Hasil untuk "Education"

A. Flexner

L. Steffe, J. Gale

N. Wallerstein, E. Bernstein

J. Guertin

A. Bishop, K. Clements, C. Keitel et al.

評S. J. Ball, 書評評S. J. Ball

N. Noddings

R. Pithers, Rebecca Soden

S. Sterling

N. Noddings

P. Kohler, L. Manhart, W. Lafferty

Einar Rasmussen, R. Sørheim

Gabriela Schütz, Heinrich W. Ursprung, Ludger Woessmann

We provide a measure of equality of educational opportunity in 54 countries, estimated as the effect of family background on student performance in two international TIMSS tests. We then show how organizational features of the education system affect equality of educational opportunity. Our model predicts that late tracking and a long pre-school cycle are beneficial for equality, while pre-school enrollment is detrimental at low levels of enrollment and beneficial at higher levels. Using cross-country variations in education policies and their interaction with family background at the student level, we provide empirical evidence supportive of these predictions.

Stephen Machin, O. Marie, S. Vujić

In this paper, we present evidence on empirical connections between crime and education, using various data sources from Britain. A robust finding is that criminal activity is negatively associated with higher levels of education. However, it is essential to ensure that the direction of causation flows from education to crime. Therefore, we identify the effect of education on participation in criminal activity using changes in compulsory school leaving age laws over time to account for the endogeneity of education. In this causal approach, for property crimes, the negative crime-education relationship remains strong and significant. The implications of these findings are unambiguous and clear. They show that improving education can yield significant social benefits and can be a key policy tool in the drive to reduce crime.

R. Mayer

D. Gibson, N. Ostashewski, K. Flintoff et al.

Hyun Jung Lee, Uri Ladabaum

Colonoscopy plays a pivotal role in colorectal cancer (CRC) screening and reduces CRC incidence and mortality. Its effectiveness depends on colonoscopist performance, which can vary. Missed lesions during colonoscopy can lead to post-colonoscopy CRC (PCCRC), making high-quality colonoscopy essential for maximizing the preventive benefit of CRC screening. This review highlights the significance of colonoscopy quality indicators and practices for improvement. Bowel preparation, cecal intubation, and withdrawal time are key process indicators for procedure quality and are closely associated with the adenoma detection rate (ADR) and PCCRC risk. Given the role of colonoscopy in preventing CRC through the removal of precancerous lesions, the ADR serves as the core quality metric and the most reliable predictor of PCCRC. Serrated polyps have gained attention in colonoscopy quality research, as 15% to 30% of CRCs arise from serrated lesions, with an increased detection rate inversely associated with PCCRC risk. This emphasizes the critical need for continuous efforts by colonoscopists to enhance performance quality. Systemic interventions, audits and feedback during endoscopist education, basic and enhanced withdrawal and inspection techniques, and technologies such as mucosal exposure devices and computer-aided detection have demonstrated efficacy in increasing the ADR. While artificial intelligence has shown promise in increasing the ADR, inconsistent outcomes in real-world studies underscore the continued importance of the fundamental aspects of high-quality colonoscopy techniques, including complete mucosal exposure. Understanding quality indicators and ensuring high-performance quality in daily practice will ultimately lead to better CRC prevention outcomes.

Adriana Aubert

Zagalioti SC, Ziaka M, Exadaktylos A et al.

Sofia-Chrysovalantou Zagalioti,1 Mairi Ziaka,2 Aristomenis Exadaktylos,2 Barbara Fyntanidou1 1Department of Emergency Medicine, AHEPA University General Hospital, Aristotle University of Thessaloniki, Thessaloniki, Greece; 2Department of Emergency Medicine, Inselspital University Hospital, University of Bern, Bern, SwitzerlandCorrespondence: Sofia-Chrysovalantou Zagalioti, Email sofia_zag@yahoo.comBackground: Accurate decision-making in triage largely determines the amount of time required for a patient to be evaluated and treated while in the emergency department. Nursing staff worldwide have similar learning characteristics with similar working hours and common goals, despite the fact that different triage scales are used globally. The aim of this mini review is to present the different educational methods and identify the most effective for triage training of triage nurses.Materials and Methods: We screened studies concerning triage education for nurses in Emergency Department, in databases including PubMed, CENTRAL and CINAHL. From November 12, 2023 to February 15, 2024, databases were searched for relevant literature. “Triage education” OR “triage training” AND “emergency nurses” OR “triage nurses” were the MeSH terms.Results: There are various educational methods, including traditional, web-based, audiovisual, simulation-based, blended learning, and other specialized approaches. Almost all of the studies that are currently available demonstrate how effectively an educational intervention might improve nurses’ comprehension of triage. Except for one, every study concluded that the educational intervention significantly improved nurses’ triage knowledge. Comparing the included studies is challenging due to their heterogeneity, and applying the results in practice requires caution.Conclusion: The majority of studies reported that educational interventions effectively increased nurses’ triage knowledge. Blended learning in conjunction with refresher courses enhanced triage-related knowledge and decision-making; however, additional research is required to ascertain whether this approach is superior to the others and whether these improvements will last.Keywords: educational method, emergency department, triage education

Carlos Cabanzo, Favio Cala Vitery, Ingrid Fonseca

This study aims to analyze the influence of the discourse of international organizations on university social responsibility (USR), from international organizations, in the policy and management frameworks of the State University System in Colombia. Then, we reviewed institutional documents of global and regional organizations, as well as educational policy documents from higher education institutions. Using Atlas Ti. 23 software, our findings indicate that universities adopt the models proposed by international organizations with different approaches. The policy and management frameworks, aligned with François Vallaeys’“impact” perspective, emphasize the importance of tangible results. Seven of the universities studied articulate a well-defined USR policy, with most integrating it into extension and outreach processes. We conclude that USR should be related to education, initiative integration, management, research, organizational culture, and management indicators. We recommend further studies on how USR policies are integrated in higher education institutions.