Sexual assault is often unreported, although more is being done to support those who have been sexually assaulted and to prevent such incidents from occurring. There is no doubt that sexual assault and harassment continue in the military, and women are the primary victims. How can the military reduce the prevalence of sexual assault and harassment, and what can you do as a helping professional to support victims of these crimes? For this Discussion, review this week’s resources.
BY DAY 3
Post by Day 3 your recommendations to improve the awareness of sexual assault or harassment within the military. Explain what can be done to reduce the prevalence of sexual assault or harassment in the military. Explain one way you could support military servicewomen who experienced sexual assault
len, Duch, &Grow (2001) suggested that PBL should be introduced with “minilecture” to provide some context for problem and identify area of potential difficulty. A PBL was carried out with four junior doctors and facilitator[me] to go through management of acute abdominal pain in three different patients presented to Surgical unit during a Post On-Call round. The junior doctors were asked to prepare in advance for the session. The session was predominantly run by the junior doctors (appendix 6).The group was given a real time scenario with Acute abdomen and were encouraged to draft a management plan for each case. Junior doctors elected a chair for each PBL scenario and a “scribe” to record the discussion. The roles were rotated after every scenario. A typical PBL tutorial usually consists of a group of 8-10 students and a tutor, who facilitates the session. The tutor helps facilitating the proceedings and ensures that the group achieves its learning objectives. It differs from a traditional learning and Group work is an essential part of problem based learning (fig 5). Group Learning enhances effective communications between the students and makes them feel comfortable to develop new ideas and raise questions (Allen,Duch,& Groh,1996).In addition group work is also important as it motivates students to get involved actively and also held accountable for their actions by group member ( Cohen,1994). Hence a well-designed open ended problem helps the students to learn by an active participation leading to a positive group work experience. Fig 5. Assessment in Problem-Based Learning Student learning is influenced greatly by the assessment methods used. Assessment of student’s activities could be done by tutor feedback or use of formative or summative assessments. The ‘feedback sandwich’, which starts and ends with positive feedback is a good method in PBL. The more critical feedback is ‘sandwiched’ between the positive aspects. Another important learning is from Feedback received from peers. As suggested by Allen, Duch, and Groh (1996) students should rate their group members using a numerical scale based on “attendance, degree of preparation for class, listening and communication skills, ability to bring new and relevant information to the group, and ability to support and improve the functioning of the group as a whole”. Based on this model during this se>GET ANSWER