Toward Better Descriptions of Innovations
Available from: Louis Maximilian Buja
- "In this situation, special challenges and additional opportunities exist for the academy movement. This is the case in Texas which provided the context to develop an innovation in the academy movement (6). This article presents the history and status of the response of the UTS to these challenges and opportunities. "
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ABSTRACT: Background: The academy movement developed in the United States as an important approach to enhance the educational mission and facilitate the recognition and work of educators at medical schools and health science institutions. Objectives: Academies initially formed at individual medical schools. Educators and leaders in The University of Texas System (the UT System, UTS) recognized the academy movement as a means both to address special challenges and pursue opportunities for advancing the educational mission of academic health sciences institutions. Methods: The UTS academy process was started by the appointment of a Chancellor's Health Fellow for Education in 2004. Subsequently, the University of Texas Academy of Health Science Education (UTAHSE) was formed by bringing together esteemed faculty educators from the six UTS health science institutions. Results: Currently, the UTAHSE has 132 voting members who were selected through a rigorous, system-wide peer review and who represent multiple professional backgrounds and all six campuses. With support from the UTS, the UTAHSE has developed and sustained an annual Innovations in Health Science Education conference, a small grants program and an Innovations in Health Science Education Award, among other UTS health science educational activities. The UTAHSE represents one university system's innovative approach to enhancing its educational mission through multi- and interdisciplinary as well as inter-institutional collaboration. Conclusions: The UTAHSE is presented as a model for the development of other consortia-type academies that could involve several components of a university system or coalitions of several institutions.
Medical Education Online 03/2013; 18:1-6. DOI:10.3402/meo.v18i0.20540 · 1.27 Impact Factor
Available from: Cornelis D de Kroon
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ABSTRACT: In verschillende opleidingsregio’s volgen artsen in opleiding tot specialist (aios) een training die hen aanmoedigt om actiefin
hun opleiding te staan en zelf meer regie te voeren over het leren en de eigen ontwikkeling. Het is één van de antwoorden
op de uitdagingen die de modernisering van de vervolgopleidingen met zich meebrengt. Met een beschrijving van verschillende
trainingen laten we zien welke overwegingen speelden en hoe keuzes zijn gemaakt in de aanloop en uitwerking. We geven aan
wat wij leren1 van eerste ervaringen en of de gekozen aanpak ook voor anderen interessant is. De conclusie kan worden getrokken
dat de trainingen door aios zeer worden gewaardeerd en dat er spin-off is op het implementatieproces van de modernisering.
Om iets te kunnen zeggen over de daadwerkelijke effecten in de dagelijkse praktijk, wordt structureel onderzoek aanbevolen.
(Baane JA, Heineman MJ, Busari JO, Fluit CRMG, Jippes E, Kroon CD de. Tijdschrift voor Medisch Onderwijs 2008;27(6):296-303.)
A few years ago the Dutch Central Board of Medical Specialists decided to improve postgraduate specialty training programmes.
Teams in the various districts related to the eight Dutch University Medical Centres are implementing innovative programmes
aimed at enhancing workplace-based learning and teaching.
One question is: how can we improve trainees’ learning strategies and put them in the driver’s seat of their own learning.
This would empower trainees to enable their supervisors to offer them the training they need. In this article we describe
choices made in implementing innovations in training programmes. In this process we have learned as well. Trainees have appreciated
the workshops which heighten their awareness of their role of active learners. In addition the process of innovation in general
profits from the training spin-off. We would recommend research to demonstrate the effectiveness of the workshops. (Baane
JA, Heineman MJ, Busari JO, Fluit CRMG, Jippes, De Kroon C. Specialist trainees in the driver’s seat of their training. Dutch
Journal of Medical Education 2008;27(6):296-303.)
Tijdschrift voor Medisch Onderwijs 12/2008; 27(6):296-303. DOI:10.1007/BF03078292
Available from: ncbi.nlm.nih.gov
Journal of the Medical Library Association JMLA 05/2009; 97(2):73-4. DOI:10.3163/1536-5050.97.2.001 · 0.99 Impact Factor
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