No abstract

This Guide explores emerging issues on the alignment of learning spaces with the changing curriculum in medical education. As technology and new teaching methods have altered the nature of learning in medical education, it is necessary to re-think how physical learning spaces are aligned with the curriculum. The better alignment of learning spaces with the curriculum depends on more directly engaged leadership from faculty and the community of medical education for briefing the requirements for the design of all kinds of learning spaces. However, there is a lack of precedent and well-established processes as to how new kinds of learning spaces should be programmed. Such programmes are essential aspects of optimizing the intended experience of the curriculum. Faculty and the learning community need better tools and instruments to support their leadership role in briefing and programming. A Guide to critical concepts for exploring the alignment of curriculum and learning spaces is provided. The idea of a networked learning landscape is introduced as a way of assessing and evaluating the alignment of physical spaces to the emerging curriculum. The concept is used to explore how technology has widened the range of spaces and places in which learning happens as well as enabling new styles of learning. The networked learning landscaped is explored through four different scales within which learning is accommodated: the classroom, the building, the campus, and the city. High-level guidance on the process of briefing for the networked learning landscape is provided, to take into account the wider scale of learning spaces and the impact of technology. Key to a successful measurement process is argued to be the involvement of relevant academic stakeholders who can identify the strategic direction and purpose for the design of the learning environments in relation to the emerging demands of the curriculum.

The implementation of CBL was not satisfactory. Still, exposure of the weaknesses of the implementation process, the misalignment between CBL and the reigning teaching and learning regime, and promotion of the future use of the checklist are key to future successful implementation of CBL in any surgical undergraduate curriculum.

BackgroundThe mission of undergraduate medical education leaders is to strive towards the enhancement of quality of medical education and health care. The aim of this qualitative study is, with the help of critical perspectives, to contribute to the research area of undergraduate medical education leaders and their identity formation; how can the identity of undergraduate medical education leaders be defined and further explored from a power perspective?MethodsIn this explorative study, 14 educational leaders at a medical programme in Scandinavia were interviewed through semi-structured interviews. The data was analysed through Moustakas’ structured, phenomenological analysis approach and then pattern matched with Gee’s power-based identity model.ResultsEducational leaders identify themselves more as mediators than leaders and do not feel to any larger extent that their professional identity is authorised by the university. These factors potentially create difficulties when trying to communicate with medical teachers, often also with a weaker sense of professional identity, about medical education.ConclusionsThe perceptions of the professional identity of undergraduate medical education leaders provide us with important notions on the complexities on executing their important mission to develop medical education: their perceptions of ambiguity towards the process of trying to lead teachers toward educational development and a perceived lack of authorisation of their work from the university level. These are important flaws to observe and correct when improving the context in which undergraduate medical education leaders are trying to develop and improve undergraduate medical programmes. A practical outcome of the results of this study is the facilitation of design of faculty development programmes for educational leaders in undergraduate medial education.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0860-0) contains supplementary material, which is available to authorized users.

Purpose The purpose of this paper is to investigate how tattoos can be considered documents of an individual’s identity, experiences, status and actions in a given context, relating to ideas stating that archival records/documents can be of many types and have different functions. The paper also wants to discuss how tattoos serve as a bank of memories and evidence on a living body; in this respect, the tattooed body can be viewed as an archive, which immortalises and symbolises the events and relationships an individual has experienced in his or her life, and this in relation to a specific social and cultural context. Design/methodology/approach To discuss these issues, the authors take the point of departure in the tattoo practice of Russian/Soviet prisoners. The tattoo material referred to is from the “Russian Criminal Tattoo Archive”. The archive is created by FUEL Design and Publishing that holds the meanings of the tattoos as explained in Russian Criminal Tattoo Encyclopaedia Volume I-III. The authors exemplify this practice with two photographs of Soviet/Russian prisoners and their tattoos. By using a semiotic analysis that contextualises these images primarily through literature studies, the authors try to say something about what meaning these tattoos might carry. Findings The paper argues that it is possible to view the tattoo as a document, bound to an individual, reflecting his/her life and a given social and cultural context. As documents, they provide the individual with the essential evidence of his or her endeavours in a criminal environment. They also function as an individual’s memory of events and relationships (hardships and comradeships). Subsequently, the tattoos help create and sustain an identity. Finally, the tattoo presents itself as a document that may represent a critique of a dominant society or simply the voice of the alienated. Originality/value By showing how tattoos can be seen as documents and memory records, this paper brings a new kind of item into information and archival studies. It also uses theories and concepts from information and archival studies to put new light on the functions of tattoos.