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Examining the First Peer-to-Peer Mentorship Program (F1Doctors) for International Medical Students. 审查第一个针对国际医科学生的对等指导计划(f1医生)。
Journal of interdisciplinary studies in education Pub Date : 2022-04-16
Rachel Jaber Chehayeb, Gopika SenthilKumar, Ziad Saade, Benjamin Gallo Marin, Ghazal Aghagoli, Azan Z Virji
{"title":"Examining the First Peer-to-Peer Mentorship Program (F1Doctors) for International Medical Students.","authors":"Rachel Jaber Chehayeb,&nbsp;Gopika SenthilKumar,&nbsp;Ziad Saade,&nbsp;Benjamin Gallo Marin,&nbsp;Ghazal Aghagoli,&nbsp;Azan Z Virji","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>In this study, we report international medical students in the United States and conduct an analysis of the first, peer-to-peer, national mentorship program for international medical students and international pre-med applicants in the US (F1Doctors). We used analyzed survey data collected through F1Doctors and the Association of American Medical Colleges yearly matriculation reports. Results indicated that the average college grade point average (GPA) and Medical College Admission Test score (MCAT) of international applicants was higher than that of all applicants. Additionally, non-US applicants reported facing numerous unique challenges such as limited access to extracurricular opportunities and difficulty finding mentors who are familiar with the application process. International applicants have the potential to increase the diversity of healthcare professionals, and F1Doctors is the first platform to support international healthcare applicants in the US.</p>","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"11 1","pages":"102-125"},"PeriodicalIF":0.0,"publicationDate":"2022-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9673072/pdf/nihms-1848073.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40475863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How to Improve the Validity and Reliability of a Case Study Approach? 如何提高案例研究方法的效度和信度?
Journal of interdisciplinary studies in education Pub Date : 2020-08-27 DOI: 10.32674/jise.v9i2.2026
C. Quintão, P. Andrade, F. Almeida
{"title":"How to Improve the Validity and Reliability of a Case Study Approach?","authors":"C. Quintão, P. Andrade, F. Almeida","doi":"10.32674/jise.v9i2.2026","DOIUrl":"https://doi.org/10.32674/jise.v9i2.2026","url":null,"abstract":"The case study is a widely used method in qualitative research. Although defining the case study can be simple, it is complex to develop its strategy. Furthermore, it is still often not considered to be a sufficiently robust research strategy in the education field because it does not offer well-defined and use well-structured protocols. One of the most frequent criticisms associated with the case study approach is its low validity and reliability. In this sense, this study aims to concisely explore the main difficulties inherent to the process of developing a case study, also attempting to suggest some practices that can increase its reliability, construct validity, internal and external validity.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"151 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79545946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 13
Going to University: The Influence of Higher Education on the Lives of Young South Africans 上大学:高等教育对南非年轻人生活的影响
Journal of interdisciplinary studies in education Pub Date : 2020-08-27 DOI: 10.32674/jise.v9i2.1667
Kehinde Adenuga
{"title":"Going to University: The Influence of Higher Education on the Lives of Young South Africans","authors":"Kehinde Adenuga","doi":"10.32674/jise.v9i2.1667","DOIUrl":"https://doi.org/10.32674/jise.v9i2.1667","url":null,"abstract":"Going to University: The Influence of Higher Education on the Lives of Young South Africans is a great book written very well by the authors. The use of the narratives gives the book an engaging and readable quality that will make a reader to complete the reading. The authors narrated the interviews conducted with 73 young people six years after they enrolled at one of the urban schools in South Africa. As the book progresses, the authors further introduced us to 20 young people whose stories were narrated in detail.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83862256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Educating Humans 教育人类
Journal of interdisciplinary studies in education Pub Date : 2020-07-16 DOI: 10.32674/jise.v9isi.1814
T. Mino, Prince Paa-Kwesi Heto
{"title":"Educating Humans","authors":"T. Mino, Prince Paa-Kwesi Heto","doi":"10.32674/jise.v9isi.1814","DOIUrl":"https://doi.org/10.32674/jise.v9isi.1814","url":null,"abstract":"African traditional education and soka approaches to education share a common vision of human education, which is key to transforming the education crisis facing Africa. We make this case in four steps. First, we explore the history of education in Africa to illustrate the roots of the crisis. Second, we introduce soka approaches to education, its history, and fundamental principles. Third, we analyze the convergence of African traditional education and soka approaches to education in terms of their underlying philosophies. Fourth, we investigate possible applications of both philosophies to improve schooling in Africa. The last section outlines how harnessing the insights of both philosophies will engender an African renaissance based on young people striving to live creative and contributive lives.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"183 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80432351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Value Creating Education Philosophy and the Womanist Discourses of African American Women Educators 非裔美国女性教育者的价值创造教育哲学与女性主义话语
Journal of interdisciplinary studies in education Pub Date : 2020-07-16 DOI: 10.32674/jise.v9isi.1865
Paula Jones
{"title":"Value Creating Education Philosophy and the Womanist Discourses of African American Women Educators","authors":"Paula Jones","doi":"10.32674/jise.v9isi.1865","DOIUrl":"https://doi.org/10.32674/jise.v9isi.1865","url":null,"abstract":"The paper documents the initiative of two African American women educators who have utilized these theoretical approaches to solve the educational challenges in their respective communities. Marva Collins and Corla Hawkins decided to build schools in their own communities after realizing that the public schools were not equipped to educate minorities. The story of these two women demonstrates that individuals can address systemic injustices in their communities. Collins and Hawkins were not wealthy. What they possessed was a passion for helping others. Their example can inspire more individuals to take steps using liberating philosophies, like value-creating education and womanist approaches in education, to transform the state of education in their communities. \u0000  \u0000  \u0000  \u0000 ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88315397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Kenya’s 2017 Basic Education Curriculum Framework 肯尼亚2017年基础教育课程框架
Journal of interdisciplinary studies in education Pub Date : 2020-07-16 DOI: 10.32674/jise.v9isi.1853
Prince Paa-Kwesi Heto, M. Odari, W. Sunu
{"title":"Kenya’s 2017 Basic Education Curriculum Framework","authors":"Prince Paa-Kwesi Heto, M. Odari, W. Sunu","doi":"10.32674/jise.v9isi.1853","DOIUrl":"https://doi.org/10.32674/jise.v9isi.1853","url":null,"abstract":"Kenya’s 2017 competency-based curriculum, the Basic Education Curriculum Framework (BECF), seeks to address the skills gap in the education system and make the curriculum relevant to learners. Using Soka education as the philosophical framework, we provide a comprehensive review of BECF. The analysis in this essay covers the noteworthy provisions, double-edge policies, inconsistencies, issues of concern, and potential hurdles to implementation. It argues that the curriculum is not likely to produce the intended outcome due to inherent contradictions in the framework and the lack of an effective implementation plan. While BECF provides a broad and ambitious roadmap for the transformation of the Kenyan education system, actualizing the bold vision of BECF will require an extensive overhaul of the education system, a herculean task","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74326312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
What We Choose to Remember 我们选择记住什么
Journal of interdisciplinary studies in education Pub Date : 2020-06-18 DOI: 10.32674/jise.v9i2.2400
K. Hewitt, H. Carlone, B. Faircloth, Laura M. Gonzalez, Ye He, Amy Vetter
{"title":"What We Choose to Remember","authors":"K. Hewitt, H. Carlone, B. Faircloth, Laura M. Gonzalez, Ye He, Amy Vetter","doi":"10.32674/jise.v9i2.2400","DOIUrl":"https://doi.org/10.32674/jise.v9i2.2400","url":null,"abstract":"The impacts of the COVID-19 pandemic on educational policies and practices are unprecedented. With the majority of educational institutions forced to limit face-to-face interactions, teaching and learning have rapidly taken on vastly new meanings. Even in the midst of the uncertainties of this pandemic, predictions for the post COVID-19 world have begun to emerge (e.g., Karlgaard, 2020; Kim, 2020). Yet as we move forward, we collectively create the past. That is, historical implications are never objective descriptions of what occurred, but rather collective decisions about how we choose to remember the past (Anderson, 1991; Breuilly, 2016). In this spirit, we ask: As educators imagining education in 2030, through the lens of our COVID-19 experience, what will we choose to remember and what generative impact do we want to take pride in claiming? ","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"293 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76842607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Are schools replaceable? 学校是可替代的吗?
Journal of interdisciplinary studies in education Pub Date : 2020-05-31 DOI: 10.32674/jise.v9i2.2392
Mariano Narodowski, Maria Delfina Campetella
{"title":"Are schools replaceable?","authors":"Mariano Narodowski, Maria Delfina Campetella","doi":"10.32674/jise.v9i2.2392","DOIUrl":"https://doi.org/10.32674/jise.v9i2.2392","url":null,"abstract":"Lockdown measures and school closures due to coronavirus have forced governments, schools, and teachers to find new ways to ensure learning continuity. Initiatives differ according to the country’s level of development and the socioeconomic status of students. The situation has exposed and has amplified the relationship between wealth and richer home learning environments and is also evidencing and magnifying the digital divides between students and between schools. Simultaneously, innovation processes seem to be occurring in response to the restriction measures. The purpose of this short essay is to discuss the consequences of COVID-19 on students, pedagogy, and schools, particularly the relationship between socioeconomic conditions and possibilities of innovation in education. Based on Schumpeter’s concept of creative destruction we suggest that while some institutions may have the possibility of reconverting themselves by developing blended models of education, for a vast worldwide majority of students, traditional – face-to-face and disconnected – schools are irreplaceable.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88148887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The COVID-19 Pandemic, Massive Online Education, and Teacher Learning COVID-19大流行、大规模在线教育和教师学习
Journal of interdisciplinary studies in education Pub Date : 2020-05-31 DOI: 10.32674/jise.v9i2.2431
Shuhua Chen
{"title":"The COVID-19 Pandemic, Massive Online Education, and Teacher Learning","authors":"Shuhua Chen","doi":"10.32674/jise.v9i2.2431","DOIUrl":"https://doi.org/10.32674/jise.v9i2.2431","url":null,"abstract":"I am one of 16.7 million Chinese teachers (Ministry of Education, 2019b) who were asked to grasp online education tools and techniques within a short period of time (in my case, two weeks). All of a sudden, preparing teachers for online education became a central concern for all school administrations in China. The following is a very personal reflection of mine on teacher learning in the background of the COVID-19 pandemic and massive online education in China.","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91190045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Remote Learning and Foregoing the Dream 远程学习与放弃梦想
Journal of interdisciplinary studies in education Pub Date : 2020-05-28 DOI: 10.32674/JISE.V9I2.2374
Stephen Kotok
{"title":"Remote Learning and Foregoing the Dream","authors":"Stephen Kotok","doi":"10.32674/JISE.V9I2.2374","DOIUrl":"https://doi.org/10.32674/JISE.V9I2.2374","url":null,"abstract":"<jats:p>NA</jats:p>","PeriodicalId":93779,"journal":{"name":"Journal of interdisciplinary studies in education","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84079102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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