医学留学生临床麻醉学教学实践与体会

医学留学生教育是我国高等教育的重要组成部分.通过对留学生临床麻醉学教学实践的总结,认为采取师资培养、课前备课与试讲、采用科学的教学方法和加强见习教学等手段,可以达到预期的教学目标.同时总结了教学中出现的问题,并提出一些可行的建议,以期进一步提高留学生教学的质量.     

Practical approach to investigative ethics and religious objections to the autopsy.

The application of investigative ethics to religious objections to the autopsy is essential for harmony in achieving the mission of medical legal death investigations. In Florida, an ethical advisory committee composed of religious, ethics, legal, and medical leaders established a unified statement for the practice of discretionary judgment and liaison with clergy. Our approach to religious objections to the autopsy as well as illustrative cases will be discussed.     

对医学生医患关系认知教育的思考

医患关系认知教育既是破解当前医患关系紧张状况的现实要求,也是医学教育的重要内涵。我国医学生医患关系认知教育尚处于起步阶段,亟需加以完善。改进医学生医患关系认知教育,要实现医患关系认知教育的机制化;梳理教育内容,突出重点抓住关键;构建有机协调的课程体系,发挥出教学的主渠道作用。     

An authentic constructionist approach to students’ visualisation of the law

This study discusses student perspectives on visualisation used as a constructionist technique for learning the law in an authentic context. Student constructions of storyboards, comics, films and animation are explored as an authentic method for personalised learning of legal professional conduct and ethics. Undergraduate law students (n = 112) were asked to select a visual format for exploration of an ethical issue of their choice. The results of this study showed most students engaged with this highly creative visual task responding very positively to the exercise as a learning activity. This study discusses why students chose different forms of visualisation, what approach they took to developing their visualisation, the amount of effort devoted to visualisation versus legal elements of their artefacts and observations on the positive and negative aspects of their approach and how the technique could be improved.

A video abstract is also available at https://doi.org/10.1080/03069400.2018.1496313     

Social justice jurisprudence of clinical education programme: A paradigm shift from legal education to justice education

The legal profession has remained relevant in bringing about positive transformation in society — with leaders, policymakers, and change makers around the world mostly possessing a background in the law. That said, the trust, and positive image, enjoyed by legal professionals continues on a declining path. Considered more glamorous, the legal profession has gone astray from the path of social justice. In this article, I argue that the negative perception of legal professionals is, in large part, because of the way legal professionals are taught and trained in law schools. I argue that legal teaching pedagogy in South Asia, and generally in developing countries, is a product of colonial structure. Even after the so-called decolonisation movement, law schools and universities, for example in South Asia, institutionalised a legal pedagogy unsuited to the epistemic actualities of their societies. A law student in South Asia was and continues to be taught the Western conception of what the law is and its relationship to justice. In a legal culture carrying the transplanted laws of the colonisers, the students of developing countries are meticulously trained in the technical skills of reasoning and interpretation by applying Eurocentric guidelines of positivist construction. In light of this, I propose a shift in legal education: to transform the existing legal education and pedagogy into ‘justice education’. I focus on the ancient principles — located in the Eastern legal philosophy — of empirical reasoning and the importance of the human nature of sociability in arriving at social justice. To combat the tendency of insulating law students from societal problems, I propose a social justice-driven legal pedagogy. I have also reflected on some practices that ‘are’ and highlighted other practices that ‘ought to be’. My thesis connotes that the legal profession has an innate role in building the capability of individuals who are deprived and excluded. In line with it, I present examples of scalable clinical legal education being practised specially by the Kathmandu School of Law that can create multidimensional legal professionalism.

     

Investigating the feasibility of using student reflective journals to understand how clinical legal education can develop the ethical competence of law students

ABSTRACT

The purpose of this small-scale empirical study is to gain an insight into how to explore the contribution clinical legal education (CLE) can make to teaching legal ethics to law students. CLE provides real or simulated opportunities for students to provide legal advice and learn through application, practice and reflection in work-integrated contexts, for example through student law clinics and CLE modules. Previous empirical studies in this area, which have focused on whether CLE can develop a sense of ethical competence in law students, have argued persuasively that CLE provides an effective vehicle for teaching ethics, and this is now generally supported by academic opinion. However, hardly any attention has been given to how CLE develops the ethical competence of law students. This study, which is concerned with conducting a feasibility study of the use of reflective journals within CLE to determine whether and how a full-scale study can be done, is aimed at addressing this gap.     

Police training in ethics: The need for an innovative approach in mandated programs

Instruction in ethics is included in state-mandated basic training programs in almost all states in America. A review of the relevant literature showed that the courses on police ethics need to highlight adherence to the higher values of law, cultivation of principled conduct, and personal integrity. Based on the examination of the core elements of the currently mandated ethics courses, it was observed that these recompendations are not generally taken into account in the preparation of the courses on ethics.     

医学预科生与医院管理者的人文素质教育对比分析

本文选取医学预科生与医院管理者的人文素质教育各一例,即缅怀无言良师和晨读,从案例背景、实施目的、实施对象及特点、实施过程及效果等方面进行异同分析,得出医学人文教育的局部共性规律,并探寻医学人文教育与医学日常教学活动在方法论上的关联性。     

日本防灾教育的成功经验与启示

本文主要从日本防灾教育的主要方法和措施等方面介绍日本防灾教育的成功经验以及对我国防灾教育的启示。     

Reasons why law students should have access to learning law through a skills-based approach

The Legal Education and Training Review identified gaps in law students’ key skills development and this paper considers how skills training in three key areas of mooting, negotiation and client interviewing can be maximised so that law students have a sense of themselves as lawyer as well as law student from the beginning of their legal education. The research identifies numerous benefits to learning law through skills-based activities, but also discovers some possible apprehensions about participating from a student perspective. This paper draws on data taken from students who engaged in short-term optional courses in client interviewing, negotiation and/or mooting and considers the responses to a survey conducted prior to participation, a reflective survey post-completion and a focus group exercise. In total 64 students responded to the questionnaire. The research explores the expected and actual benefits of participating in the courses, discusses how these impact on students’ perceptions of their employability and the types of activities considered most valuable. The article considers how, in light of the research, experiential learning can be put to best use within the law curriculum.     

Online collaboration as a pedagogical approach to learning and teaching undergraduate legal education

Legal education is in a period of rapid development driven by changing industry demands and developing technologies. This paper will describe an innovative pilot study which utilises new technologies to provide an alternative mode of teaching and learning to meet growing industry demands for graduates who are technologically savvy and have strong communication and collaboration skills. The pilot study redesigns a law unit combining a more traditional approach with an approach in which online collaboration is critical to student learning as a teaching and assessment tool. After completing an online collaborative activity as part of their assessment for the unit, students completed an online survey to identify their perspectives of the online collaborative experience. The online survey data was analysed to identify common themes and the experiences of students are shared in this paper. The paper provides an example of how instructors might take advantage of a learning design process, online tools and infrastructure to develop educational experiences which promote communication and collaboration within the law discipline. It will also include five recommendations to consider when including online collaboration in unit design for law students.     

Computer-aided qualitative data analysis of social media for teachers and students in legal education

This article addresses a new field for legal education researchers. It describes and discusses emergent methods for computer-aided qualitative data analysis of social media in legal education. Social media contributes opportunities for learning, teaching, and research for legal educators and students. It potentially expedites collaborations, sharing, and collection of information and commentary on relevant and important issues and topics. These sources provide content and data for learning, teaching, and research. Benefits of computer-aided qualitative data analysis of social media in legal education include a systematic approach, transparency, accountability and durability, and innovative ways to communicate insights through textual and graphical communications. The article uses two examples in which computer-aided qualitative data analysis, combined with qualitative data analysis strategies, can contribute insights in and about legal education: analysis of social media discussions involving specific topics or events – to study students’ work, or academics’ interactions at conferences; and analysis of legal educators’ scholarly communications and social media activities, toward improving the visibility and influence of legal education scholarship. Research ethics for studies involving social media and human participants are also considered.