1,722,292 research outputs found
Lecture: Sasson Somekh speaks at Jews Among Arabs conference Nov. 30
No full textIncludes descriptive metadata provided by producer in MP3 file: "Sasson Somekh, visiting professor in Jewish Studies, opened the Jews Among Arabs conference at Vanderbilt on Nov. 30 with a lecture based on his memoir Baghdad Yesterday.
Comment on the clinician Scientist as a Distinct and Disappearing Entity
No full textThe report helped in raising awareness among the future generation of physicians who are interested in pursuing a dual career as clinician–scientists. We strongly agree that there may be an added value in the implementation of a medical student research program taught alongside clinical sciences. It should be discussed whether research programs should be taught from day 1 or apparently later, beginning at the second year of medical school. An emphasis on basic science studies during medical school could enhance the motivation of MD students, and later of MD graduates, to be involved in basic science projects with less hesitation. Similarly, Jain et al suggested other possible strategies for bolstering the next-generation scientists, such as increased basic science foundational course work in medical curriculum and funding year-out research opportunities during medical school.1 We strongly encourage these avenues as a way to push the clinician scientist forward
Changes in Routine Pediatric Practice in Light of Coronavirus 2019 (COVID-19)
No full textThe outbreak of severe acute respiratory syndrome coronavirus or coronavirus 2019 (COVID-19)1 in the city of Wuhan, China, in December 2019 has rapidly emerged into a pandemic affecting national communities throughout the world.2 As of May 17, 2020, more than 4.5 million people have been infected globally at a pace of 100 000/d, and 307 395 have died.3 We will briefly discuss the effects of COVID-19 on routine pediatric practice that have surfaced during the months after the onset of the pandemic and the implications for children’s health. Our aim is to raise awareness about the likely need to remodel routine pediatric practice, both in hospital and ambulatory services, in light of COVID-19, and in the event of future similar infectious emergencies
The Clinician Scientist, a Distinct and Disappearing Entity.
No full textlinician scientists are commonly defined as those individuals holding an MD or MD/PhD degree who perform biomedical research of any type as their primary professional activity.1 Here we discuss issues that affect the choice to pursue a clinician scientist career in the various areas of medical research, including pediatrics, and how these issues are changing in light of recent developments in the biomedical research environment and the practice of medicine.
The clinician scientist has become a rare and distinct entity, or an “endangered species” as James Wyngaarden, former director of the National Institutes of Health stated decades ago. Recent data show a consistent worldwide decrease in the rate of medical doctors pursuing this path3 For instance, reports from the US have emphasized that although an absolute increase in medical students has been observed during the past few years, the number of MD/PhD applicants has plateaued. According to the National Institutes of Health Physician Scientist Workforce report, in 2012 physician scientists comprised only 1.5% of the total physician workforce in the US. Also of concern is the aging of the clinician scientist workforce. The average age of the workforce has increased, as has the age of independence for researchers (grant holders), suggesting a decrease in the pool of young researchers and an inability to compete with PhDs for grants. Notably, an overall gender inequality was also reported, with females representing only 22% of MD/PhD physician scientists
Somekh, Bridget, Action Research: A Methodology for Change and Development. Maidenhead, Berks, UK: Open University Press, 2006.
No full textDescribes the author\u27s involvement as an action researcher in a series of projects over 25 years; discusses the way the projects were conceived and carried out; comments on problems and what was learned about doing action research
Pedagogy and learning with ICT: researching the art of innovation
No full textBridget Somekh draws on her experience of researching the introduction of ICT into education to look at ICT development over the last twenty years. The book provides a fascinating, in-depth analysis of the nature of learning, ICT pedagogies and the processes of change for teachers, schools and education systems. It covers the key issues relating to the innovation of ICT that have arisen over this period
Israel Oriental Studies XI, Studies in Medieval Arabic and Hebrew Poetics [Review of: S. Somekh (1995) -]
No full textDesigning software to maximize learning1
No full textThis paper starts from the assumption that any evaluation of educational software should focus on whether or not, and the extent to which, it maximizes learning. It is particularly concerned with the impact of software on the quality of learning. The paper reviews key texts in the literature on learning, including some which relate directly to software development, and suggests ways in which a range of learning theories can inform the process of software design. The paper sets out to make a contribution to both the design and the evaluation of educational software
Action research: a methodology for change and development
No full textThis book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change. Drawing on twenty-five years? experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention, which goes beyond describing, analyzing and theorizing practices to reconstruct and transform those practices.
The book examines action research into change in a range of educational settings, such as schools and classrooms, university departments, and a national evaluation of technology in schools. The opening chapter presents eight methodological principles and discusses key methodological issues. The focus then turns to action research in broader contexts such as `southern? countries, health, business and management, and community development. Each chapter thereafter takes a specific research project as its starting point and critically reviews its design, relationships, knowledge outcomes, political engagement and impact
- …
