Presents for the first time in English, this 1967 text which came to be known as the 'bible' of a new movement in German philosophy of language, the 'Erlanger School.' This school of linguistic philosophy's treatment of language is rooted in the tradition of transcendentalism, and bases its system on Kant and his Continental successors. For the Erlanger School, 'language is not just a fact we discover...but a human cultural accomplishment whose construction reason can and should be (...) controlled.' An influential work which will be a valuable resource for students of philosophy, particularly philosophy of language and transcendentalism. (shrink)

Western societies are confronted with a growing number of overweight and obese children. Past studies have pointed to excessive television viewing as one of the causes of this phenomenon. The aim of the current study was to examine the influence of parental mediation and modeling on TV use and obesity among pre-school children. A survey conducted among 608 parents of two-and-a-half to six year olds shows that obese children watch significantly more television, show more affinity towards television and more (...) often have a TV set in their bedroom than normal weight and overweight children. For girls, parental restrictions on television viewing are negatively associated with their BMI. For boys, no similar relationship can be found. This study suggests that taking into account possible differences in television viewing behavior between pre-school boys and girls and paying attention to a wide range of television viewing variables can be fruitful for further research. (shrink)

The preschool period is a period when the character of the child is formed, all their qualities and abilities begin to be formed, and can be used. Education is for human, and its main purpose is to develop all the abilities of a human by revealing them and to contribute to the healthy saturation of their emotions. It is also the duty of the educator to reveal and educate the child's innate sense of belief in a supreme being. In this (...) regard, the joint support of the child’s religious development, which is an integral part of development, as well as all areas of development, is an important aspect that should be considered in the context of the principle of “integrity” of development. Therefore, religious education is necessary in the preschool period, as well as other knowledge and skills. Taking into account the characteristics of the developmental period in which the child is located, religious education, which will be provided to the child using appropriate methods and techniques, will be able to contribute to the child throughout his/her life. The important thing here is that this educationshould be pedagogically based and the data of other branches of science should be used. However, in our country, there are no gains to support the religious development areas of the child in the curriculum of the preschool period, and there is no religious education activity other than the answers given to the religious questions asked by the children. In this study, many issues such as the necessity of religious education in the preschool period, its importance, possible consequences, what are its principles and methods will be discussed comprehensively from the point of view of preschool teachers in this study. As a result of this study, which was based on the relational scanning model, which is one of the qualitative research methods, some conclusions were reached such as that it would be appropriate to give religious education considering the developmental stages of children in the pre-school period, and that the religious development area of the child would be lacking in the absence of religious education. (shrink)

This article discusses the ways in which a group of four-year-old children co-constructed friendship networks when they began primary school in Wales, UK. This discussion has emanated from a wider study of the everyday social interactions children engage in when new to their school environment. The children’s interactions were investigated through the use of an inductive, ethnomethodological approach through the combination of conversation analysis and membership categorization analysis. The transcriptions revealed that the children used the collective pro-terms ‘we’ (...) and ‘us’ in order to explicate affiliations and exclusions with their peers in their everyday social interactions. These findings offer an insight into the daily social organization processes children engage in and suggests their preference for exclusive dyadic friendships. The article also reveals the social competencies which four-year-old children have in accomplishing social organization. (shrink)

Unintended negative outcomes on child behavior due to lockdown and home confinement following the corona virus disease pandemic needs highlighting to effectively address these issues in the current and future health crises. In this sub-study of the ODIN-study, the objectives were to determine whether the Danish lockdown and home confinement following the COVID-19 pandemic affected changes in emotional-behavioral functioning of pre-school-aged children using the validated Strength and Difficulties Questionnaire answered by parents shortly before lockdown and 3 weeks into lockdown, (...) and moreover, to examine whether baseline family and social characteristics could predict change in child emotional-behavioral functioning during lockdown. Parents of 40 children with a mean age of 5.0 completed the baseline questionnaire and the lockdown follow-up questionnaire. The SDQ-Total difficulties score and Prosocial Behavioral score changed significantly from pre- to lockdown [SDQ-TD mean: 6.0 and 7.9; P = 0.02, respectively and PSB mean: 8.5 and 7.9; P = 0.03, respectively]. Attending leisure time activities before lockdown was a predicting factor of changes to the worse in the children’s SDQ-TD scores, with a mean difference in SDQ-TD between those with and without activities of 3.16 ; P = 0.03. In conclusion, the study showed a modest decrease in child-emotional behavioral functioning during the COVID-19 lockdown, potentially due to parental stress. Although these results might not be generalizable due to small sample size and selected population, the results point to a need of a greater awareness of child mental wellbeing during a lockdown situation. (shrink)

Poor nutrition habits have been reported in the childcare setting. While the literature advocates the need to carry out ‘Voice of the Child’ research, few studies have explored this methodology with regard to children and food, in particular in the pre-school setting. This article aims to outline the ethical issues raised by a research ethics committee and to discuss the impact of these issues on a study that hoped to determine the food perceptions of children (aged three to four (...) years) within an ongoing nutrition and lifestyle pre-school project in Ireland. Ethical approval was granted for this study but only upon the clarification of two aspects: that only hedonic symbols previously used in the literature could be included in the study; and that parental consent be obtained from both parents of each child. Children were shown food pictures and asked to use the hedonic symbols to answer questions posed to them on the food. Owing to the ethical constraints imposed by the requirement for two-parent consent, seven children, from a potential sample of 85, were eligible to partake in the study. These children did not seem to understand the hedonic symbols recommended for use by the ethics committee, therefore preventing the collection of in-depth qualitative data. The ethical constraints placed on this study impacted on both its design and its methodology and are discussed in relation to national and international ethical guidance and legislation. Future research with children regarding food choice must balance the need for strict ethical standards with the need to explore children’s views on this subject. (shrink)

Many studies show a developmental advantage for transitive sentences with familiar verbs over those with novel verbs. It might be that once familiar verbs become entrenched in particular constructions, they would be more difficult to understand (than would novel verbs) in non-prototypical constructions. We provide support for this hypothesis investigating German children using a forced-choice pointing paradigm with reversed agent-patient roles. We tested active transitive verbs in study 1. The 2-year olds were better with familiar than novel verbs, while the (...) 2½-year olds pointed correctly for both. In study 2, we tested passives: 2½-year olds were significantly below chance for familiar verbs and at chance for novel verbs, supporting the hypothesis that the entrenchment of the familiar verbs in the active transitive voice was interfering with interpreting them in the passive voice construction. The 3½-year olds were also at chance for novel verbs but above chance with familiar verbs. We interpret this as reflecting a lessening of the verb-in-construction entrenchment as the child develops knowledge that particular verbs can occur in a range of constructions. The 4½-year olds were above chance for both familiar and novel verbs. We discuss our findings in terms of the relative entrenchment of lexical and syntactic information and to interference between them. (shrink)

ObjectiveThis study aimed to investigate the multiple mediating effects of achievement motivation and subjective wellbeing between social support and individual occupational identity.MethodsQuestionnaire method was used in this study. 565 junior college students majoring in pre-school education were tested by social support scale, achievement motivation scale, subjective wellbeing scale, and occupational identity scale.Results There isn’t significant relationship between perceptions of social support and individual occupational identity. Achievement motivation and subjective wellbeing individually play a mediating role between social support and individual (...) occupational identity. Achievement motivation and subjective wellbeing play a chain mediating effect between elf-efficacy and individual occupational identity.ConclusionSocial support can indirectly predict professional identity of pre-school “would-be teachers” through the mediating effect of achievement motivation, subjective wellbeing and the chain mediating effect of achievement motivation and subjective wellbeing. (shrink)

The aim of this study is to identify research trends for technology use in pre-school curricula. Research trends were analysed by employing content and bibliometric analysis methods. A total of 3,302 articles indexed by Web of Science between 1975 and 2020 were analysed using bibliometric mapping analysis and a total of 31 studies indexed by Web of Science between 2016-2020 were analysed using content analysis. The results obtained from the study reveal that the effect of technology is examined in (...) different fields and with different stakeholder groups. It is identified that qualitative methods, interview/focus group interview forms, articles as document types and pre-school teachers among other sample groups were preferred more frequently. The country with the highest number of citations is identified as the United States of America and the organisation with the highest number of citations is identified as University of Virginia. It is recommended that researchers design their studies by following the trends in the field and conduct studies that address the gaps in the field. (shrink)

Parenting is a transforming experience for the life of parents that brings joy and satisfaction as well as challenges, frustration, and demands. The aim of this study was to determine the relationship between “parental stress and satisfaction” and work-home conflict, perceived social support, and global satisfaction with life, and to determine the moderating role of the parent's gender. A sample of 244 participants was studied: 49.6% (121) mothers and 50.4% (123) fathers with children between 2 and 12 years of age. (...) The data was analysed by means of multiple linear regression models and Beta regression for stress and parental satisfaction, respectively, and they were complemented with general and conditional dominance analyses to estimate the relevance of the predictors. Mothers presented higher levels of parental stress and satisfaction than fathers. Being female, having two children, and home-work conflict were predictors of a higher parental stress. Age was also a predictor, as younger parents and also those older than 37 years of age showed more parental stress. Having no partner and being male was associated to lower parental satisfaction. In conclusion, parental stress and satisfaction emerge as clearly differentiated dimensions of parenting experience. The gender gap in parental stress could be linked to the persistence of traditional roles regarding the care of the children, in agreement with the findings in other research. (shrink)

Glazbenim aktivnostima u vrtiću pripada značajna uloga, s obzirom da bavljenje takvim aktivnostima pridonosi razvoju glazbenih sposobnosti, ali i intelektualnom, socijalnom, emocionalnom i tjelesnom razvoju djeteta. U radu su istraženi stavovi odgojitelja predškolske djece prema glazbenim aktivnostima u vrtiću te samoprocjena kompetentnosti za njihovu realizaciju. Rezultati potvrđuju da slušanje glazbe predstavlja značajnu aktivnost slobodnog vremena odgojitelja predškolske djece. Potvrđeno je da odgojitelji kojima se sviđa klasična glazba imaju pozitivnije stavove prema glazbenim aktivnostima u vrtiću. Nije uočena povezanost odlazaka na koncerte (...) klasične glazbe, pohađanja dodatne glazbene poduke, pjevanja u zboru ili klapi te godina radnoga staža sa stavovima prema glazbenim aktivnostima. Rezultati istraživanja ne potvrđuju ni povezanost godina radnoga staža sa samoprocjenom kompetencije za realizaciju glazbenih aktivnosti. I, konačno, većina odgojitelja zadovoljna je opremljenošću vrtića instrumentima za djecu te računalima i projektorima, ali ne i instrumentima za odgojitelje. Musical activities in kindergarten play an important role, especially since engaging in such activities contributes to the development of musical capabilities and intellectual, social, emotional, and physical child development. This research examines the opinions of kindergarten teachers towards musical activities, as well as a self-assessment of their competencies to perform them. The results affirm that listening to music is a significant free time activity for kindergarten teachers. It has also been affirmed that teachers who enjoy classical music have more positive opinions towards musical activities in kindergarten. No connection was noted between opinions towards musical activities and attending classical concerts, additional musical education, singing in choirs or traditional a cappella groups, or years of work experience. The results of this research also did not affirm a connection between years of work experience and self-assessments of competencies to perform musical activities. Finally, the majority of teachers were satisfied with their schools’ stock of children’s instruments, computers, and projectors, but not with instruments for teachers. (shrink)

Child safety is everybody's concern, but much professional activity is misinformed or based on a misrepresentation of the facts, and preventative action is rarely adequately evaluated. Written and edited by leading researchers with an active role in social policy, this new book challenges both our understanding of the problem of child safety and points to the impotence of "educational" approaches based on "knowledge enhancement". The strong message is that improving children's knowledge has little or no effect on their behaviour. From (...) the physical abuse of young children to drug abuse in adolescence, this book presents a radical new perspective on a key social issue. (shrink)

This study reports on a longitudinal inquiry into professional identity construction among six novice cross-border English language teachers from mainland China, who completed their pre-service teacher education in Hong Kong (HK) and began their teaching practice in local HK schools. The findings indicate that the participants navigated obstacles in teaching by deploying their own multiple languages as a cultural and linguistic repertoire. The findings also show that the teachers experienced difficulty legitimising their professional identity in the teaching community, where contextual (...) issues and power interplays mediated the process. Furthermore, it is found that the participants? commitment to teaching was negatively influenced by their non-legitimate position in the teaching community and the discordance between their teaching beliefs and the norms and values of their workplace. This study suggests that complex inter-relationships between marginal status in and legitimate membership of the community, between historical and cultural background, present practice, and future expectations, between social discourse and personal location, are involved in the process of identity construction. Measures to legitimate these teachers? position and to transform the linguistic and cultural repertories of these teachers into valuable resources of the local schools are suggested. Implications for future research are outlined. (shrink)

This report shares a study that explored the perceptions pre-service teachers have of middle school students. Participants were asked to complete the Adjective Checklist (ACL) by endorsing the words they considered most characteristic of a typical middle school student. Items most frequently endorsed indicated a predominantly negative perception (e.g. ?awkward?, ?confused? and ?emotional?). Implications for pre-service teacher training are discussed.

So far little are the studies that have focussed on exploring school principals’ self-conception of their distributed leadership competencies in relation to their managerial and teaching experience. To do so, an exploratory research was carried out with a sample of 163 pre-service and in-service school principals studying a Master’s programme in School Management, Innovation and Leadership at a Spanish University. Data were obtained by using an Ad hoc questionnaire of 7 units of competence and 5 proficiency levels (...) for each unit, based on an existing rubric to analyse students’ self-conception of their development of leadership competencies. The findings of this preliminary study show statistically significant differences in the self-perception in all dimensions associated to Managerial Experience and Teaching Experience in schools. Study participants with ME showed statistically higher levels than those who had non-ME in four of seven dimensions: lead the school organisation, address the needs of the students, manage the organisation of the school organisation, and manage administrative work. Similar results were obtained in relation to TE versus non-TE were statistically significant differences are found in six dimensions: manage pedagogical and didactic resources, attend to the needs of students, manage didactic strategies, manage the organisation of the school organisation, manage the link between the school organisation and the community, and lead the school organisation. This study shows the importance of teaching and professional experience to acquire leadership competencies in education, therefore the school principal should also be a teacher. This preliminary study provides insights into the relevance of providing pre-service or in-service school principals with training and professional development programmes on sustainability distributed leadership that enable them to genuinely engage the school community, develop innovative pedagogies and lead the process of change toward building more sustainable schools. (shrink)

The debate on the origins of modern humans is one of the oldest and most controversial in the field of palaeoanthropology. In the 1860s the debate was established in the evolutionary context and, as a conflict between two major schools and various sub-schools, it has continued up until the present day. The opposing schools were and still are, at best, in only partial alignment on the major scientific issues. Each of them is founded in its own metaphysics and focuses on (...) an exclusive set of observations that it is capable of explaining. It would appear, therefore, that the history and present state of modern human origins research may be interpreted, in terms of Kuhn's philosophy of science, as an example of a pre-paradigm scientific dispute. This interpretation shows the immaturity of modern human origins research and calls for the re-examination of palaeoanthropology's basic theoretical propositions as well as of this sciencie's controversial relationship with the society. (shrink)

The school of separation accepts the existence of pre-existence world based on such foundations as inclusiveness of real sciences in revealed sciences, the authenticity of appearances, non-detachment of spirit, priority of creation of spirit over creation of body, separation between intellect and essence of spirit, and existence of worlds before this world. The pre-existence world is of great importance in this school due to its relation with natural cognition of monotheism, the reason of prophets’ mission, and the criterion (...) of personality’s identity. The theorists of this school provide transmitted reasons for the existence of pre-existence world, among which the tradition used in the commentary of verse 172, Chapter 7 is of special significance. This school provides solutions to those problems raised on the existence of pre-existence world. These problems are divided into two groups, one claiming that the existence of this world is impossible and the other one holding that the reasons provided for the realization of this world are not sufficient. There are five main problems is group one and two in group two. The answers provided for these two groups by theorists of this school are based on their principles, which are centered on transmitted reasons and criticism of foundations of each problem. (shrink)

Since 1984, the philosophy for children (p4c) Hawai‘i movement, a partnership between the University of Hawai‘i at Mānoa (UHM) and Hawai‘i’s public schools, has experienced success in creating a more philosophical schooling experience. UHM’s Uehiro Academy for Philosophy and Ethics in Education supports this movement by offering a ‘Philosopher in Residence’ who aids teachers in bringing philosophical inquiry into practice (Lukey 2013). Philosophers in Residence continue to support p4c Hawai‘i at Kailua High School, Waimānalo Intermediate and Elementary School, (...) and Waikīkī, Ka‘elepulu, and Sunset Beach Elementary Schools. As the movement grows, we continually ask, how can we support teachers in making p4c a ‘living and reliable educational option’ (Lipman 1988, p. vii) with limited resources? One solution is the philoSURFER Internship Project, where pre-college students intern with university Philosophers in Residence and assist kindergarten through to ninth grade teachers in ‘doing’ philosophy with students. Kailua High School started their first philoSURFERS cohort in the fall of 2015, and Sunset Beach Elementary School adapted the model and had their first cohort of philoSURFERS in the fall of 2021. Since 2015, 151 philoSURFERS have supported over 65 teachers and thousands of students at eight schools to engage in philosophical inquiry. The aim of this academic reflection is to share the lessons the five authors and project coordinators have learned over the last eight years of this school-university partnership for other organisations interested in utilising pre-collegiate students as catalysts for making philosophy an integral aspect of our schools. (shrink)

This study explored and compared the perspectives of Taiwanese in-service and pre-service high school mathematics teachers regarding ideal teaching behaviours; the perspectives of a nationwide sample of students were taken as the baseline. Fourteen factors contributing to ideal teaching behaviours were identified through exploratory factor analyses. Nine factors, including idea explanation and speedy lecture, were rooted in traditional Chinese culture; five factors, including concrete representation and student activities, were influenced by Western cultures. Three teacher profiles were identified through k-means (...) clustering analysis. The perspectives of in-service teachers were dominated by a painless meaning-emphasised profile; these teachers emphasised meaningful learning for students and avoided the fast pace and demanding requirements that can cause distress in students, whereas pre-service teachers were dominated by an all-round profile, revealing their openness to all factors. Compared with... (shrink)

To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers. Thematic analytical approach revealed...

本书共分五章,内容包括:综述、语言性认知操作三模式论、语言特点与思辨理性的语言进路、先秦名家“诡辩”命题新解、公孙龙子“诡辩”命题新论。.

Matthew Lipman befriended me at an APA meeting in 1974. Through more than twenty years of phone calls, I got to chat with, consult with, and learn from Matt the details and challenges of developing philosophy for children. He acknowledged that I convinced him that the program needed “branding,” lest anyone present similar-sounding programs—some of which might be good and others not. He got a snippet of a video of my teaching troubled sixth-graders with his book Harry Stottlemeier’s Discovery on (...) the Today Show with Bryant Gumbel. That did much to shape my future, as did branding for sustaining Matt’s program. Lipman and I spoke by phone several times every year from 1976 until the mid-1990s. (shrink)

This chapter contains sections titled: Introduction Unselving Anticipation Departures Conclusion: Schools as Places of Unselving Acknowledgement Notes References.

This study aims to explore the level of information and knowledge 150 Spanish kindergarten and elementary school teachers in pre-service training have about human rights. We compared two groups of students: students with no specific training and students with specific training (the students with specific training study with the new training teaching programme that includes a compulsory subject related to citizenship education). The contents are organized around three thematic areas. Human rights are included in the first area ‘Basic concepts (...) to promote equality and participation in Elementary Education’; the other two areas are: ‘Learning to participate at Elementary School’ and ‘Building a civil school that promotes equality and participation at Elementary School’. It is a one semester subject with 3 h of teaching per week. The main hypothesis is that a specific training on human rights will lead to an important improvement not only in student’s level of knowledge but also in the way they categorize this specific content. We have administered a questionnaire designed for the study. In general, our results show that students of both groups have a basic and limited knowledge about human rights. The group with specific training shows a higher level of knowledge than the other group and a different way of organizing it. This would go in the direction of other studies of supporting and reinforcing the inclusion of specific training on human rights during the initial teacher training programmes at the university. (shrink)

This article seeks to explore ways in which pre-college pedagogical resources – particularly Critical Race Pedagogy developed for high school students, as well as Philosophy for Children – can be helpfully employed by college level instructors who wish to dialogue with students about the nature of race and racial oppression. More specifically, we wish to explore how P4C can both learn from, and be put to the service of, CRP, and how this provides a useful framework for philosophical conversations (...) about race at the college and pre-college levels. Our arguments are interwoven with narratives of our personal experiences utilising these pre-college pedagogical resources in conversations about race, so as to illustrate and provide context for our claims. We ultimately contend that these resources can help pedagogues in both higher and lower education work toward unmuting the voices of undervalued and underserved students in the United States. (shrink)

It is beyond the scope of this paper to describe in detail the rise to popularity of the emboîtement theories during the last decades of the seventeenth century.51 Eventually the theories did gain great influence, but some points emerging from the above discussion indicate that the rise to popularity was not, perhaps, quite as rapid as has sometimes been assumed.52 Although the earlier preformation theories were sometimes regarded as the ancestors of the later ideas,53 there was little intellectual continuity between (...) the two movements, based as they were upon such divergent motivations. Nor can the preformation theories be regarded as the origin of the belief that a miniature can actually be seen within the egg, since the existence of metamorphosis as a perfectly valid alternative to epigenesis meant that the work of Malpighi and others, usually described as “preformationist,” was not always taken in this latter sense at the time it was published. The pre-existence theories developed in response to particular philosophical problems, and were themselves responsible for the reinterpretation of the observations. In France, the thoughts of Malebranche and Perrault were probably already exerting influence before their written support for pre-existence appeared, but elsewhere the idea was not taken up so rapidly, and ovism, for instance, could develop without associating itself with emboîtement. Malpighi always seems to have remained opposed to pre-existence,54 but by the last decade of the century, the idea had become sufficiently powerful to influence Ray and Garden in Britain, and was receiving support from as influential a thinker as Leibniz.55 But Garden and Hartsoeker were responsible for dividing emboîtement between two schools, just as the concept itself was becoming popular. The work of both Malpighi and Leeuwenhoek served as the basis of the animalculist version, illustrating how the microscopic discoveries served as much to disrupt the intellectual development of the emboîtement concept as they did to promote it. *** DIRECT SUPPORT *** A8402051 00002. (shrink)

I. The Paradox of “Judgment” and Pre-reflective Self-AwarenessIn “Fichte’s Original Insight” (1982), Dieter Henrich, the founder of the Heidelberg School, delivered a diagnosis of why three hundred years of Western explication of the internal structure of subjectivity proved to be fruitless. As Manfred Frank noted, “Seldom has so much food for thought been put in a nutshell.”1 Fichte had the “insight” that his predecessors, in their totality (and “nearly all his successors”2), including Kant, misconceived the reality of our self-consciousness (...) as reflection, and thus fell prey to circular reasoning. A subject’s reflection on its own identity is impossible, since it can gain awareness of this identity only if it previously possessed some immediate knowledge of itself. Therefore, (self-)consciousness should not be conceived within the framework of the “reflection model,” which possesses an inherent contradiction, but rather as pre-reflective in nature, and as such it must be postulated by our thought. This is not to say that reflective consciousness—“egological” consciousness, the “reflection model of consciousness,” the “higher-order” theory of consciousness—i.e., the cogito, is impossible, but merely to highlight that its logical foundation cannot be justified by itself and that it essentially depends on the pre-reflective sphere of our psychic lives.3. (shrink)

More and more studies and research have found a positive relationship between the participation of young people in altruistic activities and helping others, but it is interesting to discover a relationship of that personal and vocational satisfaction in the preparation and training in a profession as important to society as teaching. For students who begin university studies related to teaching, their psychological well-being and motivation towards this activity are very relevant aspects to consider. The access to and attainment of a (...) University Degree with a great vocational character, such as that of Pre-School Teacher or Primary Education Teacher, can benefit the students who will be in charge. These future educational professionals will have adequate motivation and maintain a psychological well-being that, in short, will favour their personal balance and will impact their future students. This research aims to analyse the degree of psychological well-being and its relationship with the motivation towards starting the teaching career. A sample of 233 students and students aged between 17 or 19 years of age who are beginning university studies at the School of Education of Ciudad Real was selected. All participants are enrolled in the first year of the Degree in Pre-school and Primary Education. The relationship between the psychological well-being of the students and their motivation towards attaining a professional teaching career was analysed. Other variables such as age or sex were also taken into account. A quantitative study was carried out and the Ryff Psychological Welfare Scale and the Intrinsic Motivation Questionnaire (IMI) were used. Once the results were analysed, it was observed that there is a positive correlation between the perception of psychological well-being that the participants have and their motivation towards the beginning of university studies, whose professional focus is mainly direct teaching with the students of the early stages of Pre-school and Primary Education. There are also some significant differences, considering the age and sex of the participants. The vocational character of university preparation for the teaching profession may determine that students who begin their Degree studies have an important motivation towards the performance of their professional future. (shrink)

IntroductionDespite the need for trained physician ethicists, fellowships in clinical ethics are limited and primarily offered to thosewho have completed a graduate degree. The standardization of credentialing for clinical ethics consultants (CECs) and the restructuring of undergraduate medical education allow innovative models to train CECs that can provide an expanded opportunity for formal ethics training at an earlier stage.MethodsAt the University of Michigan Medical School we developed, implemented, and evaluated a pre-doctoral clinical ethics fellowship program from 2017 to 2019 (...) for senior medical students, designed to meet established competencies for CECs. Consultation notes from the beginning and end of the fellowship program were randomly selected for each fellow and independently rated by two faculty ethicists who used the validated Ethics Consultation Quality Assessment Tool (ECQAT).1 Inter rater reliability and trends in scores over time were calculated.ResultsThree students successfully completed the fellowship at the University of Michigan Medical School, conducted at least 50 formal ethics consultations, and spent approximately 40 hours a week on service for a minimum of six months. All students finished the fellowship with teaching and policy development experience, first-authored peer-reviewed manuscripts, and national presentations. The fellows demonstrated improvement in their ECQAT overall holistic rating score; all ended their fellowship with a holistic score of adequate or above. There was 92 percent agreement between raters withrespect to the acceptability of the fellows’ ethics consult notes. Two fellows have taken and passed the Healthcare Ethics Consultant-Certification (HEC-C) exam offered by the American Society for Bioethics and Humanities (ASBH).ConclusionsIntegration of a pre-doctoral fellowship model that meets professional certification standards for clinical ethics consultation creates an opportunity for medical students to become trained CECs early in their career. (shrink)