Leveraging medical education resources to enhance instruction in accounting education

Q1 Social Sciences

Journal of Accounting Education Pub Date : 2022-09-01 DOI:10.1016/j.jaccedu.2022.100785

Cathleen S. Burns , Mary L. Fischer , Claire Kamm Latham , Linda J. Matuszewski , Judith A. Sage

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引用次数: 2

Abstract

The objective of this paper is to provide an introduction to high-quality, practical, and evidence-based instructional resources from medical educators that can be adapted and adopted by accounting educators. The American Accounting Association (AAA) Pathways Commission Final Report set a goal of accounting becoming a learned profession by 2036. An AAA Presidential Scholar has advised that the achievement of this goal will require collaboration with other academic areas inside and beyond the business school. Responding to this call, this paper identifies a subset of Association for Medical Education in Europe (AMEE) Medical Education Guides that are relevant to accounting educators interested in problem-based learning (PBL), team-based learning (TBL), peer assisted learning (PAL) and reflection. Other opportunities for application of the medical resources to faculty responsibilities in teaching, research and service are shared to encourage accounting educators to learn from a well-established learned profession.

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利用医学教育资源加强会计教育教学

本文的目的是提供一个高质量的，实用的，以证据为基础的教学资源，从医学教育工作者可以适应和会计教育工作者采用的介绍。美国会计协会(AAA)途径委员会的最终报告设定了到2036年会计成为一门学习专业的目标。一位AAA校长学者建议，要实现这一目标，需要与商学院内外的其他学术领域进行合作。为了响应这一呼吁，本文确定了欧洲医学教育协会(AMEE)医学教育指南的一个子集，这些指南与对基于问题的学习(PBL)、基于团队的学习(TBL)、同伴辅助学习(PAL)和反思感兴趣的会计教育者相关。将医疗资源应用于教师在教学、研究和服务方面的职责的其他机会是共享的，以鼓励会计教育者从一个成熟的学术专业中学习。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Accounting Education Social Sciences-Education

CiteScore

4.20

自引率

0.00%

发文量

期刊介绍： The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.