Miks peaksin oma auto viima ülevaatusele?

Eesti Arst 2017; 96(1):4

Kas arst on sündinud juht ja õpetaja?

Eesti Arst 2015; 94(7):38

Neeruvähki ja kusepõievähki haigestumus 15–44aastaste Eesti inimeste hulgas ajavahemikul 1980–2009

Töö eesmärk oli analüüsida neeru- ja neeruvaagnavähki ning kusepõievähki haigestumust Eesti 15–44aastastel noortel täiskasvanutel. Neeru- ja neeruvaagnavähi ning kusepõievähi esinemissagedus Eesti noortel on harv: vaid 5% kõikidest Eesti vähiregistris (1980–2009) registreeritud neeru- ja neeruvaagnavähi ning 2% kusepõievähi esmasjuhtudest diagnoositi selle vanuserühma isikutel. Kõikidest Eesti 15–44aastastel isikutel 2005.–2009. aastal diagnoositud soliidtuumoritest moodustasid neeru- ja neeruvaagnavähk ning kusepõievähk meestel vastavalt 7% ja 3% ning naistel vastavalt 2% ja Eesti Arst 2014; 93(7):405–40

Diplomijärgse arstiõppe reformimine: palju rääkimist, vähe kuulamist, kaotajaks jääb resident

Eesti Arst 2015; 94(7):401–40

Three perspectives on hybridising x and c MOOCs to create an online course on digital CVs

If massive open online courses (MOOCs) were considered as an educational revolution influencing the traditional model of Higher Education [1] then their discourse is formulated in terms of polarity, and this is no better depicted than in their characterization, as either c or x MOOCs. This typology is based on underlying pedagogical principles: the cm is designed using constructivist - connectivist theories, while the xm is premised on behaviourist principles. In both conceptualisations, however, educational principles predominate, while the MOOC’s purpose appears to be secondary. What is clear, though, is that very careful thought needs to be applied to their macro and micro design characteristics (Scagnoli, 2014; Richter, 2014). This paper will explore the attempts of the designers to hybridize the key strengths of both forms of architecture in order to create a construct that puts purpose first – the creation of a personalized, digital cv for real – world use. The focus, then, is on the creation of a micro - MOOC titled: 3DCV - a tool to support participants by combining elements from both pedagogical spectra: connectivist and behaviourist. This new form of cv is necessary because the traditional configuration of the two dimensional ‘print’ cv has given way to a continuum of ‘digital’, three dimensional cvs within which employers can exploit the potential of the digital medium to both deepen and broaden their understanding of the strengths of a particular candidate. In effect, we will examine two revolutionary digital concepts at the same time: the MOOC and the digital cv and, in doing so, we will explore the challenges from the perspectives of the three course creators, two of whom were RDP interns (a PhD graduate and an undergraduate student) and the third member, an experienced academic and project lead, in order to support colleagues who might be considering writing their own MOOCs. Our selected pedagogy to deliver the course was based on a hybrid of x and c MOOCs using the principles of: relationships; an informal tone; the use of ipsative comparison, and the use of ‘thematic’ feedback

Theme: Digital Learning Polarities and Paradoxes in Digital Learning: Net That Job With an Online CV

If massive open online courses (MOOCs) were considered as an educational revolution influencing the traditional model of Higher Education Waldrop (2013) then their discourse now is formulated in terms of polarity, and this is no better depicted than in their characterisation, as either c or x MOOCs. This typology is based on underlying pedagogical principles: the cMOOC is designed using constructivist - connectivist theories, while the xMOOC is premised on behaviourist principles. In both conceptualisations, however, educational principles predominate, while the MOOC’s purpose appears to be secondary. What is clear is that very careful thought needs to be applied to their macro and micro design characteristics (Scagnoli, 2014; Richter, 2014). This paper explores attempts to hybridise the key strengths of both architectural forms to create a construct that puts purpose first – the creation of a personalised, digital cv for real – world use and, in doing so, exposes the challenges from the perspectives of the three course creators, two of whom were RDP interns (a PhD graduate and an undergraduate student) and the third member, an experienced academic and project lead, in order to support colleagues who might be considering writing their own MOOCs. The methodology deployed is a reflective, multi-perspective, qualitative study using the written vignettes of the MOOC design team to which Braun and Clarke’s (2006) method of inductive thematic analysis is applied. The conclusions map onto the literature: the tensions between constructivist and behaviourist design; the challenges associated with hybridisation; and the problems of massiveness and openness

Doctoral students navigating the borderlands of academic teaching in an era of precarity

Neoliberalisation of academia has led to an increasing recruitment of doctoral students in teaching roles. Whilst there is evidence of doctoral students being engaged in teaching roles and the reasons for doing so, there is a pressing need to understand their experiences and to develop effective support practices to help them in their roles as teachers. Using borderlands theory as a lens, the thematic analysis of case study data from doctoral students in two English universities indicates that although they were navigating similar borderlands, the structural inequalities posed by their institutions led to differential support for their teaching roles and teacher identity development. The paper highlights the need for aligning doctoral roles to academic roles. It concludes by challenging the precarious support available for doctoral students, and proposes recommendations for the holistic development of doctoral students as competent and successful teachers (and researchers) in an increasingly precarious academia