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Mentoring could have made a difference for the student mentioned above, as it did in mine.
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Most of the students mentioned the high social prestige of being a physician as one of the main reasons for choosing medicine.
For if an agent such as the student mentioned above has so effectively internalized oppressive norms that she values them and treats them as her ends, then it is questionable whether they are genuinely her own.
The Students mentioned about including injury prevention in school curricula and called for tougher traffic rule enforcement.
The students mentioned several program features that they considered empowering.
For example, one student mentioned water being necessary for photosynthesis on the homework but then struggled with identifying a process during the interview: Student 2 homework: The biomass comes from the growth of the plant.
For example, one student mentioned that 'in reality' more factors are important.
For those students mentioning more than one course, the interviewer followed up with a question asking the student to identify the one course that was the most discouraging.
One student mentioned Dr. Bharucha's departure, another mentioned more voice for students in the running of the school.
While all eight of the students we interviewed thought that clickers were a useful learning tool in small-enrollment courses, five of the eight students mentioned suggestions for improving their use.
Difficulties in providing clinical practice teaching for nursing students mentioned by both clinical educators and faculty members were classified into four categories, as discussed below and as shown in Table 2.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com