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相关概念视频

Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Cultural Influences on Personality01:26

Cultural Influences on Personality

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Individualist and collectivist cultures emphasize different core values, shaping personality in distinct ways. In individualist cultures, such as those in the United States, England, and Australia, people prioritize independence, competition, and personal achievement. These societies tend to promote self-focused traits, with individuals often reporting higher levels of self-esteem. In contrast, collectivist cultures, commonly found in regions like Asia, Africa, and South America, emphasize...
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Self-Discrepancy Theory02:45

Self-Discrepancy Theory

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One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
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Stereotype Content Model02:16

Stereotype Content Model

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The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence...
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Stereotypes, Prejudice, and Discrimination02:55

Stereotypes, Prejudice, and Discrimination

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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Barriers to Effective Communication II01:21

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The barriers to effective communication also include cultural barriers, semantic barriers, gender barriers, and time constraints.
Cultural barriers:
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Semantic barriers:
As a result of their tendency to use...
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相关实验视频

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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
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运用基于能力的评估:对文化和性别差异进行背景化.

Samar Ahmed1,2, Fouzia Shersad3, Arina Ziganshina4

  • 1Faculty of Medicine, Forensic Medicine and Toxicology department, Ain Shams University, Cairo, Cairo Governorate, 11488, Egypt.

MedEdPublish (2016)
|October 16, 2023
PubMed
概括

本研究概述了在医学教育中实施基于能力的评估的实用指南,重点关注阿联医学学生的阿联MEDs框架. 它详细介绍了考虑到文化和性别因素的评估,为教育工作者提供了可复制的模型.

关键词:
阿联MEDs公司基于能力的医学教育.语境化 语境化 语境化多样性的多样性多样性的多样性股权资本 股权资本包容性 包容性 包含性程序性评估是指程序性评估.学生的进步 学生的进步

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科学领域:

  • 医学教育 医学教育
  • 基于能力的评估.
  • 健康 职业 教育 教育 专业

背景情况:

  • 教育机构越来越多地采用能力框架进行评估.
  • 运营能力评估,特别是考虑到文化因素,带来了挑战.
  • 迪拜女子医学院 (DMCG) 面临着评估阿联医学学生与阿联MEDs能力框架的任务.

研究的目的:

  • 提供一个逐步指南,用于操作化基于能力的评估.
  • 分享DMCG在实施阿联MED能力框架方面的经验.
  • 协助卫生专业人员制定文化敏感的评估系统.

主要方法:

  • 开发一个专注的团队和吸引顾问教师发展.
  • 估计机构评估能力.
  • 用人力资源和软件绘制能力,并运行评估.

主要成果:

  • 介绍了一份实用,逐步的指南,用于运行基于能力的评估.
  • 这个过程涉及团队建设,教师发展,能力评估和映射.
  • 确定了在开发系统时的支持因素和局限性.

结论:

  • 开发的指南使教育工作者能够在不同的文化背景下运行基于能力的评估.
  • 基于能力的背景评估可以通过考虑当地传统来成功实施.
  • 这种方法支持医学学生获得特定能力.