When it comes to lifelong learning and e-learning, we are steadily moving towards distributed and self-organized networks where multiple content providers offer parts and pieces, not complete vertical systems. This spurs development of new methods and techniques to position learners in these networks. Positioning requires that characteristics of the learner are mapped onto characteristics of le...

Maps were part of both formal and informal education in early modern Europe, although they performed different functions and had a different status in each setting. While the more institutional curricula of grammar schools and universities treated geography as more important, with maps seen as useful only for their illustrative properties, informal market-driven and patronage-supported educatio...

As geodata are the lifeblood of tourism, the representation of tourism resources on maps (geovisualisation) and the wide use of web 2.0 for creating and discussing geovisualised data (geocollaboration) are heavily adopted in tourism. Consequently, managing geodata needs to be incorporated into tourism curricula and pedagogies to assist graduates with career options. Although research in geovisu...

Purpose An increasing number of academic health institutions are committed to integrative medicine (IM) principles, including partnership between patient and practitioner; collaborative, interprofessional health care; and promotion of health and the prevention of illness. The objective of this five-year project is to develop, implement, evaluate, and disseminate a multidisciplinary, interprofes...

Until the late 1980s, gastroenterology (GE) was considered a subspecialty of Internal Medicine. Today, GE also incorporates Hepatology. However, Digestive Oncology training is poorly defined in the Hepatogastroenterology (HGE)-curriculum. Therefore, a Digestive Oncology curriculum should be developed and this document might be a starting point for such a curriculum. HGE-specialists are increasi...

we are writing this letter to draw the attention of the faculty members of medical universities to the formation of professional ethics and professionalism in the clinical and theoretical education of nursing and operating room students using the hidden curriculum. professional values are standards for clinical practice, which are based on the agreement of professional groups and experts. these...

The essential procedural skills that newly graduated doctors require are rarely defined, do not take into account pre-vocational employer expectations, and differ between Universities. This paper describes how one Faculty used local evaluation data to drive curriculum change and implement a clinically integrated, multi-professional skills program. A curriculum restructure included a review of a...