University of Arkansas for Medical Sciences electronic health record and medical informatics training for undergraduate health professionals

The University of Arkansas for Medical Sciences (UAMS) is planning interprofessional training in electronic health records (EHRs) and medical informatics. Training will be integrated throughout the curricula and will include seminars on broad concepts supplemented with online modules, didactic lectures, and hands-on experiences. Training will prepare future health professionals to use EHRs, evidence-based medicine, medical decision support, and point-of-care tools to reduce errors, improve standards of care, address Health Insurance Portability and Accountability Act requirements and accreditation standards, and promote appropriate documentation to enable data retrieval for clinical research. UAMS will ensure that graduates are ready for the rapidly evolving practice environment created by the HITECH Act.     

Discrepancies in the values of standard atmospheric pressure: the riddle resolved

Over half a century ago, when I took Beginning Physics at university, I was bothered by the anomaly that normal air pressure (which is arbitrary anyhow) was taken to be 1.013250 bar instead of a sensible 1.000000 bar. My professor could not explain why, nor could any of the many other scientists whom I have asked since then. Now in retirement, I have made a laborious search in utterly uncharted territory and discovered the answer.     

Exploring organisational perspectives on implementing educational inclusion in mainstream schools

Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.     

Working‐class parents' views of secondary education

Parents of upper‐secondary students in public schools in New South Wales, Australia, gave accounts of their experience of education and their wider thinking about educational issues. Working‐class families are bearers of educational histories which are often difficult or truncated, leaving parents with little familiarity with upper‐secondary or post‐school pathways. General views of education are strongly positive, sometimes diffuse and sometimes articulated, and are by no means narrowly instrumental. A mixture of criticism and praise for teachers responds to current family experiences with schools, parents' views often following the outlines of teachers' own perceptions. A fund of working‐class support for public education has thus survived recent educational upheavals; at the same time, working‐class families very much depend on the service and guidance provided by the schools.     

International graduates’ cross-cultural adjustment: experiences,coping strategies,and suggested programmatic responses

The purpose of the study was to examine the experiences of international graduates to find out how they perceived their new learning environment in Singapore, and to explore the strategies they employed to adjust to, manage and construct meaning out of their learning situation. A qualitative, critical incidents methodology was used in the research. It was found that adjustment for students was most difficult in the first 6 to 12 months from entry into the new cultural context, largely due to the influence of previous educational and cultural experiences on expectations. Four major themes were identified in the student experiences those of marginalisation: student/supervisory relationship, academic/organisational marginalisation, social marginalisation and advantaging. The coping strategies identified were those of self-determination, collegial support and examination strategies. The importance of collegial support as a key coping strategy for international student adjustment was confirmed in the study. Implications arising from the study may inform intervention programmes that are directed to the points of tension identified in students’ experiences.     

Assessment in higher education in the professions: action research as an authentic assessment task

The argument of this article is that assessment in higher education in the professions can benefit from quality assessment tasks linked to professional practice. Such an assessment task would need to be authentic requiring considerable intellectual skill as well as attending to the realities of professional demands. The idea of authentic assessment is developed by using five of Boud et al.'s propositions in higher educational assessment. This idea is illustrated by the use of action research in a teaching internship, that is, data driven learning in the workplace which also serves as an assessment task in the final year of a professional Bachelor degree. Some difficulties and some illustrative, positive student reactions are presented.     

Roles,Risks, and Benefits of Peer Mentoring Relationships in Higher Education

Successful peer mentoring in university settings is the result of relationships among students, mentors, and instructors. Findings from this study indicate that even in programs where training is ongoing and established, assumptions cannot be made about the understanding of the roles, risks, and benefits involved in such relationships. This study demonstrates that students, instructors, and mentors all have different perspectives about a mentor’s role and how that role should be enacted. Connecting link, peer leader, learning coach, student advocate, and trusted friend were identified as predominant roles enacted by mentors. Also described are risks and benefits for being or having a peer mentor.     

Complex Inequalities of Educational Opportunities. A Large-Scale Longitudinal Study on the Relation Between Gender,Social Class,Ethnicity and School Success

It is well documented that stratification in education precedes social stratification. Many authors hypothesise that the stratification patterns in education may be related to background characteristics of students in a more complex way than researched so far in this field. Therefore, in this article the interactive effects of social class, ethnicity and gender on various indicators for school success are analysed and discussed. A large-scale longitudinal database offered the possibility to establish the complex relations between the three student background variables and school careers, measured by educational attainment 6 years after entering secondary education and by technical or science related choices. Results show that school success is not always predicted by expected additive or multiplicative effects of the different background variables. For example the situation of girls from ethnic minorities is better than expected, while that of indigenous boys from low socio-economic backgrounds is worse when compared to similar boys from ethnic minorities. Inequalities arising from different choice patterns regarding technical and science subjects can only partly be deduced from differences present at the age of 12, whereas in terms of general educational attainment secondary schools even reduce arrears of ethnic minority female students as these can be observed at the age of 12.     

Book review

Gender & Technology: Empowering Women, Engendering Development** London and New York: Zed Books Ltd. . By Everts, Saskia (1998)

Privatising Agricultural Extension in India** Policy Paper 10, National Centre for Agricultural Economics and Policy Research, P.O. Box 11305, New Delhi 110 012, India, February 2000. 95 p. 64 . By Rasheed Sulaiman V and V.V. Sadamate.