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The traumatic effects of colonization on generations of Indigenous peoples and communities are referred to as intergenerational trauma. Alongside intergenerational effects of trauma experienced by Indigenous peoples and cultures across the globe is the capacity for individual and collective resilience, whereby an individual has good life outcomes despite having been subjected to situations with a high risk of emotional and/or physical distress. In North America and globally there have been calls to action for social work to find pathways toward reconciliation with Indigenous peoples. The purpose of this paper is to share the conceptual foundations of an innovative Master of Social Work program, currently in its sixth year. The program was designed to bridge Indigenous worldviews and social work by: creating links in the curriculum between neuroscience research in Western treatment modalities and Indigenous/traditional healing practices throughout the globe; fostering communication among all age groups; developing respect, kindness, and communication across all races; uncovering resiliency in understanding intergenerational trauma; understanding attachment difficulties created through colonization and rebuilding support systems; and creating learning objectives that address wellness. The objective is to prepare social workers to work with individuals, families and communities across the globe affected by intergenerational trauma. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to provide the results of a survey of supply chain management (SCM) courses in higher education. This research is unique because it represents the first large-scale study of undergraduate SCM course syllabi taught at universities. Design/methodology/approach: The unit of analysis is an SCM syllabus. Content analysis was performed on each syllabus to identify the actual course coverage including requirements, pedagogy and content emphasis. This aggregated information was used to compare historical research findings in this area, with the current skills identified as important for career success. This data provides the input for a gap analysis between offerings in higher education and those needs identified by practitioners. Findings: Data gathering efforts yielded a sample of 109 undergraduate courses representing 79 schools across North America. The aggregate number of topics covered in undergraduate courses totaled 120. The primary evaluation techniques include exams, projects and homework. Details regarding content and assessment techniques are provided along with a gap analysis between the coverage of supply chain courses and the needs identified by previous academic research. Originality/value: This study is the first large-scale content analysis of undergraduate SCM course syllabi. The goal is to use this data as a means of continuous improvement in the quality and value of the educational experience on a longitudinal basis. The findings are designed to foster information sharing and provide data for benchmarking efforts in the development of SCM courses and curricula in academia, as well as training, development and recruitment efforts by professionals in the field of SCM. [ABSTRACT FROM AUTHOR]

This article puts forward love, care, and reverence for all people and our nonhuman kin as the center of posthumanist education. Opening our spiritual eye and building intimate relationships with nature and with all elements of the universe is envisioned as part of a schooling or postschooling experience; our body, heart and spirit, along with our mind, is an essential part of learning. The article describes the experiences of students taking a graduate level course focusing on global climate change and education at a university in the United States. We use the course as an example to explore what posthumanist education entails. In this qualitative study, students taking the course, along with the faculty designing and teaching the course, describe the course curriculum and pedagogies and reflect on the course's impact on them. Data sources include the syllabus, students' reflection papers, nature contact journals, final projects, art works, and group conversations. Although situated in North America, the article is rich with international perspectives as student authors came from six different countries. The article posits that posthumanist education must be eco-centric and love-based, engaging students' whole being to feel for and love Mother Nature. [ABSTRACT FROM AUTHOR]

The direct regulation of lead ammunition in North America and Europe has been mainly for hunting in wetlands. Little support among hunters and the ammunition makers exists for further regulation despite suitable lead substitutes and much education about the known risks to wildlife and human health from ingested lead. In the absence of personnel to detect use of lead ammunition and enforce regulations, hunter compliance is low. Identification of non-lead ammunition using existing electronic technology and an international protocol on the identification of non-lead rifle bullets is proposed to aid enforcement. An explicit definition of the chemical composition of lead substitutes is required in European Union legislation together with a more enforceable distinction between 'possession during hunting' and 'ownership' of lead ammunition. A more transdisciplinary regulatory approach to transitioning to non-lead ammunition is advised. It comprises widespread public health advisories, setting a maximum allowable lead level in commercial game meats in EU legislation, and public communication that emphasizes the benefits of non-lead ammunition use to all categories of wildlife and the public perception of hunting, whether in North America or Europe. [ABSTRACT FROM AUTHOR]

Background: Several studies suggest that medical student empathy declines throughout medical school. However, no studies have synthesised the evidence regarding why empathy declines. Objective: To conduct a systematic review and thematic synthesis of qualitative studies investigating why student empathy may change throughout medical school. Methods: We included any qualitative study that investigated why empathy might change during medical school. We searched the Medline, Scopus, CINAHL, ERIC, and APA PsycInfo databases for relevant studies. All databases were searched from their inception to 18 July 2022. We also searched the reference lists of the included studies and contacted experts to identify additional studies. We used the Joanna Briggs Institute tool to evaluate the risk of bias in the included studies. Overall confidence in our results was assessed using the Confidence in the Evidence from Reviews of Qualitative research (CERQual) approach. We used thematic methods to synthesise our findings. Results: Our searches yielded 2523 records, and 16 studies involving a total of 771 students were eligible for analysis. Most studies (n = 11) were from Europe or North America. The descriptive themes and sub-themes were identified for each study. Increased complexity in patients and their diseases, together with the 'hidden curriculum' (including a stressful workload, prioritisation of biomedical knowledge, and (sometimes) poor role models), led to student adaptations, such as cynicism and desensitisation. Students' prior lives and professional experiences appeared to exacerbate the decline in empathy. However, there were bias concerns for most of the included studies. Discussion: Many of the included studies included were small, and some did not include demographic participant data. Given the likely benefits of providing empathic care for patients and practitioners, medical education interventions should focus on developing an 'empathic hidden curriculum' that mitigates the decline in medical student empathy. Trial registration: A protocol for this systematic review was submitted for registration with the International Prospective Register of Systematic Reviews (PROSPERO) on 28 July 2022 (registration number CRD42022347856). [ABSTRACT FROM AUTHOR]

This article focuses on the diasporas' role in fostering Global Citizenship Education (GCE) and provides a basis for understanding how diaspora organizations educate themselves to defend their rights in everyday life. I argue that diaspora organizations are potential agents that foster GCE to defend rights in a hostile environment against people in motion. From the GCE-driven critical perspective, this article offers an interdisciplinary dialogue between Diaspora Studies (International Relations), Sociology of Education, and Sociology of Collective Action to identify the practice of GCE at the New American Diaspora in Mexico City. The article is oriented to discussing the non-state actors' agency in promoting GCE outside the walls of schools and classrooms. With a qualitative approach (case study), through an American/Mexican organization, I offer empirical evidence through the lens of GCE: The Others Dreams in Action (ODA) and its cultural space, namely the Poch@ House. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This essay offers a review of the ways that North American historians have approached the history of epidemics in education to date and it identifies a few key historiographical trends and research questions raised by American and Canadian work. The history of epidemics in education is located at the intersection of three vibrant fields of study: the history of science and medicine, the history of education, and the history of disability. The essay explores how, in the context of North American scholarship, the history of education and epidemics emerges out of broader discussions from those fields. Recent historical studies of pandemics, raised after the outbreak of COVID-19, are also used to introduce the topic. [ABSTRACT FROM AUTHOR]

Copyright of Revista Científica is the property of Revista Cientifica, Universidad Distrital Francisco Jose de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: With the advent of competency-based medical education, as well as Canadian efforts to include clinical informatics within undergraduate medical education, competency frameworks in the United States have not emphasized the skills associated with clinical informatics pertinent to the broader practice of medicine. Objective: By examining the competency frameworks with which undergraduate medical education in clinical informatics has been developed in Canada and the United States, we hypothesized that there is a gap: the lack of a unified competency set and frame for clinical informatics education across North America. Methods: We performed directional competency mapping between Canadian and American graduate clinical informatics competencies and general graduate medical education competencies. Directional competency mapping was performed between Canadian roles and American common program requirements using keyword matching at the subcompetency and enabling competency levels. In addition, for general graduate medical education competencies, the Physician Competency Reference Set developed for the Liaison Committee on Medical Education was used as a direct means of computing the ontological overlap between competency frameworks. Results: Upon mapping Canadian roles to American competencies via both undergraduate and graduate medical education competency frameworks, the difference in focus between the 2 countries can be thematically described as a difference between the concepts of clinical and management reasoning. Conclusions: We suggest that the development or deployment of informatics competencies in undergraduate medical education should focus on 3 items: the teaching of diagnostic reasoning, such that the information tasks that comprise both clinical and management reasoning can be discussed; precision medical education, where informatics can provide for more fine-grained evaluation; and assessment methods to support traditional pedagogical efforts (both at the bedside and beyond). Assessment using cases or structured assessments (eg, Objective Structured Clinical Examinations) would help students draw parallels between clinical informatics and fundamental clinical subjects and would better emphasize the cognitive techniques taught through informatics. [ABSTRACT FROM AUTHOR]