01924oam 2200505 a 450 991069990410332120110413104053.0(CKB)5470000002406920(OCoLC)300751421(EXLCZ)99547000000240692020090131d1978 ua 0engurbn|||||||||txtrdacontentcrdamediacrrdacarrierAccess area switching and signaling[electronic resource] concepts, issues, and alternatives /R.F. Linfield, M. Nesenbergs[Washington, D.C.] :U.S. Dept. of Commerce, National Telecommunications and Information Administration,[1978]1 online resource (x, 129 pages, 1 unnumbered page) illustrationsNTIA report ;78-2Title from title screen (viewed on Apr. 13, 2011).Performing organization: Institute for Telecommunication Sciences."Supported by the U.S. Army Communications Systems Agency (CSA).""May 1978."Includes bibliographical references (pages 125-129).Access area switching and signaling Signal theory (Telecommunication)Switching theoryTelecommunicationSignal theory (Telecommunication)Switching theory.Telecommunication.Linfield R. F1395519Nesenbergs M1397100Institute for Telecommunication Sciences.United States.Army Communications Systems Agency.United States.National Telecommunications and Information Administration.OCLCEOCLCEOCLCQGPOBOOK9910699904103321Access area switching and signaling3478562UNINA05489nam 2200649 450 991082769880332120230120011420.01-78063-433-11-84334-752-0(CKB)2560000000301473(EBL)2102155(SSID)ssj0001451779(PQKBManifestationID)12614267(PQKBTitleCode)TC0001451779(PQKBWorkID)11479573(PQKB)11774770(MiAaPQ)EBC2102155(Au-PeEL)EBL2102155(CaPaEBR)ebr11305945(OCoLC)898199974(EXLCZ)99256000000030147320170828h20142014 uy 0engur|n|---|||||txtccrEnhancing learning and teaching student feedback in medical and health sciences /Chenicheri Sid Nair, Patricie MertovaAmsterdam, Netherlands :Chandos Publishing,2014.©20141 online resource (271 p.)Chandos Learning and Teaching SeriesIncludes index.Cover image; Title page; Table of Contents; Copyright page; List of figures and tables; Preface; Author biographies; 1: Evaluating Student Experiences of Medical Education in the Joint Medical Programme: a Case Study of a Unique Dual University Programme; Abstract; Introduction; Evaluating the learning experience in the JMP: initial cohort 2008-2011; The instruments, their purpose and reflection on performance; Qualitative instruments; Reflections on performance, years 1-3; Closing the loop for students; Issues of dependability, credibility, and trustworthiness; Conclusions; Acknowledgements2: Using Student Feedback to Enhance Teaching and Learning in an Undergraduate Medical Curriculum: the University of Hong Kong ExperienceAbstract; Introduction; Feedback to and from students in medical education settings; Example: HKU iClass; Example: feedback to students on their performance from tutor and from peers; Example: feedback from students to tutor; Feedback in clinical teaching environments; Example: recorded consultation review as feedback to students; Example: student reflective writing as feedback to community-based clinical teachers; Feedback through course evaluationHKU Student Learning Experience Questionnaire (HKUSLEQ)Staff-Student Consultation Meetings (SSCM); Focus group interviews; Faculty-co-ordinated paper questionnaires; Mechanisms for reviewing student evaluations for enhancement of teaching and learning; Faculty Teaching and Learning Quality Committee (FTLQC); Quality Assurance Sub-committee of the MBBS Curriculum Committee; Conclusion; 3: Feedback as Conceptualised and Practised in South East Asia; Abstract; Introduction; Feedback on the learning process; How feedback is conceptualised; How feedback is carried out; Improving current practiceUnhealthy practices related to the feedback providerUnhealthy practices related to the feedback recipient; Feedback on the teaching process; Context; Feedback; Acting upon feedback; Conclusion; 4: Enhancing Clinical Education with Student Feedback: a Thai Perspective; Abstract; Introduction; Medical education in Thailand; Use of student feedback in undergraduate medical education; Student feedback on teaching strategies; Student feedback on a medical curriculum; Student feedback on assessment; The use of resident feedback in postgraduate training; Conclusion5: Student Feedback in Medical and Health Sciences: an Indian PerspectiveAbstract; Use of student feedback for evaluation of faculty (SEF); Common criticisms and perceptions of SEF; Key points on the utility of student feedback; Some background in Indian medical education; Cultural and contextual issues regarding use of student feedback in India; Current use of student feedback in medical and health professional education in India; Department of Physiology; College of Nursing; Utilisation of feedback; Manipal University Experience; Prospects of using student feedback effectively in IndiaRole of faculty developmentStudent feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to improve higher education teaching and learning, and other areas of student tertiary experience. Despite this, little academic literature has focussed on the experiences of academics, higher education leaders and managers. The final title in the Chandos Learning and Teaching Series to focus on student feedback, Enhancing Learning and Teaching through Student Feedback in the Medical and Health Sciences expands on topics covered in the previous pChandos learning and teaching series.Education, HigherStudy and teachingMedical sciencesStudy and teaching (Higher)Student evaluation of curriculumEducation, HigherStudy and teaching.Medical sciencesStudy and teaching (Higher)Student evaluation of curriculum.378.125Nair Chenicheri Sid1687565Mertova PatricieMiAaPQMiAaPQMiAaPQBOOK9910827698803321Enhancing learning and teaching4061144UNINA