semnatura compusa

Acest site este cofinanantat din Fondul Social European prin Programul Operational Sectorial Dezvoltarea Resurselor Umane 2007-2013

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Dictionar termeni uzuali

Aim

An aim in educational terms, is a brief statement of intent, indicating the scope and range of intended learning outcomes that the educational episode has been structured to address.

 

Appraisal

A positive and ongoing process to provide feedback on performance, review progress and plan action. The appraisal interview or discussion is a key part of the process where strengths and areas for improvement are summarized and agreed and a formal development plan is made.

 

Assessment

Assessment is the term used to indicate an appraisal of students' performance. Typical formal assessments in medicine include written examinations, Multiple choice questionnaires (MCQ), observations of clinical or communication skills, Objective Structured Clinical Examinations (OSCEs) and Multi-Source Feedback (MSF). Assessments may be summative (where the marks gained contribute to a formal grade or award) or formative (where the focus is on providing feedback for ongoing development).

 

Career Advice

Providing an immediate response to the needs of clients who present an enquiry or reveal a need that requires more than a straightforward information response. It is usually limited to helping with the interpretation of information and with meeting needs already clearly understood by the client and may include signposting to a guidance interview where a more in-depth respsonse can be provided.

 

Class

Class refers to hierarchical differences between individuals or groups in societies or cultures . Factors that determine class may vary widely from one society to another. However, economic disadvantage and barriers to access servces are major issues within class discrimination.

 

Competences

Competences are similar to objectives and outcomes in that they provide a means of specifying and detailing practical skills in relation to the ultimate intended performance that the competences underpin (Grant, 2007, p 21). The use of competences has been widespread in practical vocational subjects such as healthcare, management and engineering. Competence based curricula can be used as a basis for learning and teaching, for assessment and to help ensure professional accountability. Programmes for professions such as medicine usually include specific practical competences and the integration of more complex skills, knowledge and behaviours.

 

Curriculum

A detailed schedule of the teaching and learning opportunities that will be provided (GMC, 2004)

 

Curriculum

The GMC, 2004 described the curriculum as a detailed schedule of the teaching and learning opportunities that will be provided. A curriculum is a statement of the aims and intended learning outcomes of an educational programme. It states the rationale, content, organization, processes and methods of teaching, learning, assessment, supervision, and feedback.

 

Learning Outcomes

Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.

 

Learning objectives

Grant describes learning objectives as "the specific knowledge, skills and attitudes that the student will display at the end of (a) course" (p20, 2007). The earliest (and very pervasive) objectives models of education were linked to behaviourist theories and 'transmission' models of learning, emphasizing measurable, observable behavioural achievements that can be clearly and rigorously assessed. Later models considered problem solving or expressive outcomes as being more flexible than behavioral objectives.

 

Learning outcomes

Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.

 

Lifelong learning

Lifelong education is a form of learning that often takes place through distance learning, e-learning or continuing education. It also includes postgraduate programmes for those who want to improve their qualification, bring their skills up to date or retrain for a new line of work. The concept of lifelong learning is underpinned by the idea that scientific and technological change means that learning has to continue throughout life if people are to keep their knowledge current. It is also an approach to learning that emphasises that learning is something that continues throughout life, in many domains and is not simply related to work. (adapted from Wikipedia, http://en.wikipedia.org/wiki/Lifelong_learning)

 

Supervision

Usually a formal one-to-one relationship, focussed around professional conversations to help the supervisee develop reflective professional practice, learning and skills with the aim of improving patient care.

Proiect POSDRU 86/1.2/S/63815 “CALITATE SI COMPETENTA PROFESIONALA EUROPEANA IN EDUCATIA MEDICALA SI IN MANAGEMENTUL ACTIVITATILOR EDUCATIONALE”

Conținutul acestui material nu reprezintă în mod obligatoriu poziția oficială a Uniunii Europene sau a Guvernului României