In their words: Connecting on‐line weblogs to developmental processes

This paper seeks to connect adolescents' communication within on‐line weblogs or blogs to developmental processes. A total of 195 English language blogs written by self‐identified 14‐ to 18‐year‐olds were selected; three entries from each blog were analysed, resulting in a sample of 585 entries. Blogger demographics, self‐presentation, and blog entries (format, style, content, and tone) were coded. The blog authors in our sample were overwhelmingly female and lived within the US; the majority were between 15‐ and 16‐years of age. Bloggers utilized usernames and userpictures for self‐presentation and in addition to gender, frequently presented information about their age and location. The majority of the entries used text, were narrative and reflective in style, and contained themes related to their authors' peers and everyday life. Emotional tone was present and entries with romantic, identity, and future‐related themes often contained emotional tone. Blog authors seemed to be using blogs to create narratives and to reflect about the people and events in their lives. Our results show that adolescent bloggers project off‐line themes to their blogs, suggesting that their on‐line and off‐line contexts are psychologically connected.     

Rejecting Medical Humanism: Medical Humanities and the Metaphysics of Medicine

The call for a narrative medicine has been touted as the cure-all for an increasingly mechanical medicine. It has been claimed that the humanities might create more empathic, reflective, professional and trustworthy doctors. In other words, we can once again humanise medicine through the addition of humanities. In this essay, I explore how the humanities, particularly narrative medicine, appeals to the metaphysical commitments of the medical institution in order to find its justification, and in so doing, perpetuates a dualism of humanity that would have humanism as the counterpoint to the biopsychosociologisms of our day.     

World religion and fake news: A pedagogical response in an age of post‐truth

This article describes a pedagogical response to teaching world religions courses in a post‐truth age. The course assignment and its application, utilized in both online and in‐person formats, bridge student academic pursuits with religious traditions, require students to engage with source‐based journalism, and extend beyond the classroom into many of the contemporary politics encroaching upon the humanities fields. Related to the first, the objective of the assignment is for students to discover that religiosity permeates multiple sectors, both private and public, corresponding with student career paths. As a result, students discover that religion is relevant to their academic pursuits and that they must consider the possibilities of how religion might integrate with their career choices. Regarding the second objective, the assignment develops student digital media literacy skills as a form of civic education that challenges the current political attacks on journalism and factuality. Last, this exercise acknowledges the realities facing many humanities programs across the country and offers this assignment as a way of engaging with those issues within the classroom. See as well, published in this issue of the journal, three short companion essays by Sarah L. Schwarz, Jonathan R. Herman, and Harshita Mruthinti Kamath, each of which analyzes this pedagogical strategy for their particular teaching contexts.     

Words and Wards: A Model of Reflective Writing and Its Uses in Medical Education

Personal, creative writing as a process for reflection on patient care and socialization into medicine ("reflective writing") has important potential uses in educating medical students and residents. Based on the authors' experiences with a range of writing activities in academic medical settings, this article sets forth a conceptual model for considering the processes and effects of such writing. The first phase (writing) is individual and solitary, consisting of personal reflection and creation. Here, introspection and imagination guide learners from loss of certainty to reclaiming a personal voice; identifying the patient's voice; acknowledging simultaneously valid yet often conflicting perspectives; and recognizing and responding to the range of emotions triggered in patient care. The next phase (small-group reading and discussion) is public and communal, where sharing one's writing results in acknowledging vulnerability, risk-taking, and self-disclosure. Listening to others' writing becomes an exercise in mindfulness and presence, including witnessing suffering and confusion experienced by others. Specific pedagogical goals in three arenas-professional development, patient care and practitioner well-being - are linked to the writing/reading/listening process. The intent of presenting this model is to help frame future intellectual inquiry and investigation into this innovative pedagogical modality.     

军医大学人文教育需求的实证研究

军医大学人文教育需求的实证研究,以第三军医大学2005级7个不同专业的学生为主要对象进行医学人文教育需求问卷调查,初步探讨军医大学学生对开设医学人文课程的心理需求和知识需求。调研中还发现,学生对医学人文科学抱有浓厚兴趣,认为具备良好的医学人文素质是未来医生的核心竞争力。     

Relationship between academic achievement and measured career interest: examination of Holland's theory

The present study was designed to examine Holland's hypothesis that person-environment congruence relates positively to academic achievement. The sample of 157 nontraditional premedical students completed Holland's Self-directed Search interest inventory. The students were enrolled in the Medical/Dental Education Preparatory Program, which is designed to increase the number of qualified applicants who are underrepresented in the medical profession. Using scores on Holland's inventory students were classified as congruent or incongruent. A cumulative grade point average and a science grade point average were calculated for each student. An analysis of variance supported Holland's Congruence-achievement hypothesis. Congruent students did in fact achieve significantly higher cumulative GPA and science GPA than did incongruent students. Implications for counseling and academic advisement as well as further research are discussed.     

Reflections on becoming a psychologist: Professional development experiences of students in a South African psychology graduate program

This study sought to describe student psychologists’ experiences of their professional preparation activities in which they used reflective journals. The students (n =7; female = 71%, black = 86%) were enrolled in a masters training program in the clinical and the counselling psychology programmes at a reputable University in South Africa. Over a period of the ten months of their first academic year, they completed reflective journals on aspects of their professional practice preparation. The reflective journals were thematically analysed to depict how the students framed their experiences. Findings yielded four themes that defined the students’ emerging professional identities: positive feelings about the profession, commitment to high standards of practice, concerns about high work loading, and a sense of learning community. Reflective practice capabilities appear important for early professional identity development from pre-service psychology practice education.     

The core of religious education: Finnish student teachers’ pedagogical aims

This article investigated the core of religious education (RE) by examining Finnish student teachers’ pedagogical aims in the context of Lutheran RE. The data consisted of essays (N=82) analysed in a deductive manner using the main concepts of the didactic triangle together with the aims of the Finnish National Core Curriculum. The student teachers identified familiarising oneself with one’s own and other religions in addition to growing ethically and understanding the religious dimension of life as the core goals of RE. By attaining these goals, pupils may also achieve the higher order aims of RE and cross-curricular goals of the curriculum. A teacher’s pedagogical and moral competence as well as expertise in subject matter was emphasised, and the pedagogical relation with students was also seen as important. A deeper understanding of pupils and the importance of a didactic relation in teaching were identified as pedagogical aims that need to be pursued further.     

Reflection for learning in doctoral training: writing groups,academic writing proficiency and reflective practice

This literature review highlights the benefits of participating in a doctoral writing group, with specific emphasis on how these learning communities foster reflective practice skills development. In particular, this review proposes that the process of continuous peer feedback and discussion benefits students by helping them verbalise their internal reflective thinking, fostering reflective practice skills development through various authentic learning experiences. Consequently, this review highlights the importance of establishing and supporting doctoral writing groups to further develop doctoral students’ personal epistemology, growth and professional practice.     

阅读范文对小学生作文成绩的影响

为考察阅读范文是否能够提高三年级小学生记叙文写作的成绩,在建立低年级小学生记叙文写作评价指标的基础上,选择1篇完整范文并设计8篇不同类型的不完整范文,选取300名三年级小学生为被试进行了实验研究。实验结果表明:(1)阅读完整范文和联结内容式、补充中间式、补充开头式、补充结尾式等不完整范文能够明显提高小学生记叙文写作结构分项的成绩,阅读其他4种类型的不完整范文作用不明显。(2)阅读完整的和8种不完整范文均能明显提高小学生在记叙文写作内容分项的成绩。(3)除了补充开头式、补充中间和结尾式两种不完整范文之外,阅读其他7种范文均能明显提高作文词句分项的成绩。(4)阅读范文对避免写作中出现错别字、错用标点符号和病句无显著作用。     

Steps Toward an Ecology of Writing in Digital Environments: A 21st-Century Walk Through van Gogh's Bedroom

This study examined how exposure to a computer-generated, avatar-based environment influences student composition of an essay in response to a writing prompt. Drawing on the distinctions between firsthand and secondhand experiences, this article sketches an ecological model of writing that attempts to explain why students exposed to an avatar-based environment wrote first-person essays in the present tense, whereas students exposed to a comparable web page-based environment wrote third-person essays in the past tense.     

Innovation Through Tradition: Rediscovering the “Humanist” in the Medical Humanities

Throughout its fifty-year history, the role of the medical humanist and even the name “medical humanities” has remained raw, dynamic and contested. What do we mean when we call ourselves “humanists” and our practice “medical humanities?” To address these questions, we turn to the concept of origin narratives. After explaining the value of these stories, we focus on one particularly rich origin narrative of the medical humanities by telling the story of how a group of educators, ethicists, and scholars struggling to define their relatively new field rediscovered the studia humanitatis, a Renaissance curriculum for learning and teaching. Our origin narrative is composed of two intertwined stories—the history of the studia humanitatis itself and the story of the scholars who rediscovered it. We argue that as an origin narrative the studia humanitatis grounds the medical humanities as both an engaged moral practice and pedagogical project. In the latter part of the paper, we use this origin narrative to show how medical humanists working in translational science can use their understanding of their historical roots to do meaningful work in the world.     

Teaching Religion Around the World: A Modest First Glimpse

This essay introduces a collection of short essays solicited from authors around the globe who teach religion courses at the college level (not for professional religious training). The central question uniting this collection is whether religious studies is a unified and global pedagogical field, and this introduction teases out salient continuities and discontinuities driven by broad cultural and political contexts. These essays are published together with this introduction in Teaching Theology and Religion 18:3 (July 2015). The authors were asked to provide a brief overview of the curriculum, student learning goals, and pedagogical techniques employed in their courses.     

Mindfulness,Mysticism, and Narrative Medicine

Mindfulness based interventions (MBIs) are rapidly emerging in health care settings for their role in reducing stress and improving physical and mental health. In such settings, the religious roots and affiliations of MBIs are downplayed, and the possibilities for developing spiritual, even mystical, states of consciousness are minimized. This article helps rebalance this trend by using the tools of medical humanities and narrative medicine to explore MBI as a bridge between medical and spiritual approaches to health related suffering. My narrative medicine method draws insights from the arts and humanities that are rarely used in standard clinical research but are increasingly common among medical humanities and narrative medicine scholars. The specific path I take will be to work through historical, linguistic, and philosophic dimensions of mindfulness and mysticism as relevant to illness, suffering, death, and dying. I close with two case examples in which mindfulness is used as an intentionally spiritual practice for health concerns.     

Pretending to be authentic: challenges for students when reflective writing about their childhood for assessment

Critical reflection potentially allows social work and human service (SWHS) students to understand how past experiences can shape their future practice. This study of 20 Australian undergraduate SWHS students with a history of childhood adversity found reflective writing for this purpose was not a useful pedagogical practice. Rather than developing skills in critical reflection students found the task performative, linked to academic requirements, where they needed to display emotional containment. Consequently, SWHS academics need to examine reflective writing about childhood adversity for assessment as this process may not enable students to build skills in critical reflection that drive professional development.     

医学生医学人文素质现状的调查与分析

医学人文素质同医学科学素质一样,是医学生必备的基本素质.为了解当前在校医学生的医学人文素质现状,我们以复旦大学上海医学院部分在校医学生为调查对象,通过问卷调查的方式,从医学生对国内外医疗相关问题和事件的关注,对医学人文课程和提高医学人文素养的认识,以及医学人文素质对医学重要性的认识等方面,对医学生医学人文素质相关情况进行调查,了解当前在校医学生医学人文现状,为有的放矢的培养医学生的人文素养提供客观依据.     

性别的社会性约束与可持续发展

临床医学生人文教育不能模糊医学人文知识和医学人文精神两个不同的概念,需要科学精神和人文精神的辩证统一。临床医学人文教育理论与实践的分离,临床医学人文教学与临床医学专业教学的分离,临床医学人文教育目标、实现途径和评价体系的不确定性,使临床医学生难敌市场经济功利性的负面导引,医学模式的转换在教育层面受阻。     

Rethinking leadership education: narrative inquiry and leadership stories

This narrative essay shares observations and insights about how instructors can use creativity, student voice, and personalized learning to create more responsive educational leadership pedagogy. Three stories, as told by a professor and two former students, explore how students’ narratives can naturally inform educational leadership preparation across international borders. We aim to demonstrate how students’ narrative experiences in education can contribute to exisiting discourse and research on effective and innovative pedagogical practice in educational leadership preparation.     

Early reflections on becoming a therapist: Development of reflective practice in clinical training programmes in an Australian context

The development of competent counsellors, psychotherapists and psychologists depends upon not only the clinical competencies, but also the development of the person as the psychotherapist. This qualitative study investigated the experiences of twenty provisional psychologists enrolled in a university‐based clinical psychology training programme. Participants were requested to write reflective essays describing their experiences in relation to their first year of training. Utilising an interpretative phenomenological approach methodology, three superordinate themes were identified: beginning awareness and internalisation of the role of the therapist, therapy as an inter‐subjective experience, and personal transformation. Themes encompassed a range of key areas identified by trainee therapists as central to their development as reflective practitioners. Findings from this study may contribute to the small but growing literature base explicating the early lived experience of being a therapist working from an integrative framework. The findings contribute to our knowledge of the critical elements involved in fostering the theoretical, practical and reflective processes involved in becoming a competent therapist.