Using the TRAILER tool for managing informal learning in academic and professional contexts: the learner perspective

Informal Learning plays an important role in everyone's life and yet we often are unaware of it. The need to keep track of the knowledge acquired through informal learning is increasing as its sources become increasingly diverse. This paper presents a study on a tool developed to help keeping track of learners' informal learning, both within academic and professional contexts, This tool, developed within the European Commission funded TRAILER project, will further integrate the improvements suggested by users during the piloting phase. The two studied contexts were similar regarding the importance and perception of Informal Learning, but differed concerning tool usage. The overall idea of managing one's informal learning was well accepted and welcomed, which validated the emerging need for a tool with this purpose.

The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

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The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

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The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

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The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

v. 4

The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

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The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

v. 6

The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

v. 7

The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

v. 8

The illustrated dictionary of gardening :a practical and scientific encyclopædia of horticulture for gardeners and botanists /edited by George Nicholson ; assisted by J.W.H. Trail ... and J. Garrett ...

v. 9

New molluscan taxa and scientific writings of Fritz Haas, by Alan Solem. [Edited by Edward G. Nash and Patricia M. Williams.

v.53:no.2(1967)

How to improve the formal analytic reasoning and scientific motivation in the intellectual training of medical students

A review article of the The New England Journal of Medicine refers that almost a century ago, Abraham Flexner, a research scholar at the Carnegie Foundation for the Advancement of Teaching, undertook an assessment of medical education in 155 medical schools in operation in the United States and Canada. Flexner’s report emphasized the nonscientific approach of American medical schools to preparation for the profession, which contrasted with the university-based system of medical education in Germany. At the core of Flexner’s view was the notion that formal analytic reasoning, the kind of thinking integral to the natural sciences, should hold pride of place in the intellectual training of physicians. This idea was pioneered at Harvard University, the University of Michigan, and the University of Pennsylvania in the 1880s, but was most fully expressed in the educational program at Johns Hopkins University, which Flexner regarded as the ideal for medical education. (...)

An audit of diagnostic reference levels in interventional cardiology and radiology: are there differences between academic and non-academic centres?

A wide variation in patient exposure has been observed in interventional radiology and cardiology. The purpose of this study was to investigate the patient dose from fluoroscopy-guided procedures performed in non-academic centres when compared with academic centres. Four procedures (coronary angiography, percutaneous coronary intervention, angiography of the lower limbs and percutaneous transluminal angioplasty of the lower limbs) were evaluated. Data on the dose-area product, fluoroscopy time and number of images for 1000 procedures were obtained from 23 non-academic centres and compared with data from 5 academic centres. No differences were found for cardiology procedures performed in non-academic centres versus academic ones. However, significantly lower doses were delivered to patients for procedures of the lower limbs when they were performed in non-academic centres. This may be due to more complex procedures performed in the academic centres. Comparison between the centres showed a great variation in the patient dose for these lower limb procedures.