Education and debate: Deaf lesbians, "designer disability," and the future of medicine.
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ABSTRACT:
SUBMITTER: Savulescu J
PROVIDER: S-EPMC1124279 | biostudies-literature | 2002 Oct
REPOSITORIES: biostudies-literature
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Education and debate: Deaf lesbians, "designer disability," and the future of medicine.
BMJ (Clinical research ed.) 20021001 7367
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Project description:Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present mixed-methodology, multi-method case study is an empirical evaluation of how deaf aesthetics contributed to the process of redesigning a course, including major revisions to instructional slide decks (e.g., PowerPoint, Google Slides, Prezi). The research question we examined is: How can instructional designers and university educators effectively design and use deaf aesthetics and multimodal curricula and pedagogies to prompt and sustain educational interactions with deaf or deafblind learners and teachers?
| S-EPMC11661824 | biostudies-literature
Project description:During the last years probiotics gained the attention of clinicians for their use in the prevention and treatment of multiple diseases. Probiotics main mechanisms of action include enhanced mucosal barrier function, direct antagonism with pathogens, inhibition of bacterial adherence and invasion capacity in the intestinal epithelium, boosting of the immune system and regulation of the central nervous system. It is accepted that there is a mutual communication between the gut microbiota and the liver, the so-called "microbiota-gut-liver axis" as well as a reciprocal communication between the intestinal microbiota and the central nervous system through the "microbiota-gut-brain axis." Moreover, recently the "gut-lung axis" in bacterial and viral infections is considerably discussed for bacterial and viral infections, as the intestinal microbiota amplifies the alveolar macrophage activity having a protective role in the host defense against pneumonia. The importance of the normal human intestinal microbiota is recognized in the preservation of health. Disease states such as, infections, autoimmune conditions, allergy and other may occur when the intestinal balance is disturbed. Probiotics seem to be a promising approach to prevent and even reduce the symptoms of such clinical states as an adjuvant therapy by preserving the balance of the normal intestinal microbiota and improving the immune system. The present review states globally all different disorders in which probiotics can be given. To date, Stronger data in favor of their clinical use are provided in the prevention of gastrointestinal disorders, antibiotic-associated diarrhea, allergy and respiratory infections. We hereby discuss the role of probiotics in the reduction of the respiratory infection symptoms and we focus on the possibility to use them as an adjuvant to the therapeutic approach of the pandemic COVID-19. Nevertheless, it is accepted by the scientific community that more clinical studies should be undertaken in large samples of diseased populations so that the assessment of their therapeutic potential provide us with strong evidence for their efficacy and safety in clinical use.
| S-EPMC7544950 | biostudies-literature
Project description:This study explores Deaf individuals' and sign language interpreters' perspectives on what it is like to work together in K-12 education. A group of 41 formerly mainstreamed Deaf individuals and interpreters offers insights into interactional dynamics (e.g., the deaf student-interpreter relationship) that influence interpreters' work, deaf students' participation and learning, and feedback practices. This study illustrates the significance of the deaf student-interpreter relationship and suggests a correlation between this relationship and deaf students' participation and positioning in mainstream classrooms. In addition, the findings suggest a correlation between the deaf student-interpreter relationship and feedback practices in mainstream education. Finally, this study finds that deaf students do not always know that they can engage in feedback conversations with interpreters or know how to engage interpreters to ask for what they need to learn. This article concludes with considerations and recommendations for the deaf education and interpreter education communities.
| S-EPMC9803979 | biostudies-literature
Project description:This chapter furthers the question of creativity as introduced in my previous chapter. I argue that by-and-large creativity in art and its education is being rethought to meet the requirements of our current economic condition that supports designer capitalism. The creative industries have successfully generated a subject position that demands a coming together of art, technology, and knowledge to answer to the information age of the twenty-first century. Creativity in art education is following this trend. I end this essay with another view of creativity with the hope that it may be an alternative that some teachers are willing to follow.
| S-EPMC7333445 | biostudies-literature
Project description: Not available
| S-EPMC1444850 | biostudies-literature
Project description:Skin cancer is the most common, preventable, and treatable cancer, so public education has been a priority. Unfortunately, for the Deaf community, most skin cancer information is difficult to access, so tailored approaches are needed. Participants (N=136) were randomly assigned to view either a skin cancer education video in American Sign Language (n=75) or an alternate video (n=61). All participants completed skin cancer knowledge questionnaires at baseline, immediately post-intervention, and 2-month post-intervention. Control group participants could then transfer to the experimental condition, using their 2-month follow-up data as their baseline. Participants who saw the skin cancer video gained significantly more knowledge than control participants, demonstrating the video's effectiveness in increasing skin cancer control knowledge. There was no difference between the original experimental group and the delayed intervention group on knowledge gains.
| S-EPMC4153386 | biostudies-literature
Project description:STEM education for deaf students aims to engage and include intellectual and experiential learning other than normal classrooms. These programs improve students' critical thinking, problem-solving, creativity, and complex decision-making, which are essential for academic and life success. This study aims to explore several aspects of a STEM based workshop including problem solving skills, STEM skills, subject knowledge, and effectiveness of the workshop for a group of 27 deaf students. The workshop spanned five consecutive days and focused on problem-solving principles within the context of global warming. Moreover, in this study, the Creative Problem-solving approach developed by Osborn and Parnes was implemented to measure improvement of the constructs above, through a post questionnaire. Cronbach's alpha and McDonald's Omega coefficient exceeded .7 for each construct. The data obtained from the questionnaire demonstrated a random distribution of data according to the Shapiro-Wilk test performed (p < 0.05), leading to the use of non-parametric analysis tools. The results based on the non-parametric test analysis (Kruskal Wallis test) show that high school students' problem-solving abilities improved despite the data's randomness (Mean rank = 16.72). The workshop was enhanced for the Preparatory students, who tended to gain more STEM skills and problem-solving abilities from it (Mean rank = 14.75). It also improved the knowledge and STEM skills of Primary-stage students (Mean rank = 18.13 and 18.06, respectively). This study contributes to the existing body of literature by examining how addressing challenges of global warming can enhance various abilities among deaf students.
| S-EPMC11357752 | biostudies-literature
Project description:There is a compelling need to improve all physicians' knowledge on lifestyle medicine (LM). This training needs to start early during medical education. This case report describes the feasibility and effects of integrating LM into an existing core curriculum of a Swedish undergraduate medical programme. A curriculum development project was organized using a six-step model: general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation. New learning objectives regarding health, prevention and lifestyle medicine were formulated throughout the five-and-a-half-year programme. Learning activities and examinations were integrated in all courses with a structured progression and with focus on preventive activities in the workplace learning. The project was evaluated using student surveys of curricular quality, teacher survey of curricular content and integration in 2020, and an external review of adherence to the national qualitative target on preventive medicine. The project was executed during 2017-2018. Course evaluations and exit poll at graduation showed an overall high-quality student rating of education in prevention and in lifestyle counselling: on average, a score of 4.1/5 and 4.1/6, respectively. The teacher survey showed that over 70% of courses had a lasting increase in LM curricular content and that this content was to a large extent integrated into the existing course material. The external review concluded that the topic was well covered and integrated into the curriculum. LM could be successfully integrated into an existing medical programme curriculum with positive effects on student learning.
| S-EPMC11548798 | biostudies-literature
Project description:BackgroundPeople with disabilities face significant healthcare disparities due to barriers to accessing care, negative attitudes of providers, and lack of education on disabilities for healthcare professionals. Physicians report discomfort when interacting with patients with disabilities, adding to the disparity, warranting research on medical school education.ObjectiveTwo educational interventions were structured: (1) a brief 2-h intervention in the mandatory curriculum and (2) a 9-week elective course which included interactions with individuals with disabilities through workshops and partner programs. We predicted that both of these interventions would result in improvements in attitude and empathy toward individuals with disabilities and reduce student anxiety.MethodsDuring the 2018-2019 academic year, 54 students completed the surveys for the 2-h intervention and 8 students completed the 2-h intervention and elective course. Pre-, post-, and delayed post-intervention surveys (3 months after post survey) measured students' attitudes, using validated surveys on attitudes, empathy and anxiety toward individuals with disabilities.ResultsBoth educational interventions resulted in improved attitudes toward individuals with disabilities. However, students reported only feeling prepared to care for patients with disabilities after the elective course. The elective course, but not the 2-h course, significantly decreased student anxiety levels, likely due to more individual time working with individuals with disabilities. Delayed analysis after 3 months showed that both interventions had a lasting impact on attitudes and behavior change when caring for individuals with disabilities.ConclusionMedical education is effective at improving medical students' attitudes and behaviors toward individuals with disabilities. A 2-h session can lead to a modest improvement in attitudes. However, more dedicated time and exposure to persons with disabilities results in a greater improvement in students' attitudes, anxiety and preparedness.
| S-EPMC11408233 | biostudies-literature
Project description:Audience and type of curriculumThis curriculum, designed and implemented at the Ronald O. Perelman Department of Emergency Medicine at NYU Langone Health, primarily targets third- and fourth-year emergency medicine (EM) residents, and is an immersive observation medicine rotation that can be integrated into existing emergency medicine residency training.Length of curriculumThe curriculum is designed for a dedicated rotation of two weeks for senior residents and can be expanded to 4 weeks.IntroductionObservation medicine is an extension of emergency medicine and is increasingly playing a role in the delivery of acute healthcare, with over half of all observation units (OUs) in the nation being led by emergency medicine.1 Despite this, many emergency medicine residencies have yet to establish a formal observation medicine curriculum. In a 2002 study by Mace and Shah, only 10% of emergency medicine residencies had a dedicated observation medicine rotation, despite 85% of emergency medicine residency directors believing this was an important part of emergency medicine training.2 The first description of a model longitudinal observation medicine curriculum did not appear until 2016.3 In order to prepare our graduates for the evolving demands of the EM workplace, we must provide diverse educational experiences that train and showcase the expanding skill set of future emergency physicians.Educational goalsThe primary goal of this observation medicine curriculum is to train current EM residents in short-term acute care beyond the initial ED visit. This entails caring for patients from the time of their arrival to the OU to the point when a final disposition from the OU is determined, be it inpatient admission or discharge to home.Educational methodsThe educational strategies used in this curriculum include experiential learning through supervised direct patient care, independent learning based on prescribed literature, and didactic teaching.Research methodsEducation content was evaluated by the learners through pre- and post-rotation surveys, as well as written attending evaluations describing the progress of the learners during the rotation.ResultsAll residents reported increases in the confidence of their abilities to perform observation care.DiscussionObservation medicine is an increasingly vital aspect of emergency medicine, but education in observation medicine has not developed in tandem with its implementation. A lack of observation medicine training represents a missed opportunity for each trainee to gain a robust understanding of the interface between inpatient and outpatient care, and how to arrive at the most appropriate disposition for ED patients. Considering the wide breadth of clinical conditions managed in OUs and the variability of OU management at various learning sites, the curriculum must be tailored to the specific unit to maximize effectiveness of the learning experience.TopicsObservation medicine, curriculum, education, clinical rotation.
| S-EPMC10332786 | biostudies-literature