1,720,982 research outputs found
The production of ambition: the making of a Baltic business elite
No full textThis dissertation comments on the current period of intense social change in the former Soviet Union by charting processes of elite production at a business school in Riga, Latvia. It is concerned with an ethnically diverse group of students from the Baltic states who attend a Swedish institution established to accelerate the transition. I suggest that rather than producing ‘catalysts of change’ the business school represents a foreign-direct-investment into human capital. The thesis tackles the transnational complexities of the organisation by combining ethnographic description with an analysis of the historical and ideological shifts in international relations and a review of the anthropological literature on socialism.The thesis also responds to the lack of anthropological research on elites by presenting the first ethnographic study of a business school. It investigates elite schooling practices and parameters through an engagement with the debates on reproduction in education. In Riga an off-the-peg curriculum sidelines issues specifically concerned with the Baltic context; instead of addressing local problems students are increasingly drawn towards transnational corporations. During their attendance they partially develop their own agenda, which is a finding that questions prevalent assumptions about the docility of students in elite education. Other key factors of the students’ transformation are language, image, style, school space and consumption. Their collective grooming project forms an important part of the esprit de corps at the school. Additionally, the thesis highlights the establishment of a multi-ethnic networks on the basis of shared interests, thus challenging one-dimensional reports of nationalism in the region.Caught between the post-Soviet context and a forceful Swedish vision of change students experience upward mobility along with problematic negotiations of ongoing circumstance. Intended as a contribution to anthropological studies of post-socialism the thesis explains how the business school generates graduates who are willing and desirable recruits for the capitalist expansion
The demise of the firm – What is happening to apprenticeship learning? Report on a medical education research project conducted in 2009
No full textResponsive faculty development to deliver a UK undergraduate medical curriculum internationally
No full text‘It would not be tolerated in any other profession except medicine’: survey reporting on undergraduates’ exposure to bullying and harassment in their first placement year
No full textOBJECTIVES: To determine the extent to which undergraduate medical students experience (and/or witness) bullying and harassment during their first year on full-time placements and to compare with new General Medical Council (GMC) evidence on bullying and harassment of doctors in training.SETTING: A UK university offering medical and nursing undergraduate programmes.PARTICIPANTS: 309 medical and nursing undergraduate students with 30-33?weeks' placement experience (123 medical students and 186 nursing students); overall response rate: 47%.PRIMARY AND SECONDARY OUTCOME MEASURES: (A) students' experience of bullying and harassment; (B) witnessing bullying and harassment; (C) actions taken by students; (D) comparison of medical and nursing students' data.RESULTS: Within 8?months of starting clinical placements, a fifth of medical and a quarter of nursing students reported experiencing bullying and harassment. Cohorts differ in the type of exposure reported and in their responses. Whereas some nursing students follow incidences with query and challenge, most medical students acquiesce.CONCLUSIONS: Bullying and harassment of medical (and nursing) students-as well as witnessing of such incidents-occurs as soon as students enter the clinical environment. This augments evidence published by the GMC in its first report on undermining of doctors in training (December 2013). The data suggest differences between nursing and medical students in how they respond to such incidents.<br/
Catching them early? Using a pre-arrival task to encourage first year students’ engagement with professionalism
No full textBackgroundMedical professionalism includes aspects of professional governance, professional patient care and personal and professional development (Owen, Hill & Stephens, 2009). There is growing interest in what medical professionalism is and how we teach it. In the UK, the GMC specifically emphasised the doctor as a professional in Tomorrow’s Doctors (2009). While there is agreement that it is important to include medical professionalism in the undergraduate curriculum, there is still no clear model for doing so (Passi, Doug, Peile, Thistlethwaithe & Johnson, 2010). That said, there is a strong argument for teaching the cognitive basis of professionalism and then building upon this through experiential learning (Cruess & Cruess, 2006). Following a curriculum re-design in 2013/14 Southampton medical school began to teach explicit professionalism in the early years through a combination of lectures, symposia, student presentations and tutorials. The introduction was accompanied by an evaluation (using quantitative and qualitative data), which indicated that the majority of students were struggling to see the relevance. In addition to reconsidering content, format and delivery, a pre-arrival task was introduced in 2014/15. Pre-arrival tasks are increasingly used within higher education more broadly. They are intended to build student engagement and seek to mobilise students’ prior learning and experiences in order to connect them with a new course and/or institution. This, to our knowledge is the first time that a pre-arrival task has been used in a UK medical school context. The presentation will outline what we did, how students responded and will offer key learning points (for staff and students). ReferencesCruess, R. L., & Cruess, S. R. (2006). Teaching professionalism: general principles. Medical teacher, 28(3), 205-208.Owen, D., Hill, F. & Stephens, C. (2009). Medical professionalism: more than fitness to practise. The Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine Newsletter, 01, (18), 16-19.Passi, V., Doug, M., Peile, E., Thistlethwaite, J., & Johnson, N. (2010). Developing medical professionalism in future doctors: a systematic review.International Journal of Medical Education, 1, 19–29. doi:10.5116/ijme.4bda.ca2aRiley, S., & Kumar, N. (2012). Teaching medical professionalism. Clinical Medicine, 12(1), 9-11.Tomorrow's doctors. General Medical Council. Education Committee, 2009.<br/
International medical education collaborations: evaluating the impact of the development and delivery of the BM(EU) on faculty staff
No full textHow do medical school applicants respond to the requirement for 'work experience'? An exploration of 'going abroad'
No full textBackground and PurposeArranging work experience prior to medical school can for many potential applicants prove extremely difficult,with access to clinical settings often considered the ideal type. Potential applicants struggle to interpret theofficial guidance from medical schools1, making the application process intensely unsettling. Anecdotalevidence suggests that some UK-based candidates have been responding to these perceived requirementsby paying to undertake commercially-mediated international work experience (i-WEX)2,3.A recent Medical Schools Council announcement highlights that overseas work experience prior to studyingmedicine is problematic.4 However, there is no literature that would tell us anything about why it is beingundertaken, by whom or about the potential consequences for participants and hosts. This project addressesthis gap and offers insights into applicants’ mind-sets and the commercial environment that appears to providea potential solution to their dilemma. It draws on parallels with existing debates around the benefits anddrawbacks of volunteer tourism pertaining to medical electives and gap year volunteer projects.MethodologyThis is an exploratory interview-based study with UK undergraduate medical students (n=15). Followingcompletion of the individual interviews, each one will be transcribed, before a thematic analysis is performed.ResultsTo date some seven interviews have been conducted already and we expect the final analysis and writing upto conclude in May 2015.Discussion and ConclusionsPreliminary analysis suggests that the seemingly conflicting guidance regarding work experiencerequirements has left applicants susceptible to panic when observing the apparent opportunities enjoyed bypeers encountered at school and on online forums. As previously suggested in the literature, networks (intothe healthcare professions) are invaluable for organising work experience, though many applicants do nothave such contacts. Apparently, this leads some applicants to undertake i-WEX, which promises exotic andexciting experiences to elaborate on in personal statements and interviews.1- Timm A. The Hopes and Fears of new medical students: An exploration of students’ perspectives of applying to medical school. MedicalEducation Development Unit, University of Southampton; 2013: 7.2- Gap Medics. About Us. http://www.gapmedics.co.uk/about (accessed 2nd January 2015).3- Projects Abroad UK. About Projects Abroad: Projects Abroad Today. http://www.projects-abroad.co.uk/about-us/ (accessed 2nd January2015).4- Medical Schools Council. Selecting for Excellence - Work experience guidelines for applicants to medicine. December 2014
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