Rachel Jaber Chehayeb, Gopika SenthilKumar, Ziad Saade, Benjamin Gallo Marin, Ghazal Aghagoli, Azan Z Virji
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.
在这项研究中，我们报告了在美国的国际医学学生，并对美国的国际医学学生和国际医学预科申请人(f1医生)的第一个点对点国家指导计划进行了分析。我们使用了通过F1Doctors和美国医学院协会(Association of American Medical Colleges)的年度入学报告收集的分析调查数据。结果表明，国际申请者的平均大学绩点(GPA)和医学院入学考试成绩(MCAT)高于所有申请者。此外，非美国申请人报告面临许多独特的挑战，例如获得课外机会的机会有限，以及难以找到熟悉申请流程的导师。国际申请人有潜力增加医疗保健专业人员的多样性，f1医生是第一个支持美国国际医疗保健申请人的平台。
{"title":"Examining the First Peer-to-Peer Mentorship Program (F1Doctors) for International Medical Students.","authors":"Rachel Jaber Chehayeb, Gopika SenthilKumar, Ziad Saade, Benjamin Gallo Marin, Ghazal Aghagoli, 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}
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.
{"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}
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.
{"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}
Pub Date : 2020-07-16DOI: 10.32674/jise.v9isi.1814
T. Mino, Prince Paa-Kwesi Heto
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.
{"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}
Pub Date : 2020-07-16DOI: 10.32674/jise.v9isi.1865
Paula Jones
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.
{"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}
Pub Date : 2020-07-16DOI: 10.32674/jise.v9isi.1853
Prince Paa-Kwesi Heto, M. Odari, W. Sunu
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
{"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}
K. Hewitt, H. Carlone, B. Faircloth, Laura M. Gonzalez, Ye He, Amy Vetter
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?
{"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}
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.
{"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}
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.
{"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}
{"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}
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