by current measures.     

Performance Indicators in Indonesian Universities: The Perception of Academics

This study aimed to explore the perceptions of Indonesian academics towards the implementation of Performance Indicators (PIs) on teaching and research. The study was a case study using semi‐structured interviews, conducted with 30 academics in three state universities in Indonesia. The results of the study revealed academics believed that outcome indicators used in PIs for control mechanisms have neglected the humane side of the teaching and learning process, and scientific research. Academics also perceived that PIs are valuable for improving daunting workplace conditions and poor institutional culture if they are used for the improvement of internal management. The findings of this study, if seriously considered, may provide information for policy makers to revisit and refine the existing indicators used to measure academics’ teaching and research performance. This can be implemented by taking into account the collegial nature, organised anarchy, of a bottom‐up approach that emphasises the emancipation of academics to determine what elements of their teaching and research should be covered and be measured. This research argues that indicators used for PIs can be a blend of quantitative and qualitative measures, which compensate for each other.     

The role of building learning cities in the rejuvenation of Africa

Although Africa has been home to famous ancient cities in the past, its modern conurbation areas are poor living spaces characterised by squalor, poor planning and human misery. The authors of this paper argue that the learning city concept, still almost unknown in Africa, holds enormous potential for redressing the dysfunctional state of things and for guiding future orderly development of African cities. There have been timid attempts at operationalising the learning city concept, for example in the Western Cape (South Africa) between 2004 and 2006, in Gaborone (Botswana) between 2008 and 2010, and in Lagos State (Nigeria) from 2007 onwards. Furthermore, two African governments, namely those of Nigeria (2005) and South Africa (2006), joined the global “Cities Alliance” partnership, which operates a “Cities without slums action plan”. However, many of these projects have not been successful, and the authors of this article identify five factors which have stood in the way of their proper take-off. Based on this analysis, the authors then propose a model for future learning city projects in Africa. It is a process model that uses critical awareness-building promoted by civil society organisations and government and harnesses the pressure of other social dynamics such as ethnic culture clusters. The authors then offer three policy recommendations and conclude by expressing their hope that the learning city concept will take hold and unfold its potential in Africa in the foreseeable future.     

Preparing preservice teachers to use computers effectively in elementary schools

Abstract

Computers and computer software have become integral components of the elementary school curriculum. Classroom teachers often express concern about the inadequate training they receive in the use of technology in the classroom. To meet the needs of future teachers, three university professors added issues related to using technology with young children to existing courses for elementary education majors. In addition, they introduced criteria for evaluating software and gave students opportunities to select software for instruction. After completing the courses, students were more comfortable with using computers, felt more competent about reviewing software, and were more aware of the issues related to using technology for instruction.