Educational Technologies in Health Science Libraries: Teaching Technology Skills

PubMed Central

Hurst, Emily J.

2014-01-01

As technology rapidly changes, libraries remain go-to points for education and technology skill development. In academic health sciences libraries, trends suggest librarians provide more training on technology topics than ever before. While education and training have always been roles for librarians, providing technology training on new mobile devices and emerging systems requires class creation and training capabilities that are new to many. To appeal to their users, many health sciences librarians are interested in developing technology-based classes. This column explores the question: what skills are necessary for developing and teaching technology in an academic health sciences library setting? PMID:24528269

Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

ERIC Educational Resources Information Center

Copeman, Peter; Keightley, Polly

2014-01-01

In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

A Trilingual Teaching Model for Developing Academic Literacy Skills in Classical Arabic (L1), Hebrew (L2) and English (FL) in Southern Israel

ERIC Educational Resources Information Center

Hauptman, Sara; Mansur, Fuaz; Tal, Rachel

2008-01-01

Developing academic literacy skills in Classical Arabic (L1), Hebrew (L2) and English (FL) among 10th-grade Bedouin students in Southern Israel is of central importance, in light of the country's policies regarding trilingual education for this sector. This paper presents the findings of research which examined the impact of a teaching model where…

Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

ERIC Educational Resources Information Center

Ramirez, Pablo C.; Jimenez-Silva, Margarita

2014-01-01

In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

The importance of academic teaching competence for the career development of university teachers: A comment from higher education pedagogy.

PubMed

Merkt, Marianne

2017-01-01

This contribution to the discussion focuses on which conditions at universities need to be established so that academic teaching skills become relevant to the career of university teachers. To find an answer, current findings on academic teaching are summarized from the literature.

A Preliminary Report on Teaching Academic Readiness. Technical Report #34.

ERIC Educational Resources Information Center

Au, Kathryn H.

This Kamehameha Early Education Program (KEEP) report describes the development of a systematic program for teaching academic readiness skills to kindergarten children who require special help to develop attentional behaviors. The progress of eight kindergarten children (five boys and three girls) is described to illustrate the merit of the…

The Effectiveness of Blackboard-Based Blended Teaching in the Development of Academic Achievement, Study Skills and Self-Confidence among Students of Princess Nourah bint Abdulrahman University

ERIC Educational Resources Information Center

Al-Otaibi, Wadha H.

2017-01-01

The present study aimed to investigate the effectiveness of blended teaching, based on the e-learning management system "Blackboard," in the development of academic achievement, study skills and self-confidence among the students of Princess Nourah bint Abdulrahman University (PNU). The study sample consisted of (38) female students who…

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

ERIC Educational Resources Information Center

Besler, Fatma; Kurt, Onur

2016-01-01

Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…

Teaching Social Skills in a Virtual Environment: An Exploratory Study

ERIC Educational Resources Information Center

Baker, Jason; Parks-Savage, Agatha; Rehfuss, Mark

2009-01-01

This article reports on an exploratory study which examines the use of virtual environment technology as a tool to teach elementary school children social skills. Small group interventions were assessed to determine how the participants were measurably different on 7 different dependent variables: problem behaviors, academic competence,…

Administrative skills for academic physicians.

PubMed

Aluise, J J; Scmitz, C C; Bland, C J; McArtor, R E

1989-01-01

To function effectively within the multifaceted environment of the academic medical center, academic physicians need to heighten their understanding of the economics of the health care system, and further develop their leadership and managerial skills. A literature base on organizational development and management education now exists that addresses the unique nature of the professional organization, including academic medical centers. This article describes an administration development curriculum for academic physicians. Competency statements, instructional strategies and references provide the academic physician with guidelines for expanding their professional expertise to include organizational and management skills. The continuing success of the academic medical center as a responsive health care system may depend upon the degree to which academic physicians gain sophistication in self-management and organizational administration.

The Human Capital of Knowledge Brokers: An analysis of attributes, capacities and skills of academic teaching and research faculty at Kenyan schools of public health.

PubMed

Jessani, Nasreen; Kennedy, Caitlin; Bennett, Sara

2016-08-02

Academic faculty involved in public health teaching and research serve as the link and catalyst for knowledge synthesis and exchange, enabling the flow of information resources, and nurturing relations between 'two distinct communities' - researchers and policymakers - who would not otherwise have the opportunity to interact. Their role and their characteristics are of particular interest, therefore, in the health research, policy and practice arena, particularly in low- and middle-income countries. We investigated the individual attributes, capacities and skills of academic faculty identified as knowledge brokers (KBs) in schools of public health (SPH) in Kenya with a view to informing organisational policies around the recruitment, retention and development of faculty KBs. During April 2013, we interviewed 12 academics and faculty leadership (including those who had previously been identified as KBs) from six SPHs in Kenya, and 11 national health policymakers with whom they interact. Data were qualitatively analyzed using inductive thematic analysis to unveil key characteristics. Key characteristics of KBs fell into five categories: sociodemographics, professional competence, experiential knowledge, interactive skills and personal disposition. KBs' reputations benefitted from their professional qualifications and content expertise. Practical knowledge in policy-relevant situations, and the related professional networks, allowed KB's to navigate both the academic and policy arenas and also to leverage the necessary connections required for policy influence. Attributes, such as respect and a social conscience, were also important KB characteristics. Several changes in Kenya are likely to compel academics to engage increasingly with policymakers at an enhanced level of debate, deliberation and discussion in the future. By recognising existing KBs, supporting the emergence of potential KBs, and systematically hiring faculty with KB-specific characteristics, SPHs can

Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings.

PubMed

Knight, Victoria F; Kuntz, Emily M; Brown, Melissa

2018-06-01

Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed.

Trait Based Assessment on Teaching Writing Skill for EFL Learners

ERIC Educational Resources Information Center

Asrobi, Maman; Prasetyaningrum, Ari

2017-01-01

This study was conducted in order to investigate the effectiveness of trait based assessment on teaching writing skill for EFL learners. Designed as pre-experimental study with one group pretest and posttest design, it examined 20 students of the second semester of English Department of "Hamzanwadi University" in the academic year…

Improving First Grade Academic Skills through the Integration of Music into the First Grade Curriculum.

ERIC Educational Resources Information Center

Hart-Davis, Charity

This study designed a music program for improving academic skills of first grade students after the teaching staff found the students doing average work in the classroom. The school involved in the study was located in an urban, middle class community in Northern Illinois. Results of standardized tests showed the extent of the academic problems of…

The teaching of physical assessment skills in pre-registration nursing programmes in Australia: issues for nursing education.

PubMed

Birks, Melanie; James, Ainsley; Chung, Catherine; Cant, Robyn; Davis, Jenny

2014-01-01

Health assessment is a fundamental aspect of the professional nursing role. The teaching of skills in physical assessment is therefore a large component of pre-registration nursing programmes. As the nursing curriculum becomes more crowded with what is deemed to be essential content, there is a need to rationalise what is taught in preparatory nursing programmes to ensure readiness for practice. The study outlined in this paper, as part of a larger project, explored the teaching of physical assessment skills in pre-registration nursing programmes across Australia. Fifty-three academics completed the 121 item online survey, indicating whether each skill was taught with practice, taught with no practice or not taught at all. The results suggest that only half the skills were being taught by more than 80% of the academics and 23 skills (19%) were taught by more than 90%. Of the 121 skills commonly taught--69 skills (57%) were taught with student practice and 29 (24%) were taught with no student practice. The results of this study raise questions about the teaching of physical assessment in pre-registration nursing programmes. The suggestion is not that skills that are used regularly or infrequently should be removed from the curriculum, rather, the authors propose that consideration be given to whether the teaching of skills that are never likely to be used is occurring at the expense of comprehensive mastery of core skills.

The Reluctant Academic: Early-Career Academics in a Teaching-Orientated University

ERIC Educational Resources Information Center

Gale, Helen

2011-01-01

This paper is based on research into academic identities amongst early-career academics in a UK post-1992, teaching-orientated university. Literature around academic identity suggests five major academic roles: teaching, research, management, writing and networking. However, this appears to be a picture of an established mid-career academic in a…

A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities

ERIC Educational Resources Information Center

Leffert, James S.; Brady, Mary E.; Siperstein, Gary N.

2009-01-01

Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school…

The Flipped Classroom for pre-clinical dental skills teaching - a reflective commentary.

PubMed

Crothers, A J; Bagg, J; McKerlie, R

2017-05-12

A Flipped Classroom method for teaching of adult practical pre-clinical dental skills was introduced to the BDS curriculum in Glasgow during the 2015/2016 academic session. This report provides a commentary of the first year of employing this method - from the identification of the need to optimise teaching resources, through the planning, implementation and development of the method, with an early indication of performance.

Teaching strategies to incorporate genomics education into academic nursing curricula.

PubMed

Quevedo Garcia, Sylvia P; Greco, Karen E; Loescher, Lois J

2011-11-01

The translation of genomic science into health care has expanded our ability to understand the effects of genomics on human health and disease. As genomic advances continue, nurses are expected to have the knowledge and skills to translate genomic information into improved patient care. This integrative review describes strategies used to teach genomics in academic nursing programs and their facilitators and barriers to inclusion in nursing curricula. The Learning Engagement Model and the Diffusion of Innovations Theory guided the interpretation of findings. CINAHL, Medline, and Web of Science were resources for articles published during the past decade that included strategies for teaching genomics in academic nursing programs. Of 135 articles, 13 met criteria for review. Examples of effective genomics teaching strategies included clinical application through case studies, storytelling, online genomics resources, student self-assessment, guest lecturers, and a genetics focus group. Most strategies were not evaluated for effectiveness. Copyright 2011, SLACK Incorporated.

Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

NASA Astrophysics Data System (ADS)

Rahayu, D. V.

2017-02-01

This study was intended to figure out basic teaching skills of Mathematics Department Students of STKIP Garut at Field Experience Program in academic year 2014/2015. This study was qualitative research with analysis descriptive technique. Instrument used in this study was observation sheet to measure basic teaching mathematics skills. The result showed that ability of content mastery and explaining skill were in average category. Questioning skill, conducting variations skill and conducting assessment skill were in good category. Managing classroom skill and giving motivation skill were in poor category. Based on the result, it can be concluded that the students’ basic teaching skills weren’t optimal. It is recommended for the collegians to get lesson with appropriate strategy so that they can optimize their basic teaching skills.

Women and Teaching in Academic Psychiatry

ERIC Educational Resources Information Center

Hirshbein, Laura D.; Fitzgerald, Kate; Riba, Michelle

2004-01-01

Objective: This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Background: Although women have…

Using peer-assisted learning to teach and evaluate residents' musculoskeletal skills.

PubMed

Martinez, Johanna; Harris, Christina; Jalali, Cathy; Tung, Judy; Meyer, Robert

2015-01-01

Although direct observation and corrective feedback are established methods of increasing select aspects of residents' musculoskeletal (MSK) clinical skills, the evaluation and management of patients with MSK complaints remains an underemphasized part of internal medicine training. This paper reports on the development of an innovative peer-assisted learning (PAL) model to teach five MSK areas (back, knee, shoulder, neck, or hip pain). Based on data from 42 participating interns and 44 senior residents from an urban US academic medical center, results from an objective structured clinical exam (OSCE) demonstrate gains in both knowledge and self-reported confidence in MSK skills. Moreover, subsequent focus group results reveal a strong preference for the PAL model. In conclusion, an educational module that utilizes the OSCE format holds much promise for teaching MSK skills to both intern and senior residents.

Women and teaching in academic psychiatry.

PubMed

Hirshbein, Laura D; Fitzgerald, Kate; Riba, Michelle

2004-01-01

This article explores past, present, and future issues for women and teaching in academic psychiatry. A small study of didactic teaching responsibilities along faculty groups in one academic psychiatry department helps to illustrate challenges and opportunities for women in psychiatric teaching settings. Although women have comprised half of all medical school admissions for over a decade, tenure-track positions are still largely dominated by men. In contrast, growing numbers of women have been entering academic medicine through clinical-track positions in which patient care and teaching, rather than research, are the key factors for promotion. Thus, the authors hypothesized better representation of clinical-track women in formal, didactic teaching within the medical school setting. The authors compared the numbers of tenure and clinical-track men and women teaching lectures to medical students and residents at the University of Michigan, Department of Psychiatry. Contrary to the hypothesis, the majority of didactic teaching was done by tenure-track men. Possible explanations and remedies for the continuing under-representation of women in academic psychiatry, particularly teaching settings, are explored. Suggestions are made for future areas in which female faculty might have opportunities for participation and leadership.

Teaching Cardiac Examination Skills

PubMed Central

Smith, Christopher A; Hart, Avery S; Sadowski, Laura S; Riddle, Janet; Evans, Arthur T; Clarke, Peter M; Ganschow, Pamela S; Mason, Ellen; Sequeira, Winston; Wang, Yue

2006-01-01

OBJECTIVE To determine if structured teaching of bedside cardiac examination skills improves medical residents' examination technique and their identification of key clinical findings. DESIGN Firm-based single-blinded controlled trial. SETTING Inpatient service at a university-affiliated public teaching hospital. PARTICIPANTS Eighty Internal Medicine residents. METHODS The study assessed 2 intervention groups that received 3-hour bedside teaching sessions during their 4-week rotation using either: (1) a traditional teaching method, “demonstration and practice” (DP) (n=26) or (2) an innovative method, “collaborative discovery” (CD) (n=24). The control group received their usual ward teaching sessions (n=25). The main outcome measures were scores on examination technique and correct identification of key clinical findings on an objective structured clinical examination (OSCE). RESULTS All 3 groups had similar scores for both their examination technique and identification of key findings in the preintervention OSCE. After teaching, both intervention groups significantly improved their technical examination skills compared with the control group. The increase was 10% (95% confidence interval [CI] 4% to 17%) for CD versus control and 12% (95% CI 6% to 19%) for DP versus control (both P<.005) equivalent to an additional 3 to 4 examination skills being correctly performed. Improvement in key findings was limited to a 5% (95% CI 2% to 9%) increase for the CD teaching method, CD versus control P=.046, equivalent to the identification of an additional 2 key clinical findings. CONCLUSIONS Both programs of bedside teaching increase the technical examination skills of residents but improvements in the identification of key clinical findings were modest and only demonstrated with a new method of teaching. PMID:16423116

Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?

ERIC Educational Resources Information Center

Wylie, Ken; Cummins, Brian

2013-01-01

Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

Using Movement to Teach Academics: The Mind and Body as One Entity

ERIC Educational Resources Information Center

Minton, Sandra

2008-01-01

This book is developed to help teach curriculum through the use of movement and dance, while giving students a chance to use their creative problem-solving skills. The text describes a step-by-step process through which instructor and students can learn to transform academic concepts into actions and dances. Theoretical information is also…

Complex Dynamics in Academics' Developmental Processes in Teaching

ERIC Educational Resources Information Center

Trautwein, Caroline; Nückles, Matthias; Merkt, Marianne

2015-01-01

Improving teaching in higher education is a concern for universities worldwide. This study explored academics' developmental processes in teaching using episodic interviews and teaching portfolios. Eight academics in the context of teaching development reported changes in their teaching and change triggers. Thematic analyses revealed seven areas…

Medical Students Teaching Medical Students Surgical Skills: The Benefits of Peer-Assisted Learning.

PubMed

Bennett, Samuel Robert; Morris, Simon Rhys; Mirza, Salman

2018-04-10

Teaching surgical skills is a labor intensive process, requiring a high tutor to student ratio for optimal success, and teaching for undergraduate students by consultant surgeons is not always feasible. A surgical skills course was developed, with the aim of assessing the effectiveness of undergraduate surgical peer-assisted learning. Five surgical skills courses were conducted looking at eight domains in surgery, led by foundation year doctors and senior medical students, with a tutor to student ratio of 1:4. Precourse and postcourse questionnaires (Likert scales 0-10) were completed. Mean scores were compared precourse and postcourse. Surgical skills courses took place within clinical skills rooms in the Queen Elizabeth Hospital Birmingham (UK). Seventy students (59 medical, 2 dental, and 9 physician associate students) from a range of academic institutions across the UK completed the course. There was an overall increase in mean scores across all eight domains. Mean improvement score precourse and postcourse in WHO surgical safety checklist (+3.94), scrubbing (+2.99), gowning/gloving (+3.34), knot tying (+5.53), interrupted sutures (+5.89), continuous sutures (+6.53), vertical mattress sutures (+6.46), and local anesthesia (+3.73). Peer-assisted learning is an effective and feasible method for teaching surgical skills in a controlled environment, subsequently improving confidence among healthcare undergraduates. Such teaching may provide the basis for feasibly mass-producing surgical skills courses for healthcare students. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Core Skills for Effective Science Communication: A Teaching Resource for Undergraduate Science Education

ERIC Educational Resources Information Center

Mercer-Mapstone, Lucy; Kuchel, Louise

2017-01-01

Science communication is a diverse and transdisciplinary field and is taught most effectively when the skills involved are tailored to specific educational contexts. Few academic resources exist to guide the teaching of communication with non-scientific audiences for an undergraduate science context. This mixed methods study aimed to explore what…

Study Skills Course Impact on Academic Self-Efficacy

ERIC Educational Resources Information Center

Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

2014-01-01

Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

An Alternative Approach for Designing and Teaching Communication Skills to University of Technology Students

ERIC Educational Resources Information Center

Pineteh, Ernest A.

2014-01-01

This article examines the contents and teaching strategies of communication skills courses at a South African higher institution: Cape Peninsula University of Technology (CPUT). It seeks to understand why the courses have not been very responsive to increasing academic and professional challenges undergraduate students experience at this…

Teaching clinical skills in developing countries: are clinical skills centres the answer?

PubMed

Stark, Patsy; Fortune, F

2003-11-01

There is growing international interest in teaching clinical skills in a variety of contexts, one of which is Clinical Skills Centres. The drivers for change making Skills Centres an important adjunct to ward and ambulatory teaching come both from within and outside medical education. Educationally, self-directed learning is becoming the accepted norm, encouraging students to seek and maximize learning opportunities. There are global changes in health care practice, increased consumerism and increasing student numbers. In some countries, professional recommendations influence what is taught. Increasingly, core skills curricula and outcome objectives are being defined. This explicit definition encourages assessment of the core skills. In turn, all students require equal opportunities to learn how to practise the skills safely and competently. The moves towards interprofessional education make joint learning in a"neutral" setting, like a Clinical Skills Centre, appear particularly attractive. To discuss the potential role of Clinical Skills Centres in skills training in developing countries and to consider alternative options. Many developing countries seek to establish Clinical Skills Centres to ensure effective and reliable skills teaching. However, the model may not be appropriate,because fully equipped Clinical Skills Centres are expensive to set up, staff; and run. They are not the only way to achieve high quality clinical teaching. Suggested options are based on the philosophy and teaching methods successfully developed in Clinical Skills Centres that may fulfil the local needs to achieve low cost and high quality clinical teaching which is reflective of the local health needs and cultural expectations.

Developing Teaching Skills in Physical Education.

ERIC Educational Resources Information Center

Siedentop, Daryl

This textbook attempts to clarify the nature of teaching during the field experience or simulation of that experience for student teachers. The text takes a data-based approach to the development of teaching skills. It is divided into seven chapters. The first chapter, "Systematic Improvement of Teaching Skills," is a narrative…

What Is Required to Develop Career Pathways for Teaching Academics?

ERIC Educational Resources Information Center

Bennett, Dawn; Roberts, Lynne; Ananthram, Subramaniam; Broughton, Michelle

2018-01-01

Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff.…

Academic Skills Module.

ERIC Educational Resources Information Center

Demery, Marie

A module consisting of eight academic skills is presented to help students achieve success and graduate from Northwestern State University (Louisiana) and other institutions. The elective course is open to all students, and especially for entering freshmen who have a grade point average of 2.0 or who are enrolled in developmental education…

Teaching-skills training programs for family medicine residents

PubMed Central

Lacasse, Miriam; Ratnapalan, Savithiri

2009-01-01

ABSTRACT OBJECTIVE To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. DATA SOURCES Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. STUDY SELECTION The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. SYNTHESIS Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs’ effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. CONCLUSION Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the

Should we use philosophy to teach clinical communication skills?

PubMed

Gerber, Berna

2016-11-16

Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession's (mistaken) understanding of itself as a natural science on doctor-patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient's psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication.

The impact of outpatient clinical teaching on students' academic performance in obstetrics and gynecology.

PubMed

Hassan, Bahaeldin A; Elfaki, Omer A; Khan, Muhammed A

2017-01-01

Clinical teaching at outpatient settings is an essential part of undergraduate medical students' training. The increasing number of students in many medical schools and short hospital stays makes inpatient teaching alone insufficient to provide students with the required clinical skills. To make up this shortfall, outpatient clinical teaching has been implemented by our Department of Obstetrics and Gynecology, King Khalid University, KSA, throughout the academic year 2015-2016. The aim of this study was to evaluate the impact of clinical teaching at outpatient settings on the academic performance of our students. In this comparative retrospective study, the effects of outpatient clinical teaching of obstetrics and gynecology on the academic performance of student was assessed through an objective structured clinical examination (OSCE). During their course on obstetrics and gynecology, 58 students had their clinical teaching both at inpatient and outpatient settings and constituted "study group". The remaining 52 students had clinical teaching only at inpatient settings and were considered "control group". Students in both groups sat for OSCE at the end of week 8 of the gynecology course. Students in both groups sat for OSCE at the end of week 8 of the gynecology course. Four stations were used for assessment: obstetric history, gynecological history, obstetric physical examination of pregnant women, and gynecological procedure station. Twenty marks were allocated for each station giving a total score of 80. The OSCE scores for study group were compared with those of the control group using Student's t -test; p < 0.05 was considered statistically significant. The total mean OSCE score was statistically significantly higher in the study group (62.36 vs. 47.94, p < 0.001). The study group participants showed significantly higher scores in the gynecological procedure station (16.74 vs. 11.62, p < 0.0001) and obstetric examination station (16.72 vs. 10.79, p < 0

An assessment of student satisfaction with peer teaching of clinical communication skills.

PubMed

Mills, Jonathan K A; Dalleywater, William J; Tischler, Victoria

2014-10-13

Peer teaching is now used in medical education with its value increasingly being recognised. It is not yet established whether students differ in their satisfaction with teaching by peer-teachers compared to those taught by academic or clinical staff. This study aimed to establish satisfaction with communication skills teaching between these three teaching groups. Students participated in a role-play practical facilitated either by clinicians, peer-teachers or non-clinical staff. A questionnaire was administered to first-year medical students after participating in a communication skills role-play session asking students to evaluate their satisfaction with the session. Data were analysed in SPSS 20. One hundred and ninety eight students out of 239 (83%) responded. Students were highly satisfied with the teaching session with no difference in satisfaction scores found between those sessions taught by peers, clinical and non-clinical staff members. 158 (80%) considered the session useful and 139 (69%) strongly agreed tutors facilitated their development. There was no significant difference in satisfaction scores based on tutor background. Satisfaction is as high when tutored by peer-teachers compared to clinicians or non-clinical staff. Constructive feedback is welcomed from a range of personnel. Final-year students could play an increasing role in the teaching of pre-clinical medical students.

Using the Academic Skills Inventory to Assess the Biology Major

ERIC Educational Resources Information Center

Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L.

2009-01-01

The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…

Twelve tips for creating an academic teaching portfolio.

PubMed

Little-Wienert, Kim; Mazziotti, Mark

2018-01-01

An academic teaching portfolio is not only a requirement at many academic teaching institutions, but it is also important in a medical educator's growth and development through documentation, reflection, evaluation, and change. Creating an academic portfolio may appear daunting at first but with careful advanced preparation, organized evidence collection of your educational work, proof of scholarship, and thorough documentation of self-reflection and change, you can produce a successful product that accurately represents your educational beliefs, accomplishments, and growth throughout your career. This article provides medical educators with twelve steps for creating a successful academic teaching portfolio.

Wanted: Soft Skills for Today's Jobs

ERIC Educational Resources Information Center

Hirsch, Barton J.

2017-01-01

Educating high school students for both college and career is difficult. Teaching trade skills seems alien to the academic culture. But new research indicates that soft skills are quite important to judgments of employability and that youth learn many soft skills in traditional academic subjects (e.g., literature). A focus on soft skills allows…

Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

ERIC Educational Resources Information Center

Kellems, Ryan O.; Edwards, Sean

2016-01-01

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

PubMed

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

Teaching Soft Skills Employers Need

ERIC Educational Resources Information Center

Ellis, Maureen; Kisling, Eric; Hackworth, Robbie G.

2014-01-01

This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft skills…

Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

ERIC Educational Resources Information Center

Tsai, Hsien-Chang; Liu, Shih-Hsiung

2015-01-01

Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…

Teaching for Connection: Critical Thinking Skills, Problem Solving, and Academic and Occupational Competencies. Lesson Plans.

ERIC Educational Resources Information Center

Hedges, Lowell E.

This document contains 48 sample lesson plans that practicing teachers of vocational and academic education have developed to train vocational students to think critically and to solve problems. Discussed in the introduction are the following topics: critical thinking, problem solving, and decision making as the building blocks of teaching;…

Perceptions of medical school graduates and students regarding their academic preparation to teach.

PubMed

Henry, B W; Haworth, J G; Hering, P

2006-09-01

How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical students for teaching responsibilities. The purpose of this study was to determine how different experiences contributed to the knowledge, skills, and attitudes of medical school graduates and students regarding medical teaching. A questionnaire was developed, addressing reliability and validity considerations, and given to first year residents and third year medical students (taught by those residents). Completed questionnaires were collected from 76 residents and 110 students (81% of the sample group). Item responses were analysed using descriptive and inferential statistics. Most residents (n = 54; 71%) positively viewed opportunities they had to practice teaching when they were seniors. Residents rated three activities for learning to teach highest: (1) observing teachers as they teach; (2) reviewing the material to be taught; and (3) directly teaching students; representing both individual and participatory ways of learning. Residents' self ratings of teaching behaviours improved over time and this self assessment by the residents was validated by the students' responses. Comparison between residents' self ratings and students' views of typical resident teaching behaviours showed agreement on levels of competence, confidence, and motivation. The students rated characteristics of enthusiasm, organisation, and fulfilment lower (p<0.002) than residents rated themselves. The residents and students in this study viewed academic preparation for teaching responsibilities positively and showed agreement on characteristics of good teaching that may be helpful indicators in the process of developing medical teachers.

A Study on the Prediction of the Teaching Profession Attitudes by Communication Skills and Professional Motivation

ERIC Educational Resources Information Center

Çimen, Latife Kabakli

2016-01-01

This study aims to investigate the prediction of the attitudes regarding teaching profession by the communication skills and professional motivation of pedagogical formation students. 261 pre-service teachers receiving pedagogical formation training Istanbul at a private university in the 2014-2015 academic year were included in the research as…

Should we use philosophy to teach clinical communication skills?

PubMed Central

2016-01-01

Effective communication between the doctor and patient is crucial for good quality health care. Yet, this form of communication is often problematic, which may lead to several negative consequences for both patients and doctors. Clinical communication skills have become important components of medical training programmes. The traditional approach is to teach students particular communication skills, such as listening to patients and asking open-ended questions. Despite their importance, such training approaches do not seem to be enough to deliver medical practitioners who are able and committed to communicate effectively with patients. This might be due to the pervasive negative influence of the medical profession’s (mistaken) understanding of itself as a natural science on doctor–patient communication. Doctors who have been trained according to a positivist framework may consider their only responsibility to be the physical treatment of physical disorders. They may thus have little regard for the patient’s psychological and social world and by extension for communication with the patient and/or their caregivers. To address this problem, I propose a curriculum, based on the academic field of philosophy, for teaching clinical communication. PMID:28155325

Evaluating Behavioral Skills Training to Teach Safe Tackling Skills to Youth Football Players

ERIC Educational Resources Information Center

Tai, Sharayah S. M.; Miltenberger, Raymond G.

2017-01-01

With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six…

Teaching Aids a Special Pedagogy Tool of Brain Development in School Children, Interest and Academic Achievement to Enhance Future Technology

ERIC Educational Resources Information Center

Ohwojero, Chamberlain Joseph

2015-01-01

The school system is an institution where teachers adopt different teaching methods to impact knowledge and skills. The teaching method adopted by a class teacher has a great effect on children interest, academic achievement and brain development of a child. To support this fact the researcher used two groups of children from ten schools to carry…

Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

ERIC Educational Resources Information Center

Çetin, Baris

2015-01-01

Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

Academically Gifted Undergraduate Students: Their Preferred Teaching Strategies

ERIC Educational Resources Information Center

AL-Khayat, Majed M.; AL-Hrout, Mosa A.; Hyassat, Mizyed A.

2017-01-01

Much attention is being paid to the students who give evidence of high achievement capability in specific academic fields. This interest includes choosing sufficient teaching strategies that suit their characteristics. However, this study aims at identifying what teaching strategies are preferred by academically gifted students in Princess Rahma…

Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success.

PubMed

Putwain, Dave; Sander, Paul; Larkin, Derek

2013-12-01

Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Two hundred and six first-year undergraduate students. Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills. © 2012 The British Psychological Society.

Student Use of Academic Knowledge and Skills in Work-Based Learning

ERIC Educational Resources Information Center

Hawley, Joshua D.; Marks, Helen M.

2006-01-01

Using data from in a large Mid-western district, this study analyses the use of academic skills in work-based learning. The primary question asked in this study has to do with the impact of participating in work-based learning on the use of academic skills. Four sets of academic skills were measured using surveys (language arts, math, science, and…

Effective Teaching for FAS & FAE Children.

ERIC Educational Resources Information Center

Root, Pam

This paper discusses the importance of teaching social skills to children with Fetal Alcohol Syndrome (FAS) or Fetal Alcohol Effect (FAE) and the interrelationship between social skills and academic improvement. Goals and techniques for teaching social skills are identified, including: (1) improving the skill of compliance by setting reasonable…

Teaching skills to resolve conflicts with acute confusional syndrome patients in nursing using the Case Method (CM).

PubMed

Arrue, Marta; Caballero, Silvia

2015-01-01

This study sets out to design and implement a teaching sequence that offers students the opportunity to acquire the necessary knowledge, skills, attitudes and values to deal with a confrontational patient. When designing the teaching methodology, we chose an active teaching strategy, commonly entitled the Case Method. The case was developed during the 2011-2012 academic year and implemented across the curriculum in the 2012-2013 academic year, in the "Relations and Communications in Nursing Care" and "Geriatric Nursing" subject modules, in the second year undergraduate nursing course at the University of the Basque Country. Implementation results indicate that the Case Method is a satisfactory tool to facilitate acquisition of the chosen skills, as well as being a learning method that is well received by students. At the end of the process, 72.8% of them shared the opinion that "this methodology has helped me more or much more than traditional 'chalk and talk' expository methodology". Moreover, 93% of the students successfully achieved at least the minimum learning results required. Nevertheless, students said that they felt overwhelmed on more than one occasion. The study has provided evidence that the Case Method contributes to acquiring skills that every nurse will need during their career. This should spur us on to continue extending the range of possibilities offered by active methodologies. Copyright © 2014 Elsevier Ltd. All rights reserved.

Literacy Skills among Academically Underprepared Students

ERIC Educational Resources Information Center

Perin, Dolores

2013-01-01

A review of studies published from 2000 to 2012 was conducted to describe the literacy skills of underprepared postsecondary students, identify teaching approaches designed to bring their skills to the college level, and determine methods of embedding developmental instruction in college-level course work. The studies pinpointed numerous weak…

Using the Teaching Interactions Procedure to Teach Social Skills to Children With Autism and Intellectual Disability.

PubMed

Hui Shyuan Ng, Aubrey; Schulze, Kim; Rudrud, Eric; Leaf, Justin B

2016-11-01

This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The results demonstrated that the teaching interaction procedure resulted in all participants acquiring targeted social skills, maintaining the targeted social skills, and generalizing the targeted social skills.

Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching.

PubMed

Buckley, Sharon; Zamora, Javier

2007-06-28

Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However, whilst a number of students

Effects of participation in a cross year peer tutoring programme in clinical examination skills on volunteer tutors' skills and attitudes towards teachers and teaching

PubMed Central

Buckley, Sharon; Zamora, Javier

2007-01-01

Background Development of students' teaching skills is increasingly recognised as an important component of UK undergraduate medical curricula and, in consequence, there is renewed interest in the potential benefits of cross-year peer tutoring. Whilst several studies have described the use of cross-year peer tutoring in undergraduate medical courses, its use in the clinical setting is less well reported, particularly the effects of peer tutoring on volunteer tutors' views of teachers and teaching. This study explored the effects of participation in a cross-year peer tutoring programme in clinical examination skills ('OSCE tutor') on volunteer tutors' own skills and on their attitudes towards teachers and teaching. Methods Volunteer tutors were final year MBChB students who took part in the programme as part of a Student Selected Component (SSC). Tutees were year 3 MBChB students preparing for their end of year 'OSCE' examination. Pre and post participation questionnaires, including both Likert-type and open response questions, were used. Paired data was compared using the Wilcoxon signed-rank test. All tests were two-tailed with 5% significance level. Results Tutors reflected their cohort in terms of gender but were drawn from among the more academically successful final year students. Most had previous teaching experience. They were influenced to participate in 'OSCE tutor' by a desire to improve their own teaching and associated generic skills and by contextual factors relating to the organisation or previous experience of the OSCE tutor programme. Issues relating to longer term career aspirations were less important. After the event, tutors felt that participation had enhanced their skills in various areas, including practical teaching skills, confidence in speaking to groups and communication skills; and that as a result of taking part, they were now more likely to undertake further teacher training and to make teaching a major part of their career. However

Teaching Basic Caregiver Skills.

ERIC Educational Resources Information Center

Schenk, Susan, Ed.; Harrah, Doris, Ed.

This instructor's guide provides materials for a nursing skills course designed to teach basic home nursing skills to families who plan to care for a chronically ill or elderly family member at home. It may be taught by a registered nurse with knowledge of all areas or by a team, with each instructor concentrating on his/her area of expertise.…

Recommendations to University Managers for Facilitating Engagement of Academics with Teaching

ERIC Educational Resources Information Center

Heinrich, Eva

2013-01-01

Research on community-based approaches to academic development has shown the importance of a collegial and supportive environment for teaching and learning about teaching. To investigate the environment in which academics work and teach, the research behind this article has defined a new concept, called "teaching groups". Teaching groups…

Cognitive Components of Developmental Writing Skill

ERIC Educational Resources Information Center

Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A.

2016-01-01

A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…

Developing a competency framework for academic physicians.

PubMed

Daouk-Öyry, Lina; Zaatari, Ghazi; Sahakian, Tina; Rahal Alameh, Boushra; Mansour, Nabil

2017-03-01

There is a mismatch between the requirements of the multifaceted role of academic physicians and their education. Medical institutions use faculty development initiatives to support their junior academic physicians, however, these rarely revolve around academic physician competencies. The aim of this study was to identify these academic physician competencies and develop a competency framework customized to an organizational context. The authors conducted semi-structured interviews and Critical Incident Technique with 25 academic physicians at a teaching medical center in the Middle East region inquiring about the behaviors of academic physicians in teaching, clinical, research, and administrative roles. Using content analysis, the authors identified 16 competencies: five "Supporting Competencies", common to all four roles of academic physicians, and 11 "Function-Specific Competencies", specific to the role being fulfilled. The developed framework shared similarities with frameworks reported in the literature but also had some distinctions. The framework developed represents a step towards closing the gap between the skills medical students are taught and the skills required of academic physicians. The model was customized to the context of the current organization and included a future orientation and addressed the literature calling for increasing focus on the administrative skills of academic physicians.

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

Analysing Science Teaching for Non-Academic Students in Secondary School.

ERIC Educational Resources Information Center

McCarthy, Margaret E.

This is a qualitative study of science teaching for non-academic students in secondary school. Evidence from earlier studies suggested that few variations in teaching strategies are being used for non-academic students. This investigator categorizes certain pertinent teaching features which, if emphasized, have the potential to enhance the…

Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences.

PubMed

Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

2015-01-01

Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential.

Challenges and opportunities for early-career Teaching-Focussed academics in the biosciences

PubMed Central

Hubbard, Katharine; Gretton, Sarah; Jones, Katherine; Tallents, Lucy

2015-01-01

Twenty-seven percent of academics in UK Higher Education (HE) are in Teaching-Focussed positions, making major contributions to undergraduate programmes in an era of high student expectations when it comes to teaching quality. However, institutional support for Teaching-Focussed academics is often limited, both in terms of peer networking and opportunities for career development. As four early-career stage Teaching-Focussed academics working in a variety of institutions, we explore what motivated our choices to make teaching our primary academic activity, and the challenges that we have faced in doing so. In addition to highlighting the need for universities to fully recognise the achievements of teaching staff, we discuss the role that the various biosciences learned societies have in supporting Teaching-Focussed academics. We identify that there is a need for the learned societies to come together and pool their expertise in this area. The fragmented nature of the Teaching-Focussed academic community means that clear sources of national support are needed in order to best enable the next generation of bioscience educators to reach their full potential. PMID:25977754

Teaching Criteria That Matter in University Academic Promotions

ERIC Educational Resources Information Center

Subbaye, Reshma; Vithal, Renuka

2017-01-01

While many universities have taken steps to recognise teaching in academic promotions, debate continues on the teaching criteria to be used and their evaluation. This article analyses the 10 criteria that inform the evaluation of teaching and eventual promotion decisions at a South African university: rationale for teaching, teaching methods,…

Tutor-led teaching of procedural skills in the skills lab: Complexity, relevance and teaching competence from the medical teacher, tutor and student perspective.

PubMed

Lauter, Jan; Branchereau, Sylvie; Herzog, Wolfgang; Bugaj, Till Johannes; Nikendei, Christoph

2017-05-01

In current medical curricula, the transfer of procedural skills has received increasing attention. Skills lab learning and tutor-led teaching have become an inherent part of all medical curricula at German medical faculties. In 2011, the initial basis for the classification of clinical skills in medical school was created by the German Association for Medical Education (GMA) Committee's consensus statement on procedural skills. As a recommendation for medical curricula, the National Competency-based Catalogue of Learning Objectives (NKLM, 2015) lists procedural skills according to their curriculum integration and competency level. However, classification in regard to the perceived complexity, relevance, or teaching competency is still lacking. The present study aimed to investigate procedural skills taught at the Medical Faculty of Heidelberg in regard to their complexity, relevance, and required teaching skills. To achieve this aim (1) the specific procedural skills in terms of complexity, that is, the degree of difficulty, and (2) the perceived relevance of taught procedural skills for studying and subsequent medical profession as well as (3) the personal preparation and required teaching skills were assessed in medical teachers, tutors and students. During the winter semester 2014/2015, the evaluations of all medical teachers, student tutors, and medical students in the skills lab teaching departments of internal medicine, surgery, pediatrics, gynecology, and otorhinolaryngology at the Medical Faculty of Heidelberg were assessed via a quantitative cross-sectional questionnaire survey using 7-point Likert scales. The questionnaire comprised four item sets concerning 1) demographic details, 2) procedural skill complexity, 3) practical relevance, and 4) required preparation and teaching skills. Descriptive, quantitative analysis was used for questionnaire data. The survey included the data from 17 of 20 physicians (return rate: 85 %), 10 of 10 student tutors

Peer-assisted teaching of basic surgical skills.

PubMed

Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

2015-01-01

Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p < 0.001), and the standard deviation of mean inter-suture distance halved from ± 4.7 mm pre-teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

Teamwork: Effectively Teaching an Employability Skill

ERIC Educational Resources Information Center

Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

2010-01-01

Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

Learning in a Web-Based World: An Innovative Approach to Teach Physical Examination Skills in Patients with Neurodisability.

PubMed

Benjamin, Jennifer; Groner, Judith; Walton, Jennifer; Noritz, Garey; Gascon, Gregg M; Mahan, John D

2018-03-05

Despite increasing numbers of patients with neurodisability, residents lack training to develop physical examination skills. Following a blended educational intervention combining online and bedside teaching, residents demonstrated desired patient-care behaviors on standardized clinical exam assessment. Copyright © 2018 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Can Near-Peer Teaching Improve Academic Performance?

ERIC Educational Resources Information Center

Williams, Brett; Fowler, James

2014-01-01

Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit…

"Not" Just Wanna Have Fun: Teaching Listening Skills with Songs

ERIC Educational Resources Information Center

Abdullah, Amalia Qistina

2013-01-01

Teaching listening skills is very challenging to ESL teachers. It involves active participation from both teachers and students to ensure the objectives of teaching listening skills can be achieved. Hence, this presentation provides interesting and exciting strategies to teach listening skills using selected songs. It is hoped that this would…

Embedding the Teaching of Academic Writing into Anthropology Lectures

ERIC Educational Resources Information Center

Mostert, Linda Ann; Townsend, Rodwell

2018-01-01

This paper lends support to the argument that students require a variety of teaching strategies to help them improve their academic writing. The study described here took place in 2014 in the context of embedding the teaching of academic writing into anthropology modules. The strategies implemented were microthemes, peer feedback, annotated…

You Can't Teach Me: Exploring Academic Resistance to Teaching Development

ERIC Educational Resources Information Center

Deaker, Lynley; Stein, Sarah J.; Spiller, Dorothy

2016-01-01

Societal, governmental, and research expectations of universities in contemporary western society have led to increasing calls for teacher professionalism and accountability as well as research excellence and research-informed teaching. Consequently, demands on academic staff development continually emerge, which academics may view as oppressive.…

Evaluating behavioral skills training to teach safe tackling skills to youth football players.

PubMed

Tai, Sharayah S M; Miltenberger, Raymond G

2017-10-01

With concussion rates on the rise for football players, there is a need for further research to increase skills and decrease injuries. Behavioral skills training is effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques to six participants from a Pop Warner football team. Safer tackling techniques increased during practice and generalized to games for the two participants who had opportunities to tackle in games. © 2017 Society for the Experimental Analysis of Behavior.

Staff and students' perceptions and experiences of teaching and assessment in Clinical Skills Laboratories: interview findings from a multiple case study.

PubMed

Houghton, Catherine E; Casey, Dympna; Shaw, David; Murphy, Kathy

2012-08-01

The Clinical Skills Laboratory has become an essential structure in nurse education and several benefits of its use have been identified. However, the literature identifies the need to examine the transferability of skills learned there into the reality of practice. This research explored the role of the Clinical Skills Laboratory in preparing nursing students for the real world of practice. This paper focuses specifically on the perceptions of the teaching and assessment strategies employed there. Qualitative multiple case study design. Five case study sites. Interviewees (n=58) included academic staff, clinical staff and nursing students. Semi-structured interviews. The Clinical Skills Laboratory can provide a pathway to practice and its authenticity is significant. Teaching strategies need to incorporate communication as well as psychomotor skills. Including audio-visual recording into assessment strategies is beneficial. Effective relationships between education institutions and clinical settings are needed to enhance the transferability of the skills learned. The Clinical Skills Laboratory should provide an authentic learning environment, with the appropriate use of teaching strategies. It is crucial that effective links between educators and clinical staff are established and maintained. Copyright © 2011 Elsevier Ltd. All rights reserved.

Do occupational therapy and physical therapy curricula teach critical thinking skills?

PubMed

Vogel, Kimberly A; Geelhoed, Michael; Grice, Kimatha O; Murphy, Douglas

2009-01-01

This study evaluated whether critical thinking ability can be improved through participation in occupational therapy (OT) and physical therapy (PT) curricula. The researchers compared levels of the critical thinking skills of OT and PT students at the beginning and end of their programs to determine whether changes occurred and to examine facets of the curricula that may have caused the differences. The curricula include teaching strategies of problem-based learning modules, small group discussion and problem-solving, case studies, clinical observation, and evidence-based practice assignments, as well as teaching about critical thinking as a process in itself. Fifty OT and PT students completed the Watson-Glaser Critical Thinking Appraisal at the beginning and end of 20 mos of the academic phase of their master's degree programs. Researchers analyzed the data using a one-way repeated-measures ANOVA. Results showed no differences between OT and PT students on the pretest or post-test and no differences for PT students between the pretest and post-test. OT students' scores increased significantly from pretest to post-test. The influence of the timing of teaching critical thinking skills in the resulting differences between the two curricula, as well as the validity of the Watson-Glaser Critical Thinking Appraisal is a valid measure of critical thinking changes in allied health students are discussed.

Retention of drug administration skills after intensive teaching.

PubMed

Wheeler, D W; Degnan, B A; Murray, L J; Dunling, C P; Whittlestone, K D; Wood, D F; Smith, H L; Gupta, A K

2008-04-01

We have identified deficiencies in medical students' drug administration skills, and we attempted to address them with interactive online teaching modules and simulated critical incident scenarios. Short-term improvements have been evident with this intensive effort, but medium-term retention of skills has not been measured. A drug administration lecture, an online module and a simulated emergency scenario were offered to final year clinical students. None of the teaching was compulsory but participation was recorded, along with students' simulator performances and marks in an objective structured practical examination 9 months later. A poor simulator score predicted a poor performance in the later examination. Participation in the simulated scenario only significantly improved examination scores when supplemented by online teaching (p = 0.002). Intensive drug administration teaching using an online module and high fidelity simulation improves drug administration skills in the medium term. Students found simulation much more engaging than online teaching.

Managerial Skills Teaching: Ten Questions and Answers.

ERIC Educational Resources Information Center

McEnrue, Mary Pat

2002-01-01

Presents considerations for design and delivery of management skills courses as sets of questions in three categories: (1) preteaching (understanding and teaching skills, teacher qualities); (2) class (skills learning, learning barriers, cultural elements, learning assessment); and application/evaluation (lifelong learning, course evaluation,…

Gender, Teaching and Academic Promotions in Higher Education

ERIC Educational Resources Information Center

Subbaye, Reshma; Vithal, Renuka

2017-01-01

Teaching is increasingly being considered for inclusion in academic promotions in a number of universities. This raises questions about how teaching is appraised in relation to research; and which teaching criteria contribute to promotions outcomes. This article investigates these questions from a gender perspective by statistically analysing the…

Executive Function Buffers the Association between Early Math and Later Academic Skills.

PubMed

Ribner, Andrew D; Willoughby, Michael T; Blair, Clancy B

2017-01-01

Extensive evidence has suggested that early academic skills are a robust indicator of later academic achievement; however, there is mixed evidence of the effectiveness of intervention on academic skills in early years to improve later outcomes. As such, it is clear there are other contributing factors to the development of academic skills. The present study tests the role of executive function (EF) (a construct made up of skills complicit in the achievement of goal-directed tasks) in predicting 5th grade math and reading ability above and beyond math and reading ability prior to school entry, and net of other cognitive covariates including processing speed, vocabulary, and IQ. Using a longitudinal dataset of N = 1292 participants representative of rural areas in two distinctive geographical parts of the United States, the present investigation finds EF at age 5 strongly predicts 5th grade academic skills, as do cognitive covariates. Additionally, investigation of an interaction between early math ability and EF reveals the magnitude of the association between early math and later math varies as a function of early EF, such that participants who have high levels of EF can "catch up" to peers who perform better on assessments of early math ability. These results suggest EF is pivotal to the development of academic skills throughout elementary school. Implications for further research and practice are discussed.

Teaching Critical Thinking in a Library Credit Course.

ERIC Educational Resources Information Center

Poirier, Gayle; Hocker, Susan

1993-01-01

Discussion of critical thinking skills focuses on the academic library's role in teaching critical thinking skills based on experiences with a library resources course at Louisiana State University. Teaching techniques are discussed, sample lessons are described, and evaluation of students' research papers and student retention of skills are…

Adaptive Skills and Academic Achievement in Latino Students

ERIC Educational Resources Information Center

Raines, Tara C.; Gordon, Melissa; Harrell-Williams, Leigh; Diliberto, Rachele A.; Parke, Elyse M.

2017-01-01

Interventions developed to improve adaptive skills can improve academic achievement. The authors expanded this line of research by examining the relationship between performance on a state proficiency exam and adaptive skills classifications on the Behavioral Assessment System for Children, Second Edition parent and teacher reports. Participants…

Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement

ERIC Educational Resources Information Center

Karagiannopoulou, Evangelia; Milienos, Fotios S.

2015-01-01

The study explores the relationships between students' experiences of the teaching-learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The "Approaches and Study Skills Inventory for Students"…

Innovative integrative bedside teaching model improves tutors’ self-assessments of teaching skills and attitudes

PubMed Central

Gat, Itai; Pessach-Gelblum, Liat; Givati, Gili; Haim, Nadav; Paluch-Shimon, Shani; Unterman, Avraham; Bar-Shavit, Yochay; Grabler, Galit; Sagi, Doron; Achiron, Anat; Ziv, Amitai

2016-01-01

Introduction Patient bedside is the ideal setting for teaching physical examination, medical interviewing, and interpersonal skills. Herein we describe a novel model for bedside teaching (BST) practiced during tutor training workshop and its resulting effect on practitioners’ self assessment of teaching skills and perceptions. Methods One-day tutor training workshop included theoretical knowledge supplementation regarding tutors’ roles as well as implementing practical tools for clinical education, mainly BST model. The model, which emphasizes simultaneous clinical and communication teaching in a stepwise approach, was practiced by consecutive simulations with a gradual escalation of difficulty and adjusted instruction approaches. Pre- and post-workshop-adjusted questionnaires using a Likert scale of 1 to 4 were completed by participants and compared. Results Analysis was based on 25 out of 48 participants who completed both questionnaires. Significantly improved teaching skills were demonstrated upon workshop completion (mean 3.3, SD 0.5) compared with pre-training (mean 2.6, SD 0.6; p<0.001) with significant increase in most examined parameters. Significantly improved tutor's roles internalization was demonstrated after training completion (mean 3.7, SD 0.3) compared with pre-workshop (mean 3.5 SD 0.5; p=0.002). Discussion Successful BST involves combination of clinical and communication skills. BST model practiced during the workshop may contribute to improved teaching skills in this challenging environment. PMID:26894587

The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills.

PubMed

Arnold, David H; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Marshall, Nastassja

2012-01-01

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.

Cultural Teaching: The Development of Teaching Skills in Maya Sibling Interactions.

ERIC Educational Resources Information Center

Maynard, Ashley E.

2002-01-01

Examined the development of teaching skills in older siblings responsible for teaching their younger siblings to become competent members of their culture among children from a Zinacantec Maya village in Chiapas, Mexico. Found that by age 4, children took responsibility for initiating teaching situations with their younger siblings, and by 8,…

Teaching communication skills: part of medical education?

PubMed

Sleight, P

1995-01-01

Hypertension is generally a symptomless disease, but it needs lifelong treatment in most cases. This places enormous demands on individual doctors treating individual patients. Communication under these circumstances should be a skillful blend of patient education (for example about lifestyle, other risk factors, reasons for treatment) coupled with the development of a strong personal interest in, and relationship with, the patient in order to motivate that patient to follow advice and therapy. Communication skills in medicine are learnt slowly and often only by experience. Medical school deans are under enormous pressure to add extra items into an already crowded curriculum, and so education in communication tends to have a low priority. Before a school can take such interest in educating students in communication it first has to take an interest in the education of its teachers. Rather belatedly, medical schools are now taking such an interest. Previously academic promotion depended mainly on research publications and public profile and little on an assessment of an ability to teach. Increasingly both undergraduate and postgraduate teaching is now subject to assessment from those taught, and universities are now making formal assessments of their teachers' ability in communication. In Oxford all newly appointed teachers are asked to appear before a panel, give a short 10-15 min communication and to listen to criticism of their technique. Video filming of their performance is a valuable feedback in getting lecturers to see their own faults and to help improve their techniques. It is very important to begin such training not only at lecturer level but also at student level.(ABSTRACT TRUNCATED AT 250 WORDS)

Teaching Writing Skills with Children's Literature.

ERIC Educational Resources Information Center

Dierking, Connie Campbell; Anderson-McElveen, Susan

Intended for teachers, this workbook uses 20 well-known children's books as models to teach expository and narrative writing skills. The workbook teaches students about brainstorming, focus, organization, elaboration, and writing conventions with readily-available quality children's literature, such as "When I Was Young in the…

Verbal and Academic Skills in Children with Early-Onset Type 1 Diabetes

ERIC Educational Resources Information Center

Hannonen, Riitta; Komulainen, Jorma; Eklund, Kenneth; Tolvanen, Asko; Riikonen, Raili; Ahonen, Timo

2010-01-01

Aim: Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in…

The Cognitive Coaching-Supported Reflective Teaching Approach in English Language Teaching: Academic and Permanence Success

ERIC Educational Resources Information Center

Akyildiz, Seçil Tümen; Semerci, Çetin

2016-01-01

This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey.…

Marginal Worth: Teaching and the Academic Labor Market.

ERIC Educational Resources Information Center

Lewis, Lionel S.

The contemporary academic labor market is examined using concepts from labor market economics and sociology to elucidate why teaching, universally acknowledged to be at the center of American academic life, is not at the center of the academic labor market and is only modestly rewarded. First, tenets of the neoclassical labor market model are…

Academic performance and self-regulatory skills in elite youth soccer players.

PubMed

Jonker, Laura; Elferink-Gemser, Marije T; Toering, Tynke T; Lyons, James; Visscher, Chris

2010-12-01

Although elite athletes have been reported to be high academic achievers, many elite soccer players struggle with a stereotype of being low academic achievers. The purpose of this study was to compare the academic level (pre-university or pre-vocational) and self-regulatory skills (planning, self-monitoring, evaluation, reflection, effort, and self-efficacy) of elite youth soccer players aged 12-16 years (n = 128) with those of 164 age-matched controls (typical students). The results demonstrate that the elite youth soccer players are more often enrolled in the pre-university academic system, which means that they are high academic achievers, compared with the typical student. The elite players also report an increased use of self-regulatory skills, in particular self-monitoring, evaluation, reflection, and effort. In addition, control students in the pre-university system had more highly developed self-regulatory skills than those in the pre-vocational system, whereas no difference was observed within the soccer population. This suggests that the relatively stronger self-regulatory skills reported by the elite youth soccer players may be essential for performance at the highest levels of sport competition and in academia.

Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence

ERIC Educational Resources Information Center

Rabiner, David L.; Godwin, Jennifer; Dodge, Kenneth A.

2016-01-01

Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative…

Job Skills Education Program. Final Technical Report.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Educational Technology.

This publication provides materials developed by a project designed to transfer a U.S. Army computer-based basic skills curriculum to applications in the vocational skills development of civilian adults. An executive summary of the final report describes the Job Skills Education Program (JSEP), which teaches academic skills that support vocational…

Shifting Goal Posts: The Impact of Academic Workforce Reshaping and the Introduction of Teaching Academic Roles on the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Flavell, Helen; Roberts, Lynne; Fyfe, Georgina; Broughton, Michelle

2018-01-01

This qualitative study reports on findings from interviews with ten academics in an Australian university six to twelve months following academic workforce reshaping and the widespread introduction of teaching academic roles. The research aimed to determine how the workforce reshaping impacted on the capacity of academics with teaching…

Helping Faculty Develop Teaching Skills through Workshops.

ERIC Educational Resources Information Center

Russell, James R.; Stafford, Carl W.

This paper describes the teaching skills workshops at Purdue University (Indiana), which were originally developed in 1980 to train graduate assistants to teach college classes but are now being used by the faculty--instructors through full professors--to improve their teaching. It is noted that the workshops have been successfully modified for…

An Evaluation of Computerized Behavioral Skills Training to Teach Safety Skills to Young Children

ERIC Educational Resources Information Center

Vanselow, Nicholas R.; Hanley, Gregory P.

2014-01-01

Previous research has demonstrated the efficacy of behavioral skills training (BST) and in situ training (IST) for teaching children to protect themselves. However, BST may be resource intensive and difficult to implement on a large scale. We evaluated a computerized version of BST (CBST) to teach safety skills and determined the extent to which…

Using professional interpreters in undergraduate medical consultation skills teaching

PubMed Central

Bansal, Aarti; Swann, Jennifer; Smithson, William Henry

2014-01-01

The ability to work with interpreters is a core skill for UK medical graduates. At the University of Sheffield Medical School, this teaching was identified as a gap in the curriculum. Teaching was developed to use professional interpreters in role-play, based on evidence that professional interpreters improve health outcomes for patients with limited English proficiency. Other principles guiding the development of the teaching were an experiential learning format, integration to the core consultation skills curriculum, and sustainable delivery. The session was aligned with existing consultation skills teaching to retain the small-group experiential format and general practitioner (GP) tutor. Core curricular time was found through conversion of an existing consultation skills session. Language pairs of professional interpreters worked with each small group, with one playing patient and the other playing interpreter. These professional interpreters attended training in the scenarios so that they could learn to act as patient and family interpreter. GP tutors attended training sessions to help them facilitate the session. This enhanced the sustainability of the session by providing a cohort of tutors able to pass on their expertise to new staff through the existing shadowing process. Tutors felt that the involvement of professional interpreters improved student engagement. Student evaluation of the teaching suggests that the learning objectives were achieved. Faculty evaluation by GP tutors suggests that they perceived the teaching to be worthwhile and that the training they received had helped improve their own clinical practice in consulting through interpreters. We offer the following recommendations to others who may be interested in developing teaching on interpreted consultations within their core curriculum: 1) consider recruiting professional interpreters as a teaching resource; 2) align the teaching to existing consultation skills sessions to aid integration

A Theory-Based Contextual Nutrition Education Manual Enhanced Nutrition Teaching Skill.

PubMed

Kupolati, Mojisola D; MacIntyre, Una E; Gericke, Gerda J

2018-01-01

Background: A theory-based contextual nutrition education manual (NEM) may enhance effective teaching of nutrition in schools. School nutrition education should lead to the realization of such benefits as improved health, scholarly achievement leading to manpower development and consequently the nation's development. The purpose of the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the Bronkhorstspruit district, South Africa, and to assess teachers' perception on the use of the manual for teaching nutrition. Methods: This descriptive case study used an interpretivist paradigm. The study involved teachers ( N = 6) who taught nutrition in Life Skills (LS) and Natural Science and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit district. Findings from a nutrition education needs assessment were integrated with the constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM) and the existing curriculum of the Department of Basic Education (DoBE) to develop a contextual NEM. The manual was used by the teachers to teach nutrition to Grades 5 and 6 learners during the 2015 academic year as a pilot project. A focus group discussion (FDG) was conducted with teachers to gauge their perceptions of the usefulness of the NEM. Data were analyzed using the thematic approach of the framework method for qualitative research. Results: Teachers described the NEM as rich in information, easy to use and perceived the supporting materials and activities as being effective. The goal setting activities contained in the NEM were deemed to be ineffective. Teachers felt that they did not have enough time to teach all the important things that the learners needed to know. Conclusion: Teachers perceived the NEM as helpful toward improving their nutrition teaching skills.The NEM template may furthermore guide teachers in planning theory-based nutrition lessons.

Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation

ERIC Educational Resources Information Center

Scheeler, Mary Catherine

2008-01-01

A clear need to teach preservice teachers to generalize newly acquired teaching skills across time and settings has been well established in the literature. Few empirical studies exist that inform teacher educators on ways to promote generalization of teaching skills with beginning teachers, however. Programming for generalization continues to be…

Academic & Technical Skills + Life/Work Skills + Career Information & Guidance = Success in Career Building.

ERIC Educational Resources Information Center

Jarvis, Phillip S.

There has been a renaissance in the thinking about career development. It is becoming accepted that information is not enough; in addition to academic and technical skills, youth and adults need to learn life/work designing and building skills to become healthy, productive, and self-reliant citizens. Despite the fact that Canadian students have…

Using the Teaching Interactions Procedure to Teach Social Skills to Children with Autism and Intellectual Disability

ERIC Educational Resources Information Center

Ng, Aubrey Hui Shyuan; Schulze, Kim; Rudrud, Eric; Leaf, Justin B.

2016-01-01

This study implemented a modified teaching interaction procedure to teach social skills to 4 children diagnosed with autism spectrum disorder with an intellectual disability. A multiple baseline design across social skills and replicated across participants was utilized to evaluate the effects of the modified teaching interaction procedure. The…

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training

ERIC Educational Resources Information Center

Singh, Binita D.; Moore, Dennis W.; Furlonger, Brett E.; Anderson, Angelika; Busacca, Margherita L.; English, Derek L.

2017-01-01

A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to…

Developing questionnaires for students' evaluation of individual faculty's teaching skills: A Saudi Arabian pilot study.

PubMed

Al-Rubaish, Abdullah M; Abdel Rahim, Sheikh Idris; Hassan, Ammar; Ali, Amein Al; Mokabel, Fatma; Hegazy, Mohammed; Wosornu, Ladé

2010-05-01

The National Commission for Academic Accreditation and Assessment is responsible for the academic accreditation of universities in the Kingdom of Saudi Arabia (KSA). Requirements for this include evaluation of teaching effectiveness, evidence-based conclusions, and external benchmarks. To develop a questionnaire for students' evaluation of the teaching skills of individual instructors and provide a tool for benchmarking. College of Nursing, University of Dammam [UoD], May-June 2009. The original questionnaire was "Monash Questionnaire Series on Teaching (MonQueST) - Clinical Nursing. The UoD modification retained four areas and seven responses, but reduced items from 26 to 20. Outcome measures were factor analysis and Cronbach's alpha coefficient. Seven Nursing courses were studied, viz.: Fundamentals, Medical, Surgical, Psychiatric and Mental Health, Obstetrics and Gynecology, Pediatrics, and Family and Community Health. Total number of students was 74; missing data ranged from 5 to 27%. The explained variance ranged from 66.9% to 78.7%. The observed Cornbach's α coefficients ranged from 0.78 to 0.93, indicating an exceptionally high reliability. The students in the study were found to be fair and frank in their evaluation.

Measurement of Employability Skills on Teaching Factory Learning

NASA Astrophysics Data System (ADS)

Subekti, S.; Ana, A.

2018-02-01

Vocational High Schools as one of the educational institutions that has the responsibility in preparing skilled labors has a challenge to improve the quality of human resources as a candidate for skilled labors, to compete and survive in a changing climate of work. BPS noted an increase in the number of non-worker population (BAK) in 2015-2017 on vocational graduates as many as 564,272 people. The ability to adapt and maintain jobs in a variety of conditions is called employability skills. This study purpose to measure the development of employability skills of communication skills, problem-solving skills and teamwork skills on the implementation of teaching factory learning in SMK Negeri 1 Cibadak, THPH Skills Program on bakery competency. This research uses mixed method, with concurrent triangulation mix methods research design. Data collection techniques used interviews and questionnaires. The result shows that there are increasing students’ employability skills in communication skills, problem solving skills, and teamwork skills in teaching factory learning. Principles of learning that apply learning by doing student centering and learning arrangements such as situations and conditions in the workplace have an impact on improving student employability skills.

Associations of motor and cardiovascular performance with academic skills in children.

PubMed

Haapala, Eero A; Poikkeus, Anna-Maija; Tompuri, Tuomo; Kukkonen-Harjula, Katriina; Leppänen, Paavo H T; Lindi, Virpi; Lakka, Timo A

2014-01-01

We investigated the associations of cardiovascular and motor performance in grade 1 with academic skills in grades 1-3. The participants were 6- to 8-yr-old children with complete data in grades 1-2 for 174 children and in grade 3 for 167 children. Maximal workload during exercise test was used as a measure of cardiovascular performance. The shuttle run test (SRT) time, the errors in balance test, and the number of cubes moved in box and block test (BBT) were measures of motor performance. Academic skills were assessed using reading fluency, reading comprehension, and arithmetic skill tests. Among boys, longer SRT time was associated with poorer reading fluency in grades 1-3 (β = -0.29 to -0.39, P < 0.01), reading comprehension in grades 1-2 (β = -0.25 to -0.29, P < 0.05), and arithmetic skills in grades 1-3 (β = -0.33 to -0.40, P < 0.003). Poorer balance was related to poorer reading comprehension (β = -0.20, P = 0.042). The smaller number of cubes moved in BBT was related to poorer reading fluency in grades 1-2 (β = 0.23-0.28, P < 0.03), reading comprehension in grade 3 (β = 0.23, P = 0.037), and arithmetic skills in grades 1-2 (β = 0.21-0.23, P < 0.043). Among girls, longer SRT time was related to poorer reading fluency in grade 3 (β = -0.27, P = 0.027) and arithmetic skills in grade 2 (β = -0.25, P = 0.040). The smaller number of cubes moved in BBT was associated with worse reading fluency in grade 2 (β = 0.26, P = 0.030). Cardiovascular performance was not related to academic skills. Poorer motor performance was associated with worse academic skills in children, especially among boys. These findings emphasize early identification of children with poor motor performance and actions to improve these children's motor performance and academic skills during the first school years.

Integrating evidence-based practice and information literacy skills in teaching physical and occupational therapy students.

PubMed

Boruff, Jill T; Thomas, Aliki

2011-12-01

To ensure that physical and occupational therapy graduates develop evidence-based practice (EBP) competencies, their academic training must promote EBP skills, such as posing a clinical question and retrieving relevant literature, and the information literacy skills needed to practice these EBP skills. This article describes the collaborative process and outcome of integrating EBP and information literacy early in a professional physical therapy and occupational therapy programme. The liaison librarian and a faculty member designed an instructional activity that included a lecture, workshop and assignment that integrated EBP skills and information literacy skills in the first year of the programme. The assignment was designed to assess students' ability to conduct a search independently. The lecture and workshop were successful in their objectives, as 101 of the 104 students received at least 8 out of 10 points on the search assignment. The teaching activities developed for the students in this course appear to have achieved the goal of teaching students the EBP research cycle so that they might begin to emulate it. The collaboration between the faculty member and the librarian was integral to the success of this endeavour. Future work will include the evaluation of students' long-term retention of information literacy objectives. © 2011 The authors. Health Information and Libraries Journal © 2011 Health Libraries Group.

The Scholarship of Teaching and Learning: Challenges for Malaysian Academics

ERIC Educational Resources Information Center

Harland, Tony; Raja Hussain, Raja Maznah; Bakar, Aishah Abu

2014-01-01

This paper explores the adoption of the scholarship of teaching and learning (SoTL) by 10 Malaysian university academics. SoTL was part of a pioneering sector-wide initiative for improving teaching and learning. The qualitative study showed that there had been no true learning phase for SoTL because academics had high expectations of rapid success…

Using Blended Learning in Developing Student Teachers Teaching Skills

ERIC Educational Resources Information Center

Isman, Aytekin; Abanmy, Fahad AbdulAziz; Hussein, Hisham Barakat; Al Saadany, Mohammed Abdelrahman

2012-01-01

The research aims to determine the effectiveness of using blended learning Approach in developing student teachers teaching skills, and defining teaching skills that confront students of teachers college at King Saud University need it. The research uses the Quasi- Experimental approach, with four experimental groups (Mathematics (21)--Science…

Comparison of outcomes of two skills-teaching methods on lay-rescuers' acquisition of infant basic life support skills.

PubMed

Shavit, Itai; Peled, Shuny; Steiner, Ivan P; Harley, Dwight D; Ross, Shelley; Tal-Or, Eran; Lemire, April

2010-09-01

The objective was to determine if lay-rescuers' acquisition of infant basic life support (BLS) skills would be better when skills teaching consisted of videotaping practice and providing feedback on performances, compared to conventional skills-teaching and feedback methods.   This pilot-exploratory, single-blind, prospective, controlled, randomized study was conducted on November 12, 2007, at the Rappaport Faculty of Medicine, Technion-Israel Institute of Technology, Haifa, Israel. The population under study consisted of all first-year medical students enrolled in the 2007-2008 year. BLS training is part of their mandatory introductory course in emergency medicine. Twenty-three students with previous BLS training were excluded. The remaining 71 were randomized into four and then two groups, with final allocation to an intervention and control group of 18 and 16 students, respectively. All the students participated in infant BLS classroom teaching. Those in the intervention group practiced skills acquisition independently, and four were videotaped while practicing. Tapes were reviewed by the group and feedback was provided. Controls practiced using conventional teaching and feedback methods. After 3 hours, all subjects were videotaped performing an unassisted, lone-rescuer, infant BLS resuscitation scenario. A skills assessment tool was developed. It consisted of 25 checklist items, grouped into four sections: 6 points for "categories" (with specific actions in six categories), 14 points for "scoring" (of accuracy of performance of each action), 4 points for "sequence" (of actions within a category), and 1 point for "order" of resuscitation (complete and well-sequenced categories). Two blinded expert raters were given a workshop on the use of the scoring tool. They further refined it to increase scoring consistency. The main outcome of the study was defined as evidence of better skills acquisition in overall skills in the four sections and in the specific skills

Negotiation in academic medicine: a necessary career skill.

PubMed

Sarfaty, Suzanne; Kolb, Deborah; Barnett, Rosalind; Szalacha, Laura; Caswell, Cheryl; Inui, Thomas; Carr, Phyllis L

2007-03-01

Negotiation and its use in academic medicine have not been studied. Little is known about faculty experience with negotiation or its potential benefits for academe. Barriers to negotiation and how they can be addressed, especially for faculty without perceived skill in negotiation, are unknown. To better understand the problems that such faculty experience, we completed in-depth, individual telephone interviews of 20 academic medical faculty at 11 of the 24 medical schools in the National Faculty Survey, all of whom perceived difficulty in negotiation. Faculty were stratified by rank, gender, and degree. Semistructured interviews were audiotaped, transcribed, and analyzed by five reviewers. We explored the role of negotiation in academe, barriers to negotiation, what faculty and institutions can do to improve the use of negotiation, and possible differences in negotiation by gender. Faculty were relatively unaware of the possible uses of negotiation to advance their work in academe. Women tended to see negotiation as less important to an academic career than did their male colleagues. The perceived hierarchy and secrecy of many academic medical centers was believed to create a difficult environment for negotiation. For effective negotiation to occur, faculty stated the need to prepare, gather information, especially on compensation and resources, and to know their priorities. Preparation was particularly important for women, correlating with greater comfort with the degree of aggressiveness in the negotiation and greater self-confidence after the negotiation. These informants suggested that institutions need to provide more transparent information on salary and promotion guidelines. Further, institutions need to empower faculty with a solid understanding of institutional policy, goals, and resource needs of academic life. Many medical faculty are insufficiently aware of, or skilled in, the negotiation process and find significant barriers to negotiate in academe

A qualitative evaluation of scalpel skill teaching of podiatry students.

PubMed

Causby, Ryan S; McDonnell, Michelle N; Reed, Lloyd; Fryer, Caroline E; Hillier, Susan L

2017-01-01

Degrees in health disciplines need a balance of theoretical knowledge and sufficient clinical practice to meet registration requirements, in particular those requiring specialist skills such as the use of scalpels and other small instruments, such as podiatry. However, despite this requirement there is a scarcity of literature and research to inform teaching of these particular manual clinical skills. Therefore, the aims of this study were to determine the current approaches being used to teach manual skills, in particular scalpel skills, in university podiatry programs in Australia and New Zealand, and to explore what issues, challenges and innovations exist. A qualitative study, consisting of semi-structured interviews with staff at eight university podiatry programs in Australia and New Zealand was undertaken to determine how these skills are taught and evaluated, and how poor performers are managed. A conventional content analysis technique was used to analyse and code interview data, with the resultant categories reported. Approaches to teaching manual clinical skills, in particular scalpel skills, appear to be consistent between university programs in Australia and New Zealand in utilising didactic-style content, demonstration, physical practice on inanimate objects and real skin, and often the use of supplementary audio-visual material. The main reported differences between programs were in methods and processes of practice, with controversy regarding the use of inanimate objects versus real skin for practice. Despite a lack of research and literature surrounding this topic, the approach to teaching is relatively consistent between programs with greatest disparity being the structure and duration of practice. Key issues for teaching staff in teaching manual skills were students' clinical exposure, motivation, levels of anxiety and dexterity.

Student views on the effective teaching of physical examination skills: a qualitative study.

PubMed

Martens, Merel J C; Duvivier, Robbert J; van Dalen, Jan; Verwijnen, G Maarten; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2009-02-01

The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. We organised focus group discussions with students from Years 1-3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: 'responding to students' questions'; 'not exposing students' weaknesses in front of the group', and '[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a

A Preliminary Evaluation of Two Behavioral Skills Training Procedures for Teaching Abduction-Prevention Skills to Schoolchildren

PubMed Central

Johnson, Brigitte M; Miltenberger, Raymond G; Knudson, Peter; Egemo-Helm, Kristin; Kelso, Pamela; Jostad, Candice; Langley, Linda

2006-01-01

Although child abduction is a low-rate event, it presents a serious threat to the safety of children. The victims of child abduction face the threat of physical and emotional injury, sexual abuse, and death. Previous research has shown that behavioral skills training (BST) is effective in teaching children abduction-prevention skills, although not all children learn the skills. This study compared BST only to BST with an added in situ training component to teach abduction-prevention skills in a small-group format to schoolchildren. Results showed that both programs were effective in teaching abduction-prevention skills. In addition, the scores for the group that received in situ training were significantly higher than scores for the group that received BST alone at the 3-month follow-up assessment. PMID:16602383

Using Behavioral Skills Training and Video Rehearsal to Teach Blackjack Skills

ERIC Educational Resources Information Center

Speelman, Ryan C.; Whiting, Seth W.; Dixon, Mark R.

2015-01-01

A behavioral skills training procedure that consisted of video instructions, video rehearsal, and video testing was used to teach 4 recreational gamblers a specific skill in playing blackjack (sometimes called "card counting"). A multiple baseline design was used to evaluate intervention effects on card-counting accuracy and chips won or…

Animated Agents Teaching Helping Skills in an Online Environment: A Pilot Study

ERIC Educational Resources Information Center

Duggan, Molly H.; Adcock, Amy B.

2007-01-01

Human service educators constantly struggle with how to best teach students the communication skills required of entry-level human service professionals. While teaching such skills is easier in a traditional face-to-face environment, teaching communication skills via distance learning presents its own challenges. Developing interactive web-based…

Impact of postgraduate training on communication skills teaching: a controlled study.

PubMed

Junod Perron, Noelle; Nendaz, Mathieu; Louis-Simonet, Martine; Sommer, Johanna; Gut, Anne; Cerutti, Bernard; van der Vleuten, Cees P; Dolmans, Diana

2014-04-14

Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors' perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors' ability to identify residents' good and poor communication skills and to discuss them interactively during feedback. We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents' communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching skills on achieving more effective communication

Teaching Skill Acquisition and Development in Dental Education.

PubMed

Lyon, Lucinda J; Hoover, Terry E; Giusti, Lola; Booth, Mark T; Mahdavi, Elham

2016-08-01

Development of dental faculty members is paramount to providing outstanding education and role modeling for students. With the large number of second career educators in dental schools, an efficient method of acquiring teaching skills is important for new faculty members. Knowing the skill progression and learning experiences identified by dental educators of varying rank may lead to more efficient, effective faculty development. The aims of this study were to identify the perceptions of a group of faculty members about the knowledge, skills, attitudes, and learning experiences that contribute to developing teaching expertise and to compare and contrast the perceptions of new and more senior faculty members on these subjects. The Dreyfus skill acquisition continuum of novice to expert performance was used as a construct reference. The study used a mixed-methods approach in which qualitative and quantitative data were collected concurrently in an electronic survey of faculty members at one U.S. dental school. Of the 492 total faculty members, 80 survey responses were received, for a 16% response rate. Open coding and analysis of responses revealed some common themes. Building rich content knowledge and learning varied methodologies for teaching and assessment, supported by an awareness of peer role models, were perceived to be features of early growth. Content prioritization, clarity, and customization appropriate for the learner characterized mid growth. As theorized in the Dreyfus model, more experienced faculty members described a fluid, less structured teaching process, increased reflection, and appreciation of the strength of the educational community. The results of this study may help increase dental educators' understanding of teaching skill acquisition and inform faculty development and support.

Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills. General Articles

ERIC Educational Resources Information Center

Duhon, Gary J.; Noell, George H.; Witt, Joseph C.; Freeland, Jennifer T.; Dufrene, Brad A.; Gilbertson, Donna N.

2004-01-01

This study examined an approach for assessing and intervening with academic concerns that is conceptually derived from the distinction between skill deficits and performance deficits. A class-wide assessment was used to describe the students' functioning in the context of their peers and to help select a target concern for intervention. An…

The "Near-Peer" Approach to Teaching Musculoskeletal Physical Examination Skills Benefits Residents and Medical Students.

PubMed

Rosenberg, Casandra J; Nanos, Katherine N; Newcomer, Karen L

2017-03-01

The musculoskeletal physical examination (MSK PE) is an essential part of medical student training, and it is best taught in a hands-on, longitudinal fashion. A barrier to this approach is faculty instructor availability. "Near-peer" teaching refers to physicians-in-training teaching their junior colleagues. It is unknown whether near-peer teaching is effective in teaching this important physical examination skill. To investigate attitudes of medical students and physical medicine and rehabilitation (PM&R) residents regarding near-peer teaching in an MSK PE curriculum. Qualitative, anonymous paper and online surveys. Tertiary academic center with a medical school and PM&R training program. Ninety-nine second- and third-year medical students and 13 PM&R residents in their third or fourth postgraduate year. Attitudes of second- and third-year medical students were measured immediately after their MSK PE course. Resident attitudes were measured in a single cross-sectional sample. Student attitudes were assessed via a questionnaire with 5-point Likert scales and a free-text comment section. The resident questionnaire included a combination of multiple-choice questions, rankings, free-text responses, and Likert scales. All 99 students completed the questionnaire. The majority of students (n = 79 [80%]) reported that resident involvement as hands-on instructors of examination skills was "very useful," and 87 (88%) indicated that resident-led small discussion groups were "very helpful" or "somewhat helpful." Fifty-seven of 99 students (58%) reported that the resident-facilitated course was "much better" than courses without resident involvement. Twelve of 13 eligible residents completed the survey, and of those, 8 found teaching "very helpful" to their MSK knowledge, and 11 became "somewhat" or "much more confident" in clinical examination skills. Our study supports educational benefits to medical students and resident instructors in our MSK PE program. We recommend

Using the Sociological Imagination to Teach about Academic Integrity

ERIC Educational Resources Information Center

Nell Trautner, Mary; Borland, Elizabeth

2013-01-01

The sociological imagination is a useful tool for teaching about plagiarism and academic integrity, and, in turn, academic integrity is a good case to help students learn about the sociological imagination. ?We present an exercise in which the class discusses reasons for and consequences of dishonest academic behavior and then examines a series of…

An appraisal of the literature on teaching physical examination skills.

PubMed

Easton, Graham; Stratford-Martin, James; Atherton, Helen

2012-07-01

To discover which models for teaching physical examination skills have been proposed, and to appraise the evidence for each. We conducted a narrative review of relevant literature from 1990-2010. We searched the databases MEDLINE, PsycINFO, and ERIC (The Education Resource Information Centre) for the terms: 'physical examination' AND 'teaching' as both MESH terms and keyword searches. We excluded web-based or video teaching, non-physical examination skills (e.g. communication skills), and articles about simulated patients or models. We identified five relevant articles. These five studies outlined several approaches to teaching physical examination skills, including Peyton's 4-step model, an adaptation of his model to a 6-step model; the silent run through; and collaborative discovery. There was little evidence to support one method over others. One controlled trial suggested that silent run-through could improve performance of complex motor tasks, and another suggested that collaborative discovery improves students' ability to recognise key findings in cardiac examinations. There are several models for teaching physical examinations, but few are designed specifically for that purpose and there is little evidence to back any one model over another. We propose an approach which adopts several key features of these models. Future research could usefully evaluate the effectiveness of the proposed models, or develop innovative practical models for teaching examination skills.

Computer Technology and Academic Skill Training for Improving Disabled Students' Academic Performance: Applications and Limitations.

ERIC Educational Resources Information Center

Severs, Mary K.

The Educational Center for Disabled Students at the University of Nebraska-Lincoln is designed to improve the academic performance and attitudes toward success of disabled students through computer technology and academic skills training. Adaptive equipment interventions take into account keyboard access and screen and voice output. Non-adaptive…

Instructional Strategies and Students' Academic Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional Skills for Structuring Appropriate Learning Experiences for Students

ERIC Educational Resources Information Center

Onweh, Vincent E.; Akpan, Udeme Timothy

2014-01-01

The study investigated the effects of instructional strategies on students' academic performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional skills are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes…

Impact of postgraduate training on communication skills teaching: a controlled study

PubMed Central

2014-01-01

Background Observation of performance followed by feedback is the key to good teaching of communication skills in clinical practice. The fact that it occurs rarely is probably due to clinical supervisors’ perceived lack of competence to identify communication skills and give effective feedback. We evaluated the impact of a faculty development programme on communication skills teaching on clinical supervisors’ ability to identify residents’ good and poor communication skills and to discuss them interactively during feedback. Methods We conducted a pre-post controlled study in which clinical supervisors took part to a faculty development program on teaching communication skills in clinical practice. Outcome measures were the number and type of residents’ communication skills identified by supervisors in three videotaped simulated resident-patient encounters and the number and type of communication skills discussed interactively with residents during three feedback sessions. Results 48 clinical supervisors (28 intervention group; 20 control group) participated. After the intervention, the number and type of communication skills identified did not differ between both groups. There was substantial heterogeneity in the number and type of communication skills identified. However, trained participants engaged in interactive discussions with residents on a significantly higher number of communication items (effect sizes 0.53 to 1.77); communication skills items discussed interactively included both structural and patient-centered elements that were considered important to be observed by expert teachers. Conclusions The faculty development programme did not increase the number of communication skills recognised by supervisors but was effective in increasing the number of communication issues discussed interactively in feedback sessions. Further research should explore the respective impact of accurate identification of communication skills and effective teaching

Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

ERIC Educational Resources Information Center

Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

2013-01-01

Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

See, Do, Teach? A Review of Contemporary Literature and Call to Action for Communication Skills Teaching in Urology.

PubMed

Kieran, Kathleen; Jensen, Norman M; Rosenbaum, Marcy

2018-04-01

To assess the current state of published literature on communication skills teaching in urology to inform future directions for research and teaching. Excellent patient-physician communication skills increase understanding of medical conditions, facilitate shared decision-making regarding treatment planning, improve clinical outcomes, and decrease lawsuits. Surgical and procedure-based subspecialties, including urology, have generally been slow to incorporate formal communication skills teaching into curricula for postgraduate trainees. We performed a PubMed literature search using multiple keywords, selecting and reviewing articles published in English, and addressing 1 of 3 domains (curriculum development, teaching methods, and assessment methods) of communication skills teaching. The distribution of articles within the urology-specific literature was compared with that of procedure-based specialties as a whole. Eight articles were found in the urology literature, and 24 articles were found in other procedure-based specialties. Within the urology-specific literature, all 8 articles (100%) acknowledged the need for communication curriculum development, 1 article (12.5%) described how communication skills were taught, and 1 article (12.5%) discussed how communication skills were assessed. Fewer articles in other procedure-based specialties acknowledged the need to develop curricula (29.2%, P = .0007) but were equally likely to discuss communication skills teaching (37.5%, P = .63) and assessment (33.3%, P = .73). Orthopedic surgery is the only surgical subspecialty with ongoing, adaptable, formal training for physicians. Most current publications addressing communication skills in procedure-based specialties are specialty specific and focus on only 1 of the 3 communication domains. Opportunities exist to share information and to create more integrated models to teach communication skills in urology. Copyright © 2018 Elsevier Inc. All rights reserved.

Factors influencing pre-service physics teachers' skills of writing teaching materials

NASA Astrophysics Data System (ADS)

Sinaga, Parlindungan

2016-02-01

Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome.

PubMed

de Graaf, G; van Hove, G; Haveman, M

2013-01-01

Studies from the UK have shown that children with Down syndrome acquire more academic skills in regular education. Does this likewise hold true for the Dutch situation, even after the effect of selective placement has been taken into account? In 2006, an extensive questionnaire was sent to 160 parents of (specially and regularly placed) children with Down syndrome (born 1993-2000) in primary education in the Netherlands with a response rate of 76%. Questions were related to the child's school history, academic and non-academic skills, intelligence quotient, parental educational level, the extent to which parents worked on academics with their child at home, and the amount of academic instructional time at school. Academic skills were predicted with the other variables as independents. For the children in regular schools much more time proved to be spent on academics. Academic performance appeared to be predicted reasonably well on the basis of age, non-academic skills, parental educational level and the extent to which parents worked at home on academics. However, more variance could be predicted when the total amount of years that the child spent in regular education was added, especially regarding reading and to a lesser extent regarding writing and math. In addition, we could prove that this finding could not be accounted for by endogenity. Regularly placed children with Down syndrome learn more academics. However, this is not a straight consequence of inclusive placement and age alone, but is also determined by factors such as cognitive functioning, non-academic skills, parental educational level and the extent to which parents worked at home on academics. Nevertheless, it could be proven that the more advanced academic skills of the regularly placed children are not only due to selective placement. The positive effect of regular school on academics appeared to be most pronounced for reading skills. © 2011 The Authors. Journal of Intellectual Disability

Hard Facts and Soft Skills

ERIC Educational Resources Information Center

Terego, Alex

2009-01-01

The argument now raging in academic circles pits those who espouse teaching 21st century skills against those who believe that schools should be teaching explicit and well-sequenced content. This debate has largely been framed as an either-or proposition. In this author's view, portraying this debate as one between two mutually exclusive sides…

Academic Skills of Boys With Fragile X Syndrome: Profiles and Predictors

ERIC Educational Resources Information Center

Roberts, Jane E.; Schaaf, Jennifer M.; Skinner, Martie; Wheeler, Anne; Hooper, Stephen; Hatton, Deborah D.; Bailey, Donald B., Jr.

2005-01-01

The academic achievement of boys with fragile X syndrome and the relation between several predictive factors and academic performance are reported. Boys with fragile X syndrome displayed significant deficits in all academic skill areas. Relative strengths were observed in general knowledge, reflecting the ability to integrate experiential…

Strengthening the Teaching Self-Efficacy of Early Career Academics

ERIC Educational Resources Information Center

Hemmings, Brian Colin

2015-01-01

This article reports on a qualitative study exploring teaching self-efficacy (defined as a belief in capability to execute teaching-related tasks) in a higher education context. It is based on the views of 12 early career academics (ECAs) employed at Charles Sturt University who were interviewed to learn more about how their teaching self-efficacy…

Therapeutic Academics for Behaviorally Disordered Adolescents: Content Selection and Instructional Guidelines.

ERIC Educational Resources Information Center

Graham, Marilyn Troth

Curriculum content for adolescents with behavioral disorders should emphasize academic learning as well as social and behavioral skill development. "Therapeutic academics" is proposed as a process of teaching academics that is therapeutic in its systematic focus on the behavioral and social needs of students. A therapeutic academic curriculum…

Longitudinal Relationship between Social Skills and Academic Achievement in a Gender Perspective

ERIC Educational Resources Information Center

Gustavsen, Ann Margareth

2017-01-01

Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers' grading of academic achievement seems to be based not only on students' knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through…

Teaching and Assessing Communication Skills in Medical Undergraduate Training.

PubMed

Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

2016-06-08

Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum.

Life Skills Yield Stronger Academic Performance

ERIC Educational Resources Information Center

Lindsey, Tommie, Jr.; Mabie, Benjamin

2012-01-01

After one failed attempt to buttress the prospects of black males at a racially diverse high school, teachers fashioned a life skills class that was heavy on racial pride and personal insight. In so doing they borrowed liberally from the Motivational Framework for Culturally Responsive Teaching by Margery Ginsberg and Raymond Wlodkowski that leans…

Teacher (Mis)Perceptions of Preschoolers’ Academic Skills: Predictors and Associations With Longitudinal Outcomes

PubMed Central

Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.

2014-01-01

Preschool teachers have important impacts on children’s academic outcomes, and teachers’ misperceptions of children’s academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers. Hierarchical linear modeling was utilized to account for the nested data structure. Even after controlling for children’s actual academic skill, older children, children with stronger social skills, and children with fewer inattentive symptoms were perceived to have stronger academic abilities. Contrary to hypotheses, preschoolers with more behavior problems were perceived by teachers to have significantly better pre-academic abilities than they actually had. Teachers’ perceptions were not associated with child gender or child race/ethnicity. Although considerable variability was due to teacher-level characteristics, child characteristics explained 42% of the variability in teachers’ perceptions about children’s language and pre-literacy ability and 41% of the variability in teachers’ perceptions about mathability. Notably, these perceptions appear to have important impacts over time. Controlling for child baseline academic skill and child characteristics, teacher perceptions early in the preschool year were significantly associated with child academic outcomes during the spring for both language and pre-literacy and math. Study implications with regard to the achievement gap are discussed. PMID:26538767

Determining the Study Skills of Student Teachers

ERIC Educational Resources Information Center

Tural Dincer, Guner; Akdeniz, Ali Riza

2008-01-01

Background: It is known that success of a student is affected by the skills of motivation, time management. Studies have showed that there is positive relationship between academic achievement and study skills of a student. Purpose: It is thought that study skills of learners should be defined to be more successful on teaching-learning process.…

Beyond effective teaching: Enhancing students’ metacognitive skill through guided inquiry

NASA Astrophysics Data System (ADS)

Adnan; Bahri, Arsad

2018-01-01

This research was quasi experimental with pretest posttes non-equivalent control group design. This research aimed to compare metacognitive skill of students between tought by guided inquiry and traditional teaching. Sample of this research was the students at even semester at the first year, Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Indonesia. The data of students’ metacognitive skill was measured by essay test. The data was analyzed by inferential statistic of ANCOVA test. The result of research showed that there was the effect of teaching model towards metacognitive skill of students. Students were tought by guided inquiry had higher metacognitive skill than tought by traditional teaching. The lecturer can use the guided inquiry model in others courses with considering the course materials and also student characteristics.

An Integrated Communication Skills Package for Undergraduate Chemists

NASA Astrophysics Data System (ADS)

Kerr, W. J.; Murray, R. E. G.; Moore, B. D.; Nonhebel, D. C.

2000-02-01

Positive feedback and evaluations were provided by students, graduates, academic staff in the department, and industrial contacts and employers. The funding council (Scottish Higher Education Funding Council), in the report on the Teaching Quality Assessment visit, identified this communication skills package as one of the Department's strengths in teaching. These positive evaluations suggest that the package is an effective means of developing the communication skills of students in chemistry.

Academic and Business Leaders' Perceptions of 21st Century Skills: An Exploratory Study

ERIC Educational Resources Information Center

Lawlor, Jennifer Lynne

2017-01-01

This study explored the academic and business leaders' perceptions of 21st century skills and to what degree do these perceptions align. The results from this study show that academic and business leaders share similar perceptions of 21st century skills and the majority of the shared skills are aligned. Through an initial survey and interviews,…

Teaching sexual history-taking skills using the Sexual Events Classification System.

PubMed

Fidler, Donald C; Petri, Justin Daniel; Chapman, Mark

2010-01-01

The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents' video-recorded interviews with simulated patients, discussion of videos that simulated bad interviews, simulated patients, and a competency scoring form to score a video of a simulated interview. After the course, residents completed an anonymous survey to assess the usefulness of the experience. After the course, most residents felt more comfortable taking sexual histories. They described the Sexual Events Classification System and simulated interviews as practical methods for teaching sexual history-taking skills. The Sexual Events Classification System and simulated patient experiences may serve as a practical model for teaching sexual history-taking skills to general psychiatric residents.

Stoma care: empowering patients through teaching practical skills.

PubMed

Metcalf, C

Teaching patients practical skills in stoma care is a complex process and although, arguably, at the very heart of stoma care nursing practice, has been largely ignored in the literature. Teaching principles are based upon social learning theory and educationalists provide guidelines on the most effective way to teach a practical skill. These guidelines have been utilized by nurses when teaching patients with newly formed stomas how to change a pouch. The process of adapting to a stoma and its daily management takes time. Psychologically, however, some patients will adapt more easily than others and researchers have attempted to identify factors which may account for this. Studies have demonstrated that patients who are satisfied with the amount of preoperative information they receive are less likely to develop psychological problems. Psychological adjustment may be affected if patients feel that they have developed insufficient pouch changing skills or have problems with leakage from their pouch or sore skin around their stoma. Studies have also demonstrated that cognitive factors, such as patients feeling in control of their illness and stoma, have been found to play a role in psychological adaptation. Clinical nurse specialists in stoma care are in an ideal position to target these cognitive factors using a variety of strategies including effective practical teaching to empower patients, thus facilitating psychological adaptation following stoma surgery.

Defending Academic Freedom: Advice for Teachers

ERIC Educational Resources Information Center

Simpson, Michael D.

2010-01-01

Social studies and history teachers should be free to expose students to controversial ideas and to teach critical thinking skills. But are they free? Do they have the constitutional right--call it academic freedom--to teach what they want and to discuss controversial issues in the classroom? The short answer is "no." In this article,…

Effectiveness of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability

ERIC Educational Resources Information Center

Cankaya, Serkan; Kuzu, Abdullah

2018-01-01

Mobile skill teaching software has been developed for the parents of the children with intellectual disability to be used in teaching daily life skills. The purpose of this research is to investigate the effectiveness of the mobile skill teaching software developed for the use of the parents of the children with intellectual disability. In…

Roadsigns from Research. BASICS: Bridging Vocational and Academic Skills.

ERIC Educational Resources Information Center

Sechler, Judith A.; Crowe, Michael R.

This document responds to the need for integration of basic skills into vocational education by providing a summary of research findings, implications, and practical suggestions for teachers. The six sections and four complementary posters are intended as tools for staff development of teachers engaged in teaching basic skills. Sections can also…

Cognitive task analysis for teaching technical skills in an inanimate surgical skills laboratory.

PubMed

Velmahos, George C; Toutouzas, Konstantinos G; Sillin, Lelan F; Chan, Linda; Clark, Richard E; Theodorou, Demetrios; Maupin, Fredric

2004-01-01

The teaching of surgical skills is based mostly on the traditional "see one, do one, teach one" resident-to-resident method. Surgical skills laboratories provide a new environment for teaching skills but their effectiveness has not been adequately tested. Cognitive task analysis is an innovative method to teach skills, used successfully in nonmedical fields. The objective of this study is to evaluate the effectiveness of a 3-hour surgical skills laboratory course on central venous catheterization (CVC), taught by the principles of cognitive task analysis to surgical interns. Upon arrival to the Department of Surgery, 26 new interns were randomized to either receive a surgical skills laboratory course on CVC ("course" group, n = 12) or not ("traditional" group, n = 14). The course consisted mostly of hands-on training on inanimate CVC models. All interns took a 15-item multiple-choice question test on CVC at the beginning of the study. Within two and a half months all interns performed CVC on critically ill patients. The outcome measures were cognitive knowledge and technical-skill competence on CVC. These outcomes were assessed by a 14-item checklist evaluating the interns while performing CVC on a patient and by the 15-item multiple-choice-question test, which was repeated at that time. There were no differences between the two groups in the background characteristics of the interns or the patients having CVC. The scores at the initial multiple-choice test were similar (course: 7.33 +/- 1.07, traditional: 8 +/- 2.15, P = 0.944). However, the course interns scored significantly higher in the repeat test compared with the traditional interns (11 +/- 1.86 versus 8.64 +/- 1.82, P = 0.03). Also, the course interns achieved a higher score on the 14-item checklist (12.6 +/- 1.1 versus 7.5 +/- 2.2, P <0.001). They required fewer attempts to find the vein (3.3 +/- 2.2 versus 6.4 +/- 4.2, P = 0.046) and showed a trend toward less time to complete the procedure (15.4 +/- 9

Social Skill Development and Academic Competence in Children with and without Intellectual Disability

ERIC Educational Resources Information Center

Murphy, Marina

2017-01-01

Social skills and academic competence are key factors influencing children's development and functioning across early childhood and through adolescence. There is a great need to understand the longitudinal patterns of growth in social and academic skills in order to further inform intervention, particularly for at-risk groups such as individuals…

The Administrator as Superhero: A Commentary on Balkin and Mello's "Facilitating and Creating Synergies between Teaching and Research: The Role of the Academic Administrator"

ERIC Educational Resources Information Center

Lewicki, Roy J.

2012-01-01

As a way to achieve better alignment of the ongoing teaching-research activity gap in business schools, David Balkin and Jeff Mello suggest that schools need to hire academic administrators with significantly developed management skills. The author responds to this recommendation with two concerns. First, many of the causes of the…

Context Matters: Teaching and Learning Skills for Work.

ERIC Educational Resources Information Center

Giddens, Beth; Stasz, Cathy

1999-01-01

Changes in work and the workplace are transforming the kinds of knowledge, skills, and attitudes needed for successful work performance. Educators and school reformers are updating curricula and redesigning school programs to ensure that, in addition to academics, young people have opportunities to learn work-related skills and attitudes. A…

A Current Events Approach to Academic Reading.

ERIC Educational Resources Information Center

Hirsch, Sharon F.; Gabbay, Anita

1995-01-01

Presents a current events course designed to teach students in Israel both English language skills as well as the advanced reading and study skills they need to comprehend university level texts and journal articles. A current events approach to academic reading enlivens the foreign language classroom and motivates and broadens the horizons of…

Teaching Writing Skills: Global Issues. Skills Series, Volume 3.

ERIC Educational Resources Information Center

Benegar, John

Social studies and language arts teachers can use these self-contained activities to teach writing skills to students in grades 6-12. Some of the activities have a global approach requiring students to write about topics such as human rights and cultural differences. Information provided for each activity includes an introduction, objectives, time…

Leadership skills teaching in Yorkshire & the Humber - a survey: uncovering, sharing, developing, embedding.

PubMed

Fowler, Iolanthe; Gill, Andy

2015-09-01

Medical leadership is a hot topic, but it is not known yet how to teach this most effectively. A working party of educators in Yorkshire and the Humber (Y&H) studied the leadership domains, as set out in the Medical Leadership Competency Framework and from this distilled a set of 'trainable' leadership skills, which were felt to be important to teach during general practitioner (GP) training. A questionnaire was sent out to a large GP educational community (educators and trainees) within Y&H to establish the following: (i) whether the distilled skills were thought to have face validity when applied to the concept of leadership, (ii) what was the relative importance of these skills in relation to each other and (iii) the degree to which these skills were already being taught in practice placements and at General Practice Specialty Training Programme (GPSTP) teaching sessions.Educators reported more teaching and training occurring than trainees reported receiving, and the relative importance of the skills sets were different between educators and trainees. It was evident that leadership skills are currently being taught, but that making training explicitly 'leadership', and raising the importance of leadership skills in GP, may address some of these imbalances. Educators requested guidance on how to teach these skills effectively and commented that many existing opportunities for leadership teaching and training are not well recognised or used. Routinely and regularly offering the chance for trainees at all levels to be exposed to leadership skills by role modelling, making use of everyday opportunities in practice to teach and encouraging trainee involvement in projects and opportunities to practice new skills can facilitate the acquisition and celebration of mastery of generic leadership skills.

Effect of Hypertextual Reading on Academic Success and Comprehension Skills

ERIC Educational Resources Information Center

Durukan, Erhan

2014-01-01

As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used…

The Professor-Librarian: Academic Librarians Teaching Credit-Bearing Courses

ERIC Educational Resources Information Center

Sobel, Karen; Ramsey, Peter; Jones, Galin

2018-01-01

Many academic librarians have ideas or opportunities for teaching information literacy courses for the library, outside the scope of their regular positions. Some additional librarians are asked to consider teaching credit-bearing courses for other departments at their institutions, based on graduate degrees they hold in fields besides library…

Teaching Technical Skills through Play.

ERIC Educational Resources Information Center

Gullion, Laurie

The value of light-hearted play in teaching technical recreational sport skills is immense. Children as well as adults can learn more quickly and completely with a games-oriented approach. Often without realizing the hidden goal of excellent skiing or paddling, participants respond to intriguing tasks in a game, immerse themselves in good…

A model to teach concomitant patient communication during psychomotor skill development.

PubMed

Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

2018-01-01

Many health professionals use psychomotor or task-based skills in clinical practice that require concomitant communication with a conscious patient. Verbally engaging with the patient requires highly developed verbal communication skills, enabling the delivery of patient-centred care. Historically, priority has been given to learning the psychomotor skills essential to clinical practice. However, there has been a shift towards also ensuring competent communication with the patient during skill performance. While there is literature outlining the steps to teach and learn verbal communication skills, little is known about the most appropriate instructional approach to teach how to verbally engage with the patient when also learning to perform a task. A literature review was performed and it identified that there was no model or proven approach which could be used to integrate the learning of both psychomotor and communication skills. This paper reviews the steps to teach a communication skill and provides a suggested model to guide the acquisition and development of the concomitant -communication skills required with a patient at the time a psychomotor skill is performed. Copyright © 2017 Elsevier Ltd. All rights reserved.

Not Just Good Science Teaching: Supporting Academic Language Development

ERIC Educational Resources Information Center

Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak

2013-01-01

In this article, the authors explore ways in which they have worked together in understanding the complexities of academic language within the science classroom and discuss strategies they have used to teach academic language to young adolescent English Language Learners (ELLs) within inquiry-based science lessons. They discuss strategies they use…

Using Systematic Feedback and Reflection to Improve Adventure Education Teaching Skills

ERIC Educational Resources Information Center

Richardson, Rick; Kalvaitis, Darius; Delparte, Donna

2014-01-01

This study examined how adventure educators could use systematic feedback to improve their teaching skills. Evaluative instruments demonstrated a statistically significant improvement in teaching skills when applied at an outdoor education center in Western Canada. Concurrent focus group interviews enabled instructors to reflect on student…

Teaching Beliefs and Teaching Styles of Mathematics Teachers and Their Relationship with Academic Achievement

ERIC Educational Resources Information Center

Canto-Herrera, Pedro; Salazar-Carballo, Humberto

2010-01-01

The purpose of this study was to study the relationship between beliefs and teaching styles of teachers of mathematics and their students' academic performance in high schools of Yucatan. For this purpose, a questionnaire was administered to 72 high school mathematics teachers and the student academic achievement score of 1241 were used. A…

The Foreign TA: A Guide to Teaching Effectiveness.

ERIC Educational Resources Information Center

Gburek, Janice L., Ed.; Dunnett, Stephen C., Ed.

Articles on teaching effectiveness for foreign teaching assistants (TAs) are presented. Topics include: adapting to the U.S. academic environment, understanding the role of the TA and gaining confidence, anticipating undergraduates' expectations, improving communication skills, and teaching laboratory classes and recitation classes. Titles and…

Learning Skills Workshops Supporting First-Year Courses

ERIC Educational Resources Information Center

Grills, Sheilagh

2017-01-01

Student Services support, including learning skills assistance, can be integral in empowering learners. First-year students are expected to be self-directed in their learning, yet may have neither been challenged nor experienced negative consequences for a lack of perseverance. Academic skills professionals can be partners with teaching faculty in…

Integration of Skills and Competencies in the Missouri Marketing Education Core Curriculum. Section II.

ERIC Educational Resources Information Center

Ruhland, Sheila K.; Wilkinson, Richard F.

This publication contains teaching activities for the Fundamentals of Marketing and Advanced Marketing curriculum. Chapter 1 presents an alignment of the marketing education core competencies within the nine curriculum units for Fundamentals of Marketing and Advanced Marketing as they relate to the basic academic skills, advanced academic skills,…

Teaching Beginning Chess Skills to Students with Disabilities.

ERIC Educational Resources Information Center

Storey, Keith

2000-01-01

This article discusses teaching higher-level thinking skills and concentration to students with disabilities through chess instruction. Guidelines for chess instruction are provided, including: teaching ideas and strategy first rather than specific lines of play, using a variety of instructional modalities, and building in reinforcement for…

An Approach to the Teaching of Academic Writing.

ERIC Educational Resources Information Center

Johnston, Sue Ann

1985-01-01

Discusses solutions to problems in teaching research paper writing skills to English as a second language students in developing countries where library resources are inadequate. Suggests the use of interviews as an alternative research source and shows how an oral report on research results can help to develop synthesizing skills. (SED)

Improving Student Academic Success through the Promotion of Listening Skills.

ERIC Educational Resources Information Center

Owca, Sally; Pawlak, Emmie; Pronobis, Melanie

This action research project implemented and evaluated a program for improving listening skills in order to improve academic achievement. The targeted population consisted of sixth- and eighth-grade students of three upper/middle class communities located near a large Midwestern city. The problem of poor listening skills was observed when students…

Teaching Sexual History-Taking Skills Using the Sexual Events Classification System

ERIC Educational Resources Information Center

Fidler, Donald C.; Petri, Justin Daniel; Chapman, Mark

2010-01-01

Objective: The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Methods: Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents'…

Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.

ERIC Educational Resources Information Center

Patton, Patricia Lucey

1995-01-01

Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…

The family, neuroscience, and academic skills: An interdisciplinary account of social class gaps in children's test scores.

PubMed

Potter, Daniel; Mashburn, Andrew; Grissmer, David

2013-03-01

Current explanations of social class gaps in children's early academic skills tend to focus on non-cognitive skills that more advantaged children acquire in the family. Accordingly, social class matters because the cultural resources more abundant in advantaged families cultivate children's repertories and tool kits, which allow them to more easily navigate social institutions, such as schools. Within these accounts, parenting practices matter for children's academic success, but for seemingly arbitrary reasons. Alternatively, findings from current neuroscience research indicate that family context matters for children because it cultivates neural networks that assist in learning and the development of academic skills. That is, children's exposure to particular parenting practices and stimulating home environments contribute to the growth in neurocognitive skills that affect later academic performance. We synthesize sociological and neuroscience accounts of developmental inequality by focusing on one such skill-fine motor skills-to illustrate how family context alters children's early academic performance. Our findings support an interdisciplinary account of academic inequality, and extend current accounts of the family's role in the transmission of social inequality. Copyright © 2012 Elsevier Inc. All rights reserved.

Teaching interpersonal skills in family practice: results of a national survey.

PubMed

Kahn, G; Cohen, B; Jason, H

1979-02-01

The increasing recognition of the importance of a well-developed set of interpersonal skills to the competent family physician has resulted in a rapid growth in the formal teaching of interpersonal skills within family practice residencies. Of the 168 programs responding to a national survey of family practice residencies, 88 percent indicated that they have formal programs in interpersonal skills. It is estimated that there are well over 500 family practice faculty members who have special responsibilities in teaching interpersonal skills. While most programs address the component skills of the interpersonal process (eg, demonstrating empathy, information gathering, information giving, and psychological intervention), it is of concern that only about half offer explicit training in patient education (53 percent), specific types of counseling (eg, family counseling, 55 percent), or some of the specific interpersonal skills important in team practice and practice management (eg, supervisory skills). One of the most striking findings was that 88 percent of the reporting programs use videotechnology, with 77 percent of these planning to increase their use. Although most programs evaluate their interpersonal skills training using both indirect and direct assessment methods, only 25 percent attempt to use patient outcome as a measure of teaching effectiveness.

Peer Review of Teaching: Best Practices for a Non-Programmatic Approach

ERIC Educational Resources Information Center

Alabi, Jaena; Weare, William H., Jr.

2014-01-01

Many academic librarians who provide library instruction have never received formal training in educational theory and methods. To bridge this gap and improve the teaching skills of instruction librarians, some academic libraries have established peer review of teaching programs. Despite the recognized benefits of peer review, it may not be…

Teaching Pedestrian Skills to Individuals with Developmental Disabilities

ERIC Educational Resources Information Center

Batu, Sema; Ergenekon, Yasemin; Erbas, Dilek; Akmanoglu, Nurgul

2004-01-01

The purpose of the present study was to examine the effectiveness of most to least prompting on teaching pedestrian skills to individuals with developmental disabilities. Five individuals with developmental disabilities were taught three different pedestrian skills, all related to crossing the streets, using simulation activities on a road model…

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

PubMed

Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed.

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

PubMed Central

Wischgoll, Anke

2016-01-01

Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671

An Exploratory Study of the Relationship between Academic Library Work Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship

ERIC Educational Resources Information Center

Harris-Keith, Colleen Susan

2015-01-01

Though research into academic library director leadership has established leadership skills and qualities required for success, little research has been done to establish where in their career library directors were most likely to acquire those skills and qualities. This research project surveyed academic library directors at Carnegie-designated…

Empowering Critical Thinking Skills with Computerized Patient Simulators

ERIC Educational Resources Information Center

Farrar, Francisca Cisneros; Suggs, Leslie

2010-01-01

Students struggle with the mastery of critical thinking skills which are essential to their academic success. University faculty are challenged to create teaching strategies to help students build critical thinking skills. Nursing faculty at Austin Peay State University in Clarksville, Tennessee looked to research and technology for ways to…

Using Gagne's theory to teach procedural skills.

PubMed

Buscombe, Charlotte

2013-10-01

Many key medical procedures are performed every day in clinical practice to yield important diagnostic information and to help determine the disease response to intensive treatments. Training clinicians to perform procedures competently and confidently thus carries considerable weight, helping to assure patient safety, the obtainment of adequate samples and minimising patient discomfort. This article considers how Robert Gagne's instructional design model may be effectively used to design lesson plans and teach procedural skills in small group settings. Gagne's model is based upon the information-processing model of mental events that occur when adults are presented with various stimuli. It highlights nine specific instructional events, which correlate with crucial conditions of learning, and are arranged to maximally enhance the learning process, improve session flow and, ultimately, ensure lesson objectives are comprehensively addressed. This article uses the nine points described by Gagne to outline a comprehensive lesson guide for teaching psychomotor skills, using a bone-marrow aspirate procedure as an example. Each of Gagne's instructional events is considered with specific activities for each, and with the variety of activities delineated to meet diverse learning styles. Gagne's instructional events can produce an effective and comprehensive lesson plan for teaching procedural skills, preparing learners with various preferred learning styles to perform psychomotor skills competently in clinical practice. This lesson plan can be of use for both teachers and students across clinical specialties, encouragingly outlining how Gagne's systematic and widely referenced theory can be creatively and practically used. © 2013 John Wiley & Sons Ltd.

The role of critical thinking skills and learning styles of university students in their academic performance.

PubMed

Ghazivakili, Zohre; Norouzi Nia, Roohangiz; Panahi, Faride; Karimi, Mehrdad; Gholsorkhi, Hayede; Ahmadi, Zarrin

2014-07-01

inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles. The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated with one another. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context.

The role of critical thinking skills and learning styles of university students in their academic performance

PubMed Central

GHAZIVAKILI, ZOHRE; NOROUZI NIA, ROOHANGIZ; PANAHI, FARIDE; KARIMI, MEHRDAD; GHOLSORKHI, HAYEDE; AHMADI, ZARRIN

2014-01-01

the students’ performance with inferential skill and the total score of critical thinking skills (p<0.05). Furthermore, evaluation skills and deductive reasoning had significant relationship. On the other hand, the mean total score of critical thinking had significant difference between different learning styles. Conclusion: The results of this study showed that the learning styles, critical thinking and academic performance are significantly associated with one another. Considering the growing importance of critical thinking in enhancing the professional competence of individuals, it's recommended to use teaching methods consistent with the learning style because it would be more effective in this context. PMID:25512928

Multisensory Teaching of Basic Language Skills. Third Edition

ERIC Educational Resources Information Center

Birsh, Judith R., Ed.

2011-01-01

As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities--along with the added benefits of multisensory techniques--discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across…

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course

PubMed Central

Greenwald, Ralf R.; Quitadamo, Ian J.

2014-01-01

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method. PMID:24693256

A Mind of Their Own: Using Inquiry-based Teaching to Build Critical Thinking Skills and Intellectual Engagement in an Undergraduate Neuroanatomy Course.

PubMed

Greenwald, Ralf R; Quitadamo, Ian J

2014-01-01

A changing undergraduate demographic and the need to help students develop advanced critical thinking skills in neuroanatomy courses has prompted many faculty to consider new teaching methods including clinical case studies. This study compared primarily conventional and inquiry-based clinical case (IBCC) teaching methods to determine which would produce greater gains in critical thinking and content knowledge. Results showed students in the conventional neuroanatomy course gained less than 3 national percentile ranks while IBCC students gained over 7.5 within one academic term using the valid and reliable California Critical Thinking Skills Test. In addition to 2.5 times greater gains in critical thinking, IBCC teaching methods also produced 12% greater final exam performance and 11% higher grades using common grade performance benchmarks. Classroom observations also indicated that IBCC students were more intellectually engaged and participated to a greater extent in classroom discussions. Through the results of this study, it is hoped that faculty who teach neuroanatomy and desire greater critical thinking and content student learning outcomes will consider using the IBCC method.

Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

ERIC Educational Resources Information Center

Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

2015-01-01

Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

A comparison of functional academic and daily living skills in males with fragile X syndrome with and without autism.

PubMed

Raspa, Melissa; Franco, Vitor; Bishop, Ellen; Wheeler, Anne C; Wylie, Amanda; Bailey, Donald B

2018-05-03

Adaptive behaviors, such as functional academic and daily living skills, are critical for independence in adults with intellectual and developmental disabilities. However, little is known about these skills in fragile X syndrome (FXS), the most common form of inherited intellectual disability. The purposes of this study were to describe the functional academic and daily living skills of males diagnosed with FXS across different age groups and compare skill attainment by autism status and other common co-occurring conditions. We used survey methods to assess parent-reported functional academic and daily living skills in 534 males with FXS. Functional academic skills included time and schedules, money, math, reading, and writing skills. Daily living skills included hygiene, cooking, laundry and housekeeping, transportation, and safety skills. Analyses examined functional academic and daily living skills in a cross-sectional sample of males between ages 5 and 67. Differences in skill attainment were found by child age, co-morbid autism status, total number of co-occurring conditions, and respondent education. Functional academic and daily living skills were predictive of community employment and independent living. These data provide important information on the mastery of both foundational and more complex adaptive skills in males with FXS. Both functional academic and daily living skills were predictive of measures of independence above and beyond other child and family characteristics. These findings point to the need to focus interventions to support the attainment of independence in males with FXS. Copyright © 2018 Elsevier Ltd. All rights reserved.

Feeding the pipeline: academic skills training for predental students.

PubMed

Markel, Geraldine; Woolfolk, Marilyn; Inglehart, Marita Rohr

2008-06-01

This article reports the outcomes of an evaluation conducted to determine if an academic skills training program for undergraduate predental students from underrepresented minority backgrounds increased the students' standardized academic skills test scores for vocabulary, reading comprehension, reading rates, spelling, and math as well as subject-specific test results in biology, chemistry, and physics. Data from standardized academic skill tests and subject-specific tests were collected at the beginning and end of the 1998 to 2006 Pipeline Programs, six-week summer enrichment programs for undergraduate predental students from disadvantaged backgrounds. In total, 179 students (75.4 percent African American, 7.3 percent Hispanic, 5.6 percent Asian American, 5 percent white) attended the programs during these nine summers. Scores on the Nelson-Denny Reading Test showed that the students improved their vocabulary scores (percentile ranks before/after: 46.80 percent/59.56 percent; p<.001), reading comprehension scores (47.21 percent/62.67 percent; p<.001), and reading rates (34.01 percent/78.31 percent; p<.001) from the beginning to the end of the summer programs. Results on the Wide Range Achievement Test III showed increases in spelling (73.58 percent/86.22 percent; p<.001) and math scores (56.98 percent/81.28 percent; p<.001). The students also improved their subject-specific scores in biology (39.07 percent/63.42 percent; p<.001), chemistry (20.54 percent/51.01 percent; p<.001), and physics (35.12 percent/61.14 percent; p<.001). To increase the number of underrepresented minority students in the dental school admissions pool, efforts are needed to prepare students from disadvantaged backgrounds for this process. These data demonstrate that a six-week enrichment program significantly improved the academic skills and basic science knowledge scores of undergraduate predental students. These improvements have the potential to enhance the performance of these students

Using Precision Teaching to Enhance the Word Reading Skills and Academic Self-Concept of Secondary School Students: A Role for Professional Educational Psychologists

ERIC Educational Resources Information Center

Roberts, Will; Norwich, Brahm

2010-01-01

This article describes an investigation into the outcomes of a school-based initiative to improve the word reading skills of a group of secondary school students (n = 77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves…

Teaching Listening Skills to JFL Students in Australia.

ERIC Educational Resources Information Center

Danaher, Mike

1996-01-01

Examines issues affecting the teaching and learning of listening skills within the study of Japanese as a Foreign Language. Listening within foreign-language learning is a complex skill, and students encounter several difficulties in learning to listen for comprehension. Teachers face concerns ranging from resource availability to how to teach…

How Does Gender Relate to Social Skills? Exploring Differences in Social Skills Mindsets, Academics, and Behaviors among High-School Freshmen Students

ERIC Educational Resources Information Center

Tan, Kevin; Oe, Jin Shin; Hoang Le, Minh Dung

2018-01-01

Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th-grade…

Organisational Commitments and Teaching Styles among Academics in Mainland China

ERIC Educational Resources Information Center

Zhang, Li-Fang; Jing, Li-Zhen

2016-01-01

This research pioneered the investigation of the predictive power of organisational commitments for academics' teaching styles. Participants were 370 faculty members from 15 higher educational institutions in Beijing, the People's Republic of China. Results showed that academics' organisational commitments as measured by the Organisational…

Teaching Listening as a Communicative Skill in Military English

ERIC Educational Resources Information Center

Likaj, Manjola

2015-01-01

This article deals with teaching listening in English for Specific Purposes and more specifically in Military English. There are presented different approaches on listening and ways on teaching it in ESP. Active listening it is seen as one of the most productive and applicable approach in teaching ESP students how to master the skill of listening.…

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training.

PubMed

Singh, Binita D; Moore, Dennis W; Furlonger, Brett E; Anderson, Angelika; Busacca, Margherita L; English, Derek L

2017-10-01

A multiple probe design across skills was used to examine the effects of behaviour skills training (BST) on teaching four reading comprehension skills (predicting, questioning, clarifying, and summarizing) to a 7th grade student with autism. Following baseline, the student received 12 sessions of BST during which each skill was taught to criterion. At each session, data was also collected on the accuracy of oral responses to 10 comprehension questions. BST was associated with clear gains in the participant's performance on each comprehension skill, along with concomitant gains in reading comprehension both on the daily probes and a standardized measure. Skills maintained at follow-up support the conclusion that BST was effective in improving the comprehension skills of a child with autism.

The Experience of Academic Learning: Uneven Conceptions of Learning across Research and Teaching

ERIC Educational Resources Information Center

Light, Greg; Calkins, Susanna

2015-01-01

Research and teaching are often construed by academic staff as incongruous activities that have little overlap in practice. Many studies on the relationship of teaching and research assume an inherent competition or "rivalry" between these two practices. In this study, we draw on a framework that conceptualizes these academic practices…

Digital recording as a teaching and learning method in the skills laboratory.

PubMed

Strand, Ingebjørg; Gulbrandsen, Lise; Slettebø, Åshild; Nåden, Dagfinn

2017-09-01

To obtain information on how nursing students react to, think about and learn from digital recording as a learning and teaching method over time. Based on the teaching and learning philosophy of the university college, we used digital recording as a tool in our daily sessions in skills laboratory. However, most of the studies referred to in the background review had a duration of from only a few hours to a number of days. We found it valuable to design a study with a duration of two academic semesters. A descriptive and interpretative design was used. First-year bachelor-level students at the department of nursing participated in the study. Data collection was carried out by employing an 'online questionnaire'. The students answered five written, open-ended questions after each of three practical skill sessions. Kvale and Brinkmann's three levels of understanding were employed in the analysis. The students reported that digital recording affected factors such as feeling safe, secure and confident and that video recording was essential in learning and training practical skills. The use of cameras proved to be useful, as an expressive tool for peer learning because video recording enhances self-assessment, reflection, sensing, psychomotor performance and discovery learning. Digital recording enhances the student's awareness when acquiring new knowledge because it activates cognitive and emotional learning. The connection between tutoring, feedback and technology was clear. The digital recorder gives students direct and immediate feedback on their performance from the various practical procedures, and may aid in the transition from theory to practice. Students experienced more self-confidence and a feeling of safety in their performances. © 2016 John Wiley & Sons Ltd.

Anatomy teaching assistants: facilitating teaching skills for medical students through apprenticeship and mentoring.

PubMed

Lachman, Nirusha; Christensen, Kevin N; Pawlina, Wojciech

2013-01-01

Significant increase in the literature regarding "residents as teachers" highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third- and fourth-year medical students through integrated apprenticeship and mentoring during the human structure didactic block. This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

Teaching Play Skills to Young Children with Autism

ERIC Educational Resources Information Center

Jung, Sunhwa; Sainato, Diane M.

2013-01-01

Background: Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit deficits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism.…

Learning by Teaching: Can It Be Utilized to Develop Inquiry Skills?

ERIC Educational Resources Information Center

Aslan, Safiye

2017-01-01

This study aims to investigate the effect of learning by teaching on inquiry skills. With its explanatory sequential design, this particular study focuses on interrogating whether learning by teaching has an effect on prospective science teachers' inquiry skills and to unveil how it does so, only if it had an effect. The current research is…

Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction

ERIC Educational Resources Information Center

Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

2012-01-01

Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

Knowledge, Skills and Attributes for Academic Reference Librarians

ERIC Educational Resources Information Center

Haddow, Gaby

2012-01-01

A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions…

Supporting Academic Persistence in Low-Skilled Adult Learners

ERIC Educational Resources Information Center

O'Neill, Susan; Thomson, Margareta Maria

2013-01-01

The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

Transfer of Academic Staff Learning in a Research-Intensive University

ERIC Educational Resources Information Center

Ginns, Paul; Kitay, Jim; Prosser, Michael

2010-01-01

In both Australia and abroad, there is an increasing pressure towards professionalisation of university teaching, with the expectation that academic development courses, such as the Graduate Certificate in Education Studies (higher education), lead to better teaching and learning practices. However, the knowledge, skills and/or attitudes that…

Obstetric skills drills: evaluation of teaching methods.

PubMed

Birch, L; Jones, N; Doyle, P M; Green, P; McLaughlin, A; Champney, C; Williams, D; Gibbon, K; Taylor, K

2007-11-01

To determine the most effective method of delivering training to staff on the management of an obstetric emergency. The research was conducted in a District General Hospital in the UK, delivering approximately 3500 women per year. Thirty-six staff, comprising of junior and senior medical and midwifery staff were included as research subjects. Each of the staff members were put into one of six multi-professional teams. Effectively, this gave six teams, each comprising of six members. Three teaching methods were employed. Lecture based teaching (LBT), simulation based teaching (SBT) or a combination of these two (LAS). Each team of staff were randomly allocated to undertake a full day of training in the management of Post Partum Haemorrhage utilising one of these three teaching methods. Team knowledge and performance were assessed pre-training, post training and at three months later. In addition to this assessment of knowledge and performance, qualitative semi-structured interviews were carried out with 50% of the original cohort one year after the training, to explore anxiety, confidence, communication, knowledge retention, enjoyment and transferable skills. All teams improved in their performance and knowledge. The teams taught using simulation only (SBT) were the only group to demonstrate sustained improvement in clinical management of the case, confidence, communication skills and knowledge. However, the study did not have enough power to reach statistical significance. The SBT group reported transferable skills and less anxiety in subsequent emergencies. SBT and LAS reported improved multidisciplinary communication. Although tiring, the SBT was enjoyed the most. Obstetrics is a high risk speciality, in which emergencies are to some extent, inevitable. Training staff to manage these emergencies is a fundamental principal of risk management. Traditional risk management strategies based on incident reporting and event analysis are reactive and not always effective

Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Thomas, Benjamin R.; Lafasakis, Michael; Spector, Vicki

2016-01-01

The aim of this study was to evaluate the effects of behavioral skills training (BST) on the skateboarding skills of an 11-year-old male with autism spectrum disorder (ASD). BST was used in a multiple-probe across skills design to teach five target skateboarding skills. Imitation of an additional skill was also assessed outside of BST sessions.…

Teaching and Training Relevant Community Skills to Mentally Retarded Persons.

ERIC Educational Resources Information Center

Matson, Johnny L.

1988-01-01

Reviews some of the major developments in teaching and training relevant community skills to mentally retarded persons. The following adaptive skills are discussed: (1) toilet use and bed wetting; (2) eating, dressing, and personal hygiene; (3) community survival; and (4) vocational and social skills. (BJV)

Teaching Skills and Health-Related Fitness through a Preservice Gymnastics Program

ERIC Educational Resources Information Center

Donham-Foutch, Shae

2007-01-01

Children who do not develop a foundation of basic motor skills are less likely to participate in regular physical activity. An excellent way of teaching basic motor skills, as well as health-related fitness, is through gymnastics. Many young teachers, however, think that teaching gymnastics is too challenging and do not know how to incorporate it…

Information Literacy: The Leadership Role of the Academic Librarian

ERIC Educational Resources Information Center

McAskill, William

2008-01-01

In response to the rapid advances in information technology, greater pressure has been placed on academic libraries and teaching faculty to incorporate information literacy skills into the curriculum. Although these skills have been taught for decades, the principles and concepts of information literacy have taken on new urgency as they are…

A Utility Model for Teaching Load Decisions in Academic Departments.

ERIC Educational Resources Information Center

Massey, William F.; Zemsky, Robert

1997-01-01

Presents a utility model for academic department decision making and describes the structural specifications for analyzing it. The model confirms the class-size utility asymmetry predicted by the authors' academic rachet theory, but shows that marginal utility associated with college teaching loads is always negative. Curricular structure and…

Instruction dialogues: Teaching new skills to a robot

NASA Technical Reports Server (NTRS)

Crangle, Colleen; Suppes, P.

1989-01-01

Extended dialogues between a human user and a robot system are presented. The purpose of each dialogue is to teach the robot a new skill or to improve the performance of a skill it already has. The particular interest is in natural language dialogues but the illustrated techniques can be applied to any high level language. The primary purpose is to show how verbal instruction can be integrated with the robot's autonomous learning of a skill.

The Decision to Incision Curriculum: Teaching Preoperative Skills and Achieving Level 1 Milestones.

PubMed

Skinner, Bethany; Morgan, Helen; Kobernik, Emily; Kamdar, Neil; Curran, Diana; Marzano, David; Hammoud, Maya

2016-01-01

To evaluate the effectiveness of a preoperative skills curriculum, and to assess and document competence in associated Obstetrics and Gynecology Level 1 Milestones. The Decision to Incision curriculum was developed by a team of medical educators with the goal of teaching and evaluating 5 skills pertinent to Milestone 1: Preoperative consent, patient positioning, Foley catheter placement, surgical scrub, and preoperative time-out. Competence, overall skill performance, and knowledge were assessed by evaluator rating using checklists before and after the educational intervention. Differences between preintervention and postintervention skills performance and competence were assessed using Wilcoxon rank test and Fisher exact test, respectively. Clinical Simulation Center at an academic medical center. Overall, 29 fourth year medical students matriculating into Obstetrics and Gynecology residencies. The proportion of participants meeting Milestone competence significantly increased in all 5 skills, with competence achieved in 95.6% (95% CI: 92.1-99.0) of posttest skills assessments. Median overall performance also significantly improved for all 5 skills, with 83.6% (95% CI: 77.3-89.9) earning scores of 4 out of 5 or greater on the posttest. For knowledge testing, the proportion of correct responses significantly increased for both topics evaluated, from 45.2% to 99.7% (p < 0.0001) for positioning and from 32.8% to 83.1% (p < 0.0001) for time-out. The decision to incision curriculum significantly improved preoperative skills, including skills that may be required on day 1 of residency. This curriculum also facilitated achievement and documentation of competence in multiple Milestones. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Over Time, How Do Post-Ph.D. Scientists Locate Teaching and Supervision within Their Academic Practice?

ERIC Educational Resources Information Center

McAlpine, Lynn

2014-01-01

While building a strong research profile is usually seen as key for those seeking a traditional academic position, teaching is also understood as central to academic practice. Still, we know little of how post-Ph.D. researchers seeking academic posts locate teaching and supervision in their academic practice, nor how their views may shift as they…

Exploring Academic Motivation, Academic Self-Efficacy and Attitudes toward Teaching in Pre-Service Early Childhood Education Teachers

ERIC Educational Resources Information Center

Bedel, Emine Ferda

2016-01-01

This study is designed to explore academic motivation, academic self-efficacy and attitudes toward teaching in pre-service early childhood education teachers and to investigate the relationships among those variables. Data were gathered through questionnaires administered to 251 pre-service early childhood education teachers. Results indicated…

Exploring Teacher Beliefs in Teaching EAP at Low Proficiency Levels

ERIC Educational Resources Information Center

Alexander, Olwyn

2012-01-01

Teaching English for Academic Purposes (EAP) requires teachers experienced in Communicative Language Teaching (CLT) to acquire additional skills, abilities and approaches. Beliefs about CLT teaching may not be appropriate for teaching EAP, especially to low level learners. Making teachers aware of their beliefs is the first step in helping them to…

Using a Behavioral Skills Training Package to Teach Conversation Skills to Young Adults with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Nuernberger, Jodi E.; Ringdahl, Joel E.; Vargo, Kristina K.; Crumpecker, Anna C.; Gunnarsson, Karl F.

2013-01-01

A behavioral skills training package was used to teach vocal and non-vocal conversation skills to young adults with autism spectrum disorders. A task analysis was created and verified that included both vocal conversation skills such as making comments related to the conversation topic, and non-vocal conversation skills such as maintaining…

Determining the Critical Skills Beginning Agriculture Teachers Need to Successfully Teach Welding

ERIC Educational Resources Information Center

Pate, Michael L.; Warnick, Brian K.; Meyers, Tiffany

2012-01-01

Using the Delphi technique, agriculture teachers with significant experience teaching welding were asked to help determine the critical skills beginning agriculture teachers need to successfully teach welding. The study's objectives sought to (1) identify the knowledge and technical skill competencies that beginning agriculture teachers need to…

Developing the Effective Teaching Skills of Teacher Candidates during Early Field Experiences

ERIC Educational Resources Information Center

Welsh, Kelly A.; Schaffer, Connie

2017-01-01

This study examined the development of effective teaching skills in teacher candidates in the context of early field experiences directly tied to a pedagogical course. Evidence from faculty instructors, mentor teachers, and teacher candidates suggests secondary education candidates were able to develop effective teaching skills related to…

The Impact of Non-Academic Involvement on Higher Order Thinking Skills

ERIC Educational Resources Information Center

Franklin, Megan Armbruster

2014-01-01

Although there is extensive literature on learning that occurs in academic settings on college campuses, data on whether students are engaging in higher order thinking skills in nonacademic settings are less prevalent. This study sought to understand whether students' higher order thinking skills (HOTs) are influenced by their involvement in…

Positive teacher and peer relations combine to predict primary school students' academic skill development.

PubMed

Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2015-04-01

This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results showed, first, that positive teacher affect toward the student and peer acceptance were reciprocally associated: Positive teacher affect predicted higher peer acceptance, and higher peer acceptance predicted a higher level of positive teacher affect. Second, the effect of positive teacher affect on academic skill development was partly mediated via peer acceptance, while the effect of early academic skills on peer acceptance was partly mediated via positive teacher affect. The results suggest that a warm and supportive teacher can increase a student's peer acceptance, which, in turn, is positively associated with learning outcomes. (c) 2015 APA, all rights reserved).

Team Teaching with Academic Core Curricula Teachers: Using Aviation Concepts

ERIC Educational Resources Information Center

Berentsen, Lowell W.

2006-01-01

Technology education teachers today have at their disposal the skills, opportunity, experience, ingenuity, expertise, equipment, and environment to greatly improve students' ability to learn and apply the knowledge they have gained in their academic programs. When a technology education teacher joins forces with an academic core teacher, the…

European Geography Higher Education Fieldwork and the Skills Agenda

ERIC Educational Resources Information Center

Wall, Glenda P.; Speake, Janet

2012-01-01

The Bologna Declaration focuses on skill acquisition as a means of improving student employability and fieldwork is considered to be a pivotal teaching method for geography students to obtain such skills. This paper presents results from a major substantive survey of European geography academics and students which investigated their perspectives…

Academic standards and changing patterns of medical school admissions: a Malaysian study.

PubMed

Tan, C M

1990-07-01

Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated.

Individual and Organisational Factors Influencing Academics' Decisions to Pursue the Scholarship of Teaching ICT

ERIC Educational Resources Information Center

Lynch, Julianne; Sheard, Judithe; Carbone, Angela; Collins, Francesca

2005-01-01

This paper focuses on Information and Communication Technology (ICT) academics' perceptions of factors that promote and inhibit their pursuit of scholarship in their teaching work. It identifies critical factors that influence academics' attitudes, orientations and behaviours in respect to the scholarship of teaching, and from these builds a…

School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

PubMed Central

Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.

2015-01-01

In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186

Teaching Learning-Related Social Skills in Kindergarten Physical Education

ERIC Educational Resources Information Center

Liu, Michelle Hsiu-Chen; Karp, Grace Goc; Davis, Debby

2010-01-01

A lack of social skills may lead young children to have difficulties in establishing close relationships with their peers. This could lead to school maladjustment and academic failure. Research indicates that it is important for children to learn specific learning-related social skills (LRSS) to get along with others in order to succeed in the…

Fast Track. Summer Academic Skills Enhancement Program, 1993. Final Evaluation Report.

ERIC Educational Resources Information Center

Donaldson, William S.

The Summer Academic Skills Enhancement Program (SASEP) was offered in June-August 1993 to provide Job Training Partnership Act (JTPA) clients with the reading comprehension and language mechanics skills required for employment in entry-level positions. A total of 125 referred clients were enrolled into both of two remedial courses of study.…

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.

ERIC Educational Resources Information Center

Eisenberg, Michael B.; Johnson, Doug

This digest describes an integrated approach to teaching computer skills in K-12 schools. The introductory section discusses the importance of integrating information skills into the curriculum. "Technology Skills for Information Problem Solving: A Curriculum Based on the Big6 Skills Approach" (Michael B. Eisenberg, Doug Johnson, and…

Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities

ERIC Educational Resources Information Center

Zhang, Kaili Chen

2011-01-01

This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…

Using simulation pedagogy to teach clinical education skills: A randomized trial.

PubMed

Holdsworth, Clare; Skinner, Elizabeth H; Delany, Clare M

2016-05-01

Supervision of students is a key role of senior physiotherapy clinicians in teaching hospitals. The objective of this study was to test the effect of simulated learning environments (SLE) on educators' self-efficacy in student supervision skills. A pilot prospective randomized controlled trial with concealed allocation was conducted. Clinical educators were randomized to intervention (SLE) or control groups. SLE participants completed two 3-hour workshops, which included simulated clinical teaching scenarios, and facilitated debrief. Standard Education (StEd) participants completed two online learning modules. Change in educator clinical supervision self-efficacy (SE) and student perceptions of supervisor skill were calculated. Between-group comparisons of SE change scores were analyzed with independent t-tests to account for potential baseline differences in education experience. Eighteen educators (n = 18) were recruited (SLE [n = 10], StEd [n = 8]). Significant improvements in SE change scores were seen in SLE participants compared to control participants in three domains of self-efficacy: (1) talking to students about supervision and learning styles (p = 0.01); (2) adapting teaching styles for students' individual needs (p = 0.02); and (3) identifying strategies for future practice while supervising students (p = 0.02). This is the first study investigating SLE for teaching skills of clinical education. SLE improved educators' self-efficacy in three domains of clinical education. Sample size limited the interpretation of student ratings of educator supervision skills. Future studies using SLE would benefit from future large multicenter trials evaluating its effect on educators' teaching skills, student learning outcomes, and subsequent effects on patient care and health outcomes.

Teaching Social Skills and Assertiveness to Students with Disabilities

ERIC Educational Resources Information Center

Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

2006-01-01

This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

What Makes an Excellent Lecturer? Academics' Perspectives on the Discourse of "Teaching Excellence" in Higher Education

ERIC Educational Resources Information Center

Wood, Margaret; Su, Feng

2017-01-01

In the context of the Teaching Excellence Framework (TEF), we examine academics' perspectives on the discourse of "teaching excellence" based on an empirical study with 16 participants from five post-1992 universities. The article reports the findings on academics' views of the term and concept of "teaching excellence",…

Skill-Based Teaching for Undergraduate STEM Majors

ERIC Educational Resources Information Center

Davidovitch, Nitza; Shiller, Zvi

2016-01-01

This article presents a case study that illustrates the paradigmatic shift in higher education from content-centered teaching to learning-centered academic programs. This pragmatic change, triggered by the STEM movement, calls for the introduction of success measures in the course development process. The course described in this paper illustrates…

Teaching psychomotor skills in the twenty-first century: Revisiting and reviewing instructional approaches through the lens of contemporary literature.

PubMed

Nicholls, Delwyn; Sweet, Linda; Muller, Amanda; Hyett, Jon

2016-10-01

A diverse range of health professionals use psychomotor skills as part of their professional practice roles. Most health disciplines use large or complex psychomotor skills. These skills are first taught by the educator then acquired, performed, and lastly learned. Psychomotor skills may be taught using a variety of widely-accepted and published teaching models. The number of teaching steps used in these models varies from two to seven. However, the utility of these models to teach skill acquisition and skill retention are disputable when teaching complex skills, in contrast to simple skills. Contemporary motor learning and cognition literature frames instructional practices which may assist the teaching and learning of complex task-based skills. This paper reports 11 steps to be considered when teaching psychomotor skills.

Basic practical skills teaching and learning in undergraduate medical education - a review on methodological evidence.

PubMed

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Practical skills are an essential part of physicians' daily routine. Nevertheless, medical graduates' performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students' learning of these skills. Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students' performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills.

Yes, Michael: Reflections on How Inclusion Can Build Social Skills.

ERIC Educational Resources Information Center

Anderson, Genan T.

2003-01-01

Describes a teacher's and preschool students' experiences with the classroom inclusion of an autistic child. Specifically addresses: (1) how social skills affect academic skills; (2) teaching social competency; (3) coaching group entry; (4) successful group entry and sustained social interaction; and (5) lessons learned from inclusion of a special…

Teaching crucial skills: An electrocardiogram teaching module for medical students.

PubMed

Chudgar, Saumil M; Engle, Deborah L; Grochowski, Colleen O'Connor; Gagliardi, Jane P

2016-01-01

Medical student performance in electrocardiogram (ECG) interpretation at our institution could be improved. Varied resources exist to teach students this essential skill. We created an ECG teaching module (ECGTM) of 75 cases representing 15 diagnoses to improve medical students' performance and confidence in ECG interpretation. Students underwent pre- and post-clerkship testing to assess ECG interpretation skills and confidence and also end-of-clinical-year testing in ECG and laboratory interpretation. Performance was compared for the years before and during ECGTM availability. Eighty-four percent of students (total n=101) reported using the ECGTM; 98% of those who used it reported it was useful. Students' performance and confidence were higher on the post-test. Students with access to the ECGTM (n=101) performed significantly better than students from the previous year (n=90) on the end-of-year ECG test. The continuous availability of an ECGTM was associated with improved confidence and ability in ECG interpretation. The ECGTM may be another available tool to help students as they learn to read ECGs. Copyright © 2016 Elsevier Inc. All rights reserved.

Review of teaching methods and critical thinking skills.

PubMed

Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

Teaching the Dance Class: Strategies to Enhance Skill Acquisition, Mastery and Positive Self-Image

ERIC Educational Resources Information Center

Mainwaring, Lynda M.; Krasnow, Donna H.

2010-01-01

Effective teaching of dance skills is informed by a variety of theoretical frameworks and individual teaching and learning styles. The purpose of this paper is to present practical teaching strategies that enhance the mastery of skills and promote self-esteem, self-efficacy, and positive self-image. The predominant thinking and primary research…

The outcomes and acceptability of near-peer teaching among medical students in clinical skills.

PubMed

Khaw, Carole; Raw, Lynne

2016-06-12

To determine the outcomes and acceptability of final-year students tutoring in Clinical Skills to Years 1-2 students in a 4-week Medical Education elective. A paper-based survey with 14 questions requiring responses on a Likert-like scale and 2 questions with free-text responses was used to investigate Year 6 student-tutor (n=45) and Years 1-2 tutee (n=348) perceptions of near-peer teaching in Clinical Skills. The independent t-test compared mean responses from student-tutors and tutees, and thematic analysis of free-text responses was conducted. Tutee perceptions were significantly higher than student-tutor self-perceptions in small-group teaching and facilitation skills (p=0.000), teaching history-taking skills (p=0.046) and teaching physical examination skills (p=0.000). Perceptions in aspects of 'Confidence in tutoring' were not significantly different for student-tutors and tutees, with both having lowest perceptions for identifying and providing remediation for underperforming tutees. Student-tutors rated all areas of personal and professional development highly. Main themes emerging from analysis of student comments were the benefits to student-tutors, benefits to tutees and areas needing improvement, with outcomes of this near-peer teaching relating well to cognitive and social theories in the literature. Both student tutors and their tutees perceived near-peer teaching in Clinical Skills to be acceptable and beneficial with particular implications for Medical Education.

Using Socialization to Increase Academic Skills in a Pre-School Classroom

ERIC Educational Resources Information Center

Saunders, Ashley N.

2010-01-01

Recent research has shown that students who enter kindergarten with prior academic knowledge are more successful later in their school careers. Yet, pre-school teachers face the problem of limited time in a day to focus on the academic skills of students, as well as work on their basic needs. The goal of this study was to find out if students can…

Cultivating Life Skills at a Project-Based Charter School

ERIC Educational Resources Information Center

Wurdinger, Scott; Enloe, Walter

2011-01-01

Surveys that focused on academic and life skill development were collected from alumni who attended Avalon Charter School in St Paul, Minnesota. Avalon is a small public charter school that uses project-based learning as their primary teaching method. Forty-two alumni responded to the online survey. Students ranked life skills such as creativity,…

Immigration and the Interplay of Parenting, Preschool Enrollment, and Young Children's Academic Skills

PubMed Central

Ansari, Arya; Crosnoe, Robert

2015-01-01

This study tested a conceptual model of the reciprocal relations among parents’ support for early learning and children's academic skills and preschool enrollment. Structural equation modeling of data from 6,250 children (ages 2-5) and parents in the nationally representative Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) revealed that parental support for early learning was associated with gains in children's academic skills, which, in turn, were associated with their likelihood of preschool attendance. Preschool experience then was associated with further gains in children's early academic competencies, which were then associated with increased parental support. These patterns varied by parents' nativity status. Specifically, foreign-born parents' support for early learning was directly linked with preschool enrollment and the association between the academic skills of children and parental support was also stronger for foreign-born parents. These immigration-related patterns were primarily driven by immigrant families who originated from Latin America, rather than Asia and did not vary by immigrants’ socioeconomic circumstances. Together, these results underscore the value of considering the synergistic relations between the home and school systems as well as “child effects” and population diversity in developmental research. PMID:25938712

Using Purposefully Created Stories to Teach Academic Vocabulary

ERIC Educational Resources Information Center

Lee, Changnam; Roberts, Carly; Coffey, Debra

2017-01-01

Students' knowledge of vocabulary affects their reading comprehension. Despite abundant research findings in vocabulary learning, practical instructional methods for use in schools are typically underdeveloped. This article proposes a research-based method for teaching the meanings of base academic vocabulary (i.e., Tier 2) words. The method…

Problem-based learning through field investigation: Boosting questioning skill, biological literacy, and academic achievement

NASA Astrophysics Data System (ADS)

Suwono, Hadi; Wibowo, Agung

2018-01-01

Biology learning emphasizes problem-based learning as a learning strategy to develop students ability in identifying and solving problems in the surrounding environment. Problem identification skills are closely correlated with questioning skills. By holding this skill, students tend to deliver a procedural question instead of the descriptive one. Problem-based learning through field investigation is an instruction model which directly exposes the students to problems or phenomena that occur in the environment, and then the students design the field investigation activities to solve these problems. The purpose of this research was to describe the improvement of undergraduate biology students on questioning skills, biological literacy, and academic achievement through problem-based learning through field investigation (PBFI) compared with the lecture-based instruction (LBI). This research was a time series quasi-experimental design. The research was conducted on August - December 2015 and involved 26 undergraduate biology students at the State University of Malang on the Freshwater Ecology course. The data were collected during the learning with LBI and PBFI, in which questioning skills, biological literacy, and academic achievement were collected 3 times in each learning model. The data showed that the procedural correlative and causal types of questions are produced by the students to guide them in conducting investigations and problem-solving in PBFI. The biological literacy and academic achievement of the students at PBFI are significantly higher than those at LBI. The results show that PBFI increases the questioning skill, biological literacy, and the academic achievement of undergraduate biology students.

Is pre-K classroom quality associated with kindergarten and middle-school academic skills?

PubMed

Anderson, Sara; Phillips, Deborah

2017-06-01

We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in quality-outcome associations. Both Instructional and Emotional Support in pre-K classrooms, but not Classroom Management, assessed with the Classroom Assessment Scoring System (CLASS), were associated with kindergarten academic skills and, modestly indirectly associated through these immediate impacts, to middle-school test scores. Linear associations were found for Instructional Support whereas nonlinear patterns of association were evident for Emotional Support. Gender and income differences characterized Instructional Support-outcome associations. Results are discussed in terms of implications for improving pre-K quality as one avenue for supporting the ongoing development of academic skills. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

University Teachers' Experiences of Academic Leadership and Their Approaches to Teaching

ERIC Educational Resources Information Center

Ramsden, Paul; Prosser, Michael; Trigwell, Keith; Martin, Elaine

2007-01-01

The study examined associations between university teachers' experiences of academic leadership, their perceptions of a specific academic context and their approaches to teaching in a particular subject that was taught in that context. The sample consisted of 439 lecturers in Australian universities in four fields of study. Lecturers completed…

Teaching Group Counseling Skills: Problems and Solutions.

ERIC Educational Resources Information Center

Furr, Susan R.; Barret, Bob

2000-01-01

Discusses the challenges involved in meeting the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles, theories, leadership skills, and group counseling methods for effective group practice. Presents a model involving two courses allowing…

Brief Report: Using Behavioral Skills Training to Teach Skateboarding Skills to a Child with Autism Spectrum Disorder.

PubMed

Thomas, Benjamin R; Lafasakis, Michael; Spector, Vicki

2016-12-01

The aim of this study was to evaluate the effects of behavioral skills training (BST) on the skateboarding skills of an 11-year-old male with autism spectrum disorder (ASD). BST was used in a multiple-probe across skills design to teach five target skateboarding skills. Imitation of an additional skill was also assessed outside of BST sessions. The overall percentage of correct skateboarding skills improved following BST. Performance gains were stable in probes across settings, and additional imitations increased across the study.

Video Modeling and Prompting in Practice: Teaching Cooking Skills

ERIC Educational Resources Information Center

Kellems, Ryan O.; Mourra, Kjerstin; Morgan, Robert L.; Riesen, Tim; Glasgow, Malinda; Huddleston, Robin

2016-01-01

This article discusses the creation of video modeling (VM) and video prompting (VP) interventions for teaching novel multi-step tasks to individuals with disabilities. This article reviews factors to consider when selecting skills to teach, and students for whom VM/VP may be successful, as well as the difference between VM and VP and circumstances…

Teaching Feminine Hygiene Skills to Young females with Autism Spectrum Disorder and Intellectual Disability.

PubMed

Veazey, Sarah E; Valentino, Amber L; Low, Adeline I; McElroy, Alyssa R; LeBlanc, Linda A

2016-06-01

Little applied research focuses on teaching feminine hygiene skills to females with disabilities, yet this is a common clinical concern. The current study demonstrates the use of chaining to teach two young females with autism spectrum disorder feminine hygiene skills. A nonconcurrent multiple baseline across participants was utilized, and the results indicate that both participants acquired the skill. Generalization probes with one participant indicated the skill generalized to novel stimuli.

Associations of Emotion-Related Regulation with Language Skills, Emotion Knowledge, and Academic Outcomes

ERIC Educational Resources Information Center

Eisenberg, Nancy; Sadovsky, Adrienne; Spinrad, Tracy L.

2005-01-01

Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills. (Contains 2 figures.)

Improving Communication Skills: A Course for Academic Medical Center Surgery Residents and Faculty.

PubMed

Raper, Steven E; Gupta, Meera; Okusanya, Olugbenga; Morris, Jon B

2015-01-01

To improve physician/patient communication and familiarize surgeons with contemporary skills for and metrics assessing communication, courses were developed to provide academic general surgery residents and faculty with a toolkit of information, behaviors, and specific techniques. If academic faculty are expected to mentor residents in communication and residents are expected to learn good communication skills, then both should have the necessary education to accomplish such a goal. Didactic lectures introduced current concepts of physician-patient communication including information on better patient care, fewer malpractice suits, and the move toward transparency of communication metrics. Next, course participants viewed and critiqued "Surgi-Drama" videos, with actors simulating "before" and "after" physician-patient communication scenarios. Finally, participants were provided with a "toolkit" of techniques for improving physician-patient communication including "2-3-4"-a semiscripted short communication tool residents and other physicians can use in patient encounters-and a number of other acronymic approaches. Each participant was asked to complete an anonymous evaluation to assess course content satisfaction. Overall, 86% of residents participated (68/79), with a 52% response rate (35/68) for the evaluation tool. Overall, 88% of faculty participated (84/96), with an 84% response rate (71/84). Residents voiced satisfaction with all domains. For faculty, satisfaction was quantitatively confirmed (Likert score 4 or 5) in 4 of 7 domains, with the highest satisfaction in "communication of goals" and "understanding of the HCAHPS metric." The percentage of "top box" Doctor Communication Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores and national percentile ranking showed a sustained increase more than 1 and 2 years from the dates of the courses. The assessment of communication skills is increasing in importance in the practice of

The contributions of digital technologies in the teaching of nursing skills: an integrative review.

PubMed

Silveira, Maurício de Souza; Cogo, Ana Luísa Petersen

2017-07-13

To analyze the contributions of digital educational technologies used in teaching nursing skills. Integrative literature review, search in five databases, from 2006 to 2015 combining the descriptors 'education, nursing', 'educational technology', 'computer-assisted instruction' or related terms in English. Sample of 30 articles grouped in the thematic categories 'technology in the simulation with manikin', 'incentive to learning' and 'teaching of nursing skills'. It was identified different formats of digital educational technologies used in teaching Nursing skills such as videos, learning management system, applications, hypertext, games, virtual reality simulators. These digital materials collaborated in the acquisition of theoretical references that subsidize the practices, enhancing the teaching and enable the use of active learning methods, breaking with the traditional teaching of demonstrating and repeating procedures.

Enabling university teaching for Canadian academics with multiple sclerosis through problem-focused coping.

PubMed

Crooks, Valorie A; Stone, Sharon Dale; Owen, Michelle

2011-02-01

Research shows that sustained employment contributes to a higher quality of life for those with multiple sclerosis (MS). Occupational therapists can work to create therapeutic interventions that assist people with MS with maintaining employment. To detail the problem-focused coping strategies that academics with MS employ to enable them to teach in universities. Semi-structured interviews were conducted with 45 Canadian academics with MS. Thematic analysis was used to generate findings. While there is flexibility in research and service work tasks, teaching tasks are the most seemingly inflexible. This necessitated the development of problem-focused coping strategies to enable teaching. Three categories of strategies were employed: (1) organizational; (2) before/after teaching; and (3) during teaching. This brief report is intended to serve as a resource for occupational therapists and others wanting to gain a better understanding of the types of therapeutic interventions useful to those teaching in universities.

The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

ERIC Educational Resources Information Center

Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

2012-01-01

This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

Academic Coping Skills and College Expectations of Learning Disabled High School Students.

ERIC Educational Resources Information Center

Dietrich, Amy P.; Kelly, Susan M.

This study assessed the level of academic coping skills being employed by 59 college-bound high school students with learning disabilities (LD), assessed the college-related expectations of these students, and compared these skills and expectations with those identified as essential by successful college students with learning disabilities.…

A review of the effectiveness of stress management skills training on academic vitality and psychological well-being of college students.

PubMed

Alborzkouh, P; Nabati, M; Zainali, M; Abed, Y; Shahgholy Ghahfarokhi, F

2015-01-01

Objective: Carrying out the appropriate psychological interventions to improve vitality and mental well-being is critical. The study was carried out to review the effectiveness of stress management training on the academic life and mental well-being of the students of Shahed University. Methodology: The method used was quasi-experimental with a pretest-posttest plan and control group. Therefore, a total of 40 students of Shahed University of Tehran were selected by a convenience sampling method and were organized into two groups: experimental and control group. Both groups were pretested by using an academic vitality inventory and an 84-question psychological well-being inventory. Then, the experimental group received stress management skills training for ten sessions, and the control group did not receive any intervention. Next, both groups were post-tested, and the data were analyzed with SPSS-21 software by using descriptive and inferential statistical methods. Findings: The findings showed that the stress management skills training significantly contributed to promoting the academic vitality and psychological well-being of students (p < 0.001). Conclusions: It was concluded from this research that teaching the methods for dealing with stress was an effective strategy to help students exposed to high stress and pressure, and this was due to its high efficiency, especially when it was held in groups, had a small cost, and it was accepted by the individuals.

The Teaching and Societal Services Nexus: Academics' Experiences in Three Disciplines

ERIC Educational Resources Information Center

Holmén, Magnus; Ljungberg, Daniel

2015-01-01

In this paper, we investigate the perception of academics regarding how their experiences from societal interaction (third mission) inform their teaching and vice versa. We report on a phone survey of Swedish academics in three engineering-related disciplines. The findings show that there is a perceived positive and bidirectional relationship…

Language, Content and Skills in the Testing of English for Academic Purposes.

ERIC Educational Resources Information Center

Gamaroff, R.

1998-01-01

A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

PubMed Central

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. PMID:17624068

Developing Research-Ready Skills: Preparing Early Academic Students for Participation in Research Experiences

NASA Astrophysics Data System (ADS)

Charlevoix, D. J.; Morris, A. R.

2015-12-01

Engaging lower-division undergraduates in research experiences is a key but challenging aspect of guiding talented students into the geoscience research pipeline. UNAVCO conducted a summer internship program to prepare first and second year college students for participation in authentic, scientific research. Many students in their first two years of academic studies do not have the science content knowledge or sufficient math skills to conduct independent research. Students from groups historically underrepresented in the geosciences may face additional challenges in that they often have a less robust support structure to help them navigate the university environment and may be less aware of professional opportunities in the geosciences.UNAVCO, manager of NSF's geodetic facility, hosted four students during summer 2015 internship experience aimed to help them develop skills that will prepare them for research internships and skills that will help them advance professionally. Students spent eight weeks working with UNAVCO technical staff learning how to use equipment, prepare instrumentation for field campaigns, among other technical skills. Interns also participated in a suite of professional development activities including communications workshops, skills seminars, career circles, geology-focused field trips, and informal interactions with research interns and graduate student interns at UNAVCO. This presentation will outline the successes and challenges of engaging students early in their academic careers and outline the unique role such experiences can have in students' academic careers.

The use of TEE simulation in teaching basic echocardiography skills to senior anesthesiology residents.

PubMed

Jelacic, Srdjan; Bowdle, Andrew; Togashi, Kei; VonHomeyer, Peter

2013-08-01

The authors evaluated the educational benefits of using a first-generation HeartWorks simulator to teach senior anesthesiology residents basic echocardiography skills. Prospective observational study. A single academic medical center (teaching hospital). Thirty-seven senior (fourth-year) anesthesiology residents participated in this study. Groups of 3 senior anesthesiology residents participated in a single 3-hour tutorial in the simulation laboratory in the authors' institution during their cardiothoracic anesthesiology rotation. A cardiothoracic anesthesiology faculty member demonstrated the use of the transesophageal echocardiography (TEE) simulator and instructed the residents on obtaining standard TEE views of normal anatomy. Prior to the laboratory session, the residents took an online multiple-choice pretest with 25 questions related to safety, probe manipulation, clinical application, and pathology, which was accompanied by echo images of normal cardiac anatomy and video clips of pathology. Three to four weeks after the TEE tutorial, the residents completed an online post-test and evaluation of the teaching session. There was a statistically significant increase in knowledge of normal echocardiographic anatomy (p = 0.04), with an average improvement in normal echocardiographic anatomy scores of 15%. Virtual reality TEE simulation technology was endorsed strongly by residents, produced a statistically significant improvement in knowledge of normal echocardiographic anatomy, and could be effective for teaching basic echocardiography to anesthesiology residents. Copyright © 2013 Elsevier Inc. All rights reserved.

Using television shows to teach communication skills in internal medicine residency.

PubMed

Wong, Roger Y; Saber, Sadra S; Ma, Irene; Roberts, J Mark

2009-02-03

To address evidence-based effective communication skills in the formal academic half day curriculum of our core internal medicine residency program, we designed and delivered an interactive session using excerpts taken from medically-themed television shows. We selected two excerpts from the television show House, and one from Gray's Anatomy and featured them in conjunction with a brief didactic presentation of the Kalamazoo consensus statement on doctor-patient communication. To assess the efficacy of this approach a set of standardized questions were given to our residents once at the beginning and once at the completion of the session. Our residents indicated that their understanding of an evidence-based model of effective communication such as the Kalamazoo model, and their comfort levels in applying such model in clinical practice increased significantly. Furthermore, residents' understanding levels of the seven essential competencies listed in the Kalamazoo model also improved significantly. Finally, the residents reported that their comfort levels in three challenging clinical scenarios presented to them improved significantly. We used popular television shows to teach residents in our core internal medicine residency program about effective communication skills with a focus on the Kalamazoo's model. The results of the subjective assessment of this approach indicated that it was successful in accomplishing our objectives.

Teaching basic lung isolation skills on human anatomy simulator: attainment and retention of lung isolation skills.

PubMed

Latif, Rana K; VanHorne, Edgar M; Kandadai, Sunitha Kanchi; Bautista, Alexander F; Neamtu, Aurel; Wadhwa, Anupama; Carter, Mary B; Ziegler, Craig H; Memon, Mohammed Faisal; Akça, Ozan

2016-01-20

Lung isolation skills, such as correct insertion of double lumen endobronchial tube and bronchial blocker, are essential in anesthesia training; however, how to teach novices these skills is underexplored. Our aims were to determine (1) if novices can be trained to a basic proficiency level of lung isolation skills, (2) whether video-didactic and simulation-based trainings are comparable in teaching lung isolation basic skills, and (3) whether novice learners' lung isolation skills decay over time without practice. First, five board certified anesthesiologist with experience of more than 100 successful lung isolations were tested on Human Airway Anatomy Simulator (HAAS) to establish Expert proficiency skill level. Thirty senior medical students, who were naive to bronchoscopy and lung isolation techniques (Novice) were randomized to video-didactic and simulation-based trainings to learn lung isolation skills. Before and after training, Novices' performances were scored for correct placement using pass/fail scoring and a 5-point Global Rating Scale (GRS); and time of insertion was recorded. Fourteen novices were retested 2 months later to assess skill decay. Experts' and novices' double lumen endobronchial tube and bronchial blocker passing rates showed similar success rates after training (P >0.99). There were no differences between the video-didactic and simulation-based methods. Novices' time of insertion decayed within 2 months without practice. Novices could be trained to basic skill proficiency level of lung isolation. Video-didactic and simulation-based methods we utilized were found equally successful in training novices for lung isolation skills. Acquired skills partially decayed without practice.

Associations of physical activity and sedentary behavior with academic skills--a follow-up study among primary school children.

PubMed

Haapala, Eero A; Poikkeus, Anna-Maija; Kukkonen-Harjula, Katriina; Tompuri, Tuomo; Lintu, Niina; Väistö, Juuso; Leppänen, Paavo H T; Laaksonen, David E; Lindi, Virpi; Lakka, Timo A

2014-01-01

There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. The participants were 186 children (107 boys, 79 girls, 6-8 yr) who were followed-up in Grades 1-3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1-3. Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1-3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1-3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1-3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1-3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents. Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls. ClinicalTrials.gov: NCT01803776.

The Use of Computer Software to Teach High Technology Skills to Vocational Students.

ERIC Educational Resources Information Center

Farmer, Edgar I.

A study examined the type of computer software that is best suited to teach high technology skills to vocational students. During the study, 50 manufacturers of computer software and hardware were sent questionnaires designed to gather data concerning their recommendations in regard to: software to teach high technology skills to vocational…

The Relationship between Academics' Conceptions of Knowledge, Research and Teaching--A Metaphor Study

ERIC Educational Resources Information Center

Visser-Wijnveen, Gerda J.; Van Driel, Jan H.; Van Der Rijst, Roeland M.; Verloop, Nico; Visser, Anthonya

2009-01-01

Universities are supposed to be institutes where research and teaching are closely related. To understand this relationship fully, it is necessary to learn how academics perceive these key components. Different conceptions among academics may stem from varying conceptions of knowledge. Thirty academics were interviewed by means of metaphors about…

Effects of Goal-Setting Instruction on Academic Engagement for Students at Risk

ERIC Educational Resources Information Center

Rowe, Dawn A.; Mazzotti, Valerie L.; Ingram, Angela; Lee, Seunghee

2017-01-01

Research indicates teachers feel teaching goal-setting is an effective way to enhance academic engagement. However, teachers ultimately feel unprepared to embed goal-setting instruction into academic content to support active student engagement. Given the importance teachers place on goal-setting skills, there is a need to identify strategies to…

"Swim or Sink": State of Induction in the Deployment of Early Career Academics into Teaching at Makerere University

ERIC Educational Resources Information Center

Ssempebwa, Jude; Teferra, Damtew; Bakkabulindi, Fred Edward K.

2016-01-01

Conducted as part of a multi-country study of the teaching-related experiences and expectations of early career academics (ECAs) in Africa, this study investigated the major influences on the teaching practice of ECAs at Makerere University; the mechanisms by which these academics learn to teach; the teaching-related challenges they experience;…

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

Interprofessional education in academic family medicine teaching units: a functional program and culture.

PubMed

Price, David; Howard, Michelle; Hilts, Linda; Dolovich, Lisa; McCarthy, Lisa; Walsh, Allyn E; Dykeman, Lynn

2009-09-01

The new family health teams (FHTs) in Ontario were designed to enable interprofessional collaborative practice in primary care; however, many health professionals have not been trained in an interprofessional environment. To provide health professional learners with an interprofessional practice experience in primary care that models teamwork and collaborative practice skills. The 2 academic teaching units of the FHT at McMaster University in Hamilton, Ont, employ 6 types of health professionals and provide learning environments for family medicine residents and students in a variety of health care professions. Learners engage in formal interprofessional education activities and mixed professional and learner clinical consultations. They are immersed in an established interprofessional practice environment, where all team members are valued and contribute collaboratively to patient care and clinic administration. Other contributors to the success of the program include the physical layout of the clinics, the electronic medical record communications system, and support from leadership for the additional clinical time commitment of delivering interprofessional education. This academic FHT has developed a program of interprofessional education based partly on planned activities and logistic enablers, and largely on immersing learners in a culture of long-standing interprofessional collaboration.

The Relation between Time Management Skills and Academic Achievement of Potential Teachers

ERIC Educational Resources Information Center

Cemaloglu, Necati; Filiz, Sevil

2010-01-01

The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

Effects of a Short Video-Based Resident-as-Teacher Training Toolkit on Resident Teaching.

PubMed

Ricciotti, Hope A; Freret, Taylor S; Aluko, Ashley; McKeon, Bri Anne; Haviland, Miriam J; Newman, Lori R

2017-10-01

To pilot a short video-based resident-as-teacher training toolkit and assess its effect on resident teaching skills in clinical settings. A video-based resident-as-teacher training toolkit was previously developed by educational experts at Beth Israel Deaconess Medical Center, Harvard Medical School. Residents were recruited from two academic hospitals, watched two videos from the toolkit ("Clinical Teaching Skills" and "Effective Clinical Supervision"), and completed an accompanying self-study guide. A novel assessment instrument for evaluating the effect of the toolkit on teaching was created through a modified Delphi process. Before and after the intervention, residents were observed leading a clinical teaching encounter and scored using the 15-item assessment instrument. The primary outcome of interest was the change in number of skills exhibited, which was assessed using the Wilcoxon signed-rank test. Twenty-eight residents from two academic hospitals were enrolled, and 20 (71%) completed all phases of the study. More than one third of residents who volunteered to participate reported no prior formal teacher training. After completing two training modules, residents demonstrated a significant increase in the median number of teaching skills exhibited in a clinical teaching encounter, from 7.5 (interquartile range 6.5-9.5) to 10.0 (interquartile range 9.0-11.5; P<.001). Of the 15 teaching skills assessed, there were significant improvements in asking for the learner's perspective (P=.01), providing feedback (P=.005), and encouraging questions (P=.046). Using a resident-as-teacher video-based toolkit was associated with improvements in teaching skills in residents from multiple specialties.

Improving English Language Learners' Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge

ERIC Educational Resources Information Center

Marulanda Ángel, Nora Lucía; Martínez García, Juan Manuel

2017-01-01

The demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers' composition skills in an English teacher preparation program at a medium sized…

Impact of teaching and assessment format on electrocardiogram interpretation skills.

PubMed

Raupach, Tobias; Hanneforth, Nathalie; Anders, Sven; Pukrop, Tobias; Th J ten Cate, Olle; Harendza, Sigrid

2010-07-01

Interpretation of the electrocardiogram (ECG) is a core clinical skill that should be developed in undergraduate medical education. This study assessed whether small-group peer teaching is more effective than lectures in enhancing medical students' ECG interpretation skills. In addition, the impact of assessment format on study outcome was analysed. Two consecutive cohorts of Year 4 medical students (n=335) were randomised to receive either traditional ECG lectures or the same amount of small-group, near-peer teaching during a 6-week cardiorespiratory course. Before and after the course, written assessments of ECG interpretation skills were undertaken. Whereas this final assessment yielded a considerable amount of credit points for students in the first cohort, it was merely formative in nature for the second cohort. An unannounced retention test was applied 8 weeks after the end of the cardiovascular course. A significant advantage of near-peer teaching over lectures (effect size 0.33) was noted only in the second cohort, whereas, in the setting of a summative assessment, both teaching formats appeared to be equally effective. A summative instead of a formative assessment doubled the performance increase (Cohen's d 4.9 versus 2.4), mitigating any difference between teaching formats. Within the second cohort, the significant difference between the two teaching formats was maintained in the retention test (p=0.017). However, in both cohorts, a significant decrease in student performance was detected during the 8 weeks following the cardiovascular course. Assessment format appeared to be more powerful than choice of instructional method in enhancing student learning. The effect observed in the second cohort was masked by an overriding incentive generated by the summative assessment in the first cohort. This masking effect should be considered in studies assessing the effectiveness of different teaching methods.

The academic prince.

PubMed

McGregor, Maurice

2002-12-01

The author presents advice to deans and chairs of academia by imagining what Machiavelli might recommend were he to write a modern version of The Prince for academics. "Machiavelli" cautions that since modern academic "princes" have little power (except, perhaps, over teaching and laboratory space), the success of their rule depends upon respect. Regarding the choice of an academic prince, find someone who can be a good role model, set standards, and reward academic excellence, and who will, above all, be respected. Avoid choosing a prince who is a nice, nonthreatening candidate with "good human relations" and "good executive skills." Choose candidates who are already successful and fulfilled and who will see the new post not as a promotion or a balm for their insecurity, but as an intrusion into their academic lives. Fill empty positions as quickly as possible-better a weak prince than no prince at all. Seek short terms for princes, both because respected academics will want to return to their normal lives as soon as possible, and because with short mandates, greater chances can be taken with young, unproved, but promising candidates. At the same time, the appointment of aging administrators who have lost their academic skills is to be avoided. Above all, respect the throne-i.e., the position of chair or dean-even if the person holding the position may not deserve the respect, since when the prince retires with honor, the position becomes more attractive to future good candidates.

Constraints of Motor Skill Acquisition: Implications for Teaching and Learning.

ERIC Educational Resources Information Center

Hamilton, Michelle L.; Pankey, Robert; Kinnunen, David

This article presents various solutions to possible problems associated with providing skill-based instruction in physical education. It explores and applies Newell's (1986) constraints model to the analysis and teaching of motor skills in physical education, describing the role of individual, task, and environmental constraints in physical…

Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

ERIC Educational Resources Information Center

Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

2014-01-01

This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

Guiding College Students to Develop Academic Self-Regulatory Skills

ERIC Educational Resources Information Center

Chen, Pin-Hwa

2011-01-01

This study aimed to explore the efficaciousness of a guiding model for Taiwanese college students employed to develop their academic self-regulatory skills. Twenty-eight undergraduates in a university in southern Taiwan were recruited as participants. The participants received training on the proposed guiding model and were asked to take their own…

When Academics Integrate Research Skill Development in the Curriculum

ERIC Educational Resources Information Center

Willison, J. W.

2012-01-01

This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science,…

Going Beyond the Sentence: Implications of Discourse Analysis for the Teaching of the Writing Skill.

ERIC Educational Resources Information Center

Ghadessy, Mohsen

1984-01-01

Questions the prevalent attitude of English as a second language teachers regarding the teaching of writing skills. Weaknesses in syllabi and teaching strategies are cited, indicating deficiencies in the teaching of discourse analysis--the manipulation of words, structures, and ideas--all skills necessary for the development and production of a…

Teaching-skills training programs for family medicine residents: systematic review of formats, content, and effects of existing programs.

PubMed

Lacasse, Miriam; Ratnapalan, Savithiri

2009-09-01

To review the literature on teaching-skills training programs for family medicine residents and to identify formats and content of these programs and their effects. Ovid MEDLINE (1950 to mid-July 2008) and the Education Resources Information Center database (pre-1966 to mid-July 2008) were searched using and combining the MeSH terms teaching, internship and residency, and family practice; and teaching, graduate medical education, and family practice. The initial MEDLINE and Education Resources Information Center database searches identified 362 and 33 references, respectively. Titles and abstracts were reviewed and studies were included if they described the format or content of a teaching-skills program or if they were primary studies of the effects of a teaching-skills program for family medicine residents or family medicine and other specialty trainees. The bibliographies of those articles were reviewed for unidentified studies. A total of 8 articles were identified for systematic review. Selection was limited to articles published in English. Teaching-skills training programs for family medicine residents vary from half-day curricula to a few months of training. Their content includes leadership skills, effective clinical teaching skills, technical teaching skills, as well as feedback and evaluation skills. Evaluations mainly assessed the programs' effects on teaching behaviour, which was generally found to improve following participation in the programs. Evaluations of learner reactions and learning outcomes also suggested that the programs have positive effects. Family medicine residency training programs differ from all other residency training programs in their shorter duration, usually 2 years, and the broader scope of learning within those 2 years. Few studies on teaching-skills training, however, were designed specifically for family medicine residents. Further studies assessing the effects of teaching-skills training in family medicine residents are

Do Organisational Commitments Matter in Teaching Approaches among Academics in Elite Universities in Beijing?

ERIC Educational Resources Information Center

Zhang, Li-fang; Evans, Carol; Postiglione, Gerard A.

2017-01-01

This research investigated the statistical predictive power of organisational commitments for academics' teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics' organisational commitments as measured by the Organisational Commitment Inventory significantly…

Developing and Teaching Ethical Decision Making Skills.

ERIC Educational Resources Information Center

Robinson, John

1991-01-01

Student leaders and campus activities professionals can use a variety of techniques to help college students develop skill in ethical decision making, including teaching about the decision-making process, guiding students through decisions with a series of questions, playing ethics games, exploring assumptions, and best of all, role modeling. (MSE)

The relationship between gross motor skills and academic achievement in children with learning disabilities.

PubMed

Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

2011-01-01

The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. Copyright © 2011 Elsevier Ltd. All rights reserved.

An Examination of the Relationship between SkillsUSA Student Contest Preparation and Academics

ERIC Educational Resources Information Center

Threeton, Mark D.; Pellock, Cynthia

2010-01-01

Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical…

EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills

ERIC Educational Resources Information Center

Gonzalez, Paul F.; Ochoa, Cesar A.; Cabrera, Paola A.; Castillo, Luz M.; Quinonez, Ana L.; Solano, Lida M.; Espinosa, Franklin O.; Ulehlova, Eva; Arias, Maria O.

2015-01-01

Research on teaching listening and speaking skills has been conducted at many levels. The purpose of this study was to analyze the current implementation of classroom and extracurricular activities, as well as the use of educational resources for teaching both skills in public senior high schools in the Amazon region of Ecuador, particularly in…

Individualizing the Teaching of Communication Skills to the Student Professional.

ERIC Educational Resources Information Center

Moy, Caryl T.

Individualized instruction in the teaching of communication skills to the beginning professional places emphasis on communication in the helping professions, but encourages skills to be used where applicable in personal relationships. Individualized instruction by the teacher is made possible through the use of cassette tapes turned in each week…

Relationship of Technology Skill Competencies and Reading and Math Standardized Test Scores

ERIC Educational Resources Information Center

Jordan, Stacie L.

2012-01-01

The purpose of this study was to determine if a relationship exists between technology skills and academic achievement among eighth-grade students. Previous studies investigated the relationship between the use of technology as a teaching tool and student outcomes, but none had specifically examined students' technology skill competencies with…

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

NASA Astrophysics Data System (ADS)

Murrah, William M., III

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

Toward Establishing Relationships between Essential and Higher Order Teaching Skills.

ERIC Educational Resources Information Center

Kromrey, Jeffrey D.; And Others

Nineteen secondary school teachers in a mid-sized Florida school district participated in a single-group pretest/posttest design to explore the relationship between essential and higher order teaching skills. Correlations between two sets of teacher performance variables were computed before and after training in teaching for higher order thinking…

Enhancing Student Teachers' Teaching Skills through a Blended Learning Approach

ERIC Educational Resources Information Center

Albhnsawy, Abeer Abdalhalim; Aliweh, Ahmed Mahmoud

2016-01-01

This study investigated the effect of a blended learning program on student teachers' teaching skills in an undergraduate microteaching course. The blended learning program lasted for nine weeks. This program aimed at integrating social network tasks and face-to-face teaching activities. Pre- and post-tests were administered to assess student…

Multisensory Teaching of Basic Language Skills Activity Book. Revised Edition

ERIC Educational Resources Information Center

Carreker, Suzanne; Birsh, Judith R.

2011-01-01

With the new edition of this activity book--the companion to Judith Birsh's bestselling text, "Multisensory Teaching of Basic Language Skills"--students and practitioners will get the practice they need to use multisensory teaching effectively with students who have dyslexia and other learning disabilities. Ideal for both pre-service teacher…

Teaching and testing physical examination skills without the use of patients.

PubMed

Karnath, Bernard; Thornton, William; Frye, Ann W

2002-07-01

To design a cardiopulmonary physical exam curriculum that does not involve the use of patients. Bedside teaching is becoming a lost art, and the use of alternative methods of instruction such as simulation has become increasingly important. Simulators have been shown to enhance physical examination skills of students and physicians in training.(1) In 1995, a program was started to improve cardiopulmonary physical diagnosis and the teaching of auscultation at the University of Texas Medical Branch at Galveston (UTMB). The teaching manikin "Harvey" played a vital role in the development of the new curriculum. In 1997, UTMB adopted an organ-based approach to the basic science curriculum. The cardiopulmonary module in the basic science curriculum was a ten-week course taught in the second year of medical school. The physical diagnosis section of that course involved six instructional hours; four of the six hours were dedicated to cardiac auscultation and two hours to pulmonary auscultation. Only simulators and CD-ROMs were used for instruction. The 184 second-year medical students at UTMB were formed into small groups for instruction and practice. Although "Harvey" was an effective teaching tool, other simulators had to be developed for testing students' skills after instruction. It would be very difficult to administer a skills OSCE for 184 students without the development of several smaller transportable simulators. A commercially available blood pressure simulator from the Medical Plastics Laboratory, Inc., Gatesville, TX, was used to test the accuracy of students' blood pressure readings. Small auscultation transducers combined with a palpable pulse simulator, developed by one of the authors (WT) in collaboration with Andries Acoustics, Spicewood, TX, were used to efficiently test students' proficiency in cardiopulmonary auscultation. Digital simulated cardiopulmonary sounds were recorded onto a standard CD-ROM mini-disc and transmitted to the small transducers

Residents as teachers: psychiatry and family medicine residents' self-assessment of teaching knowledge, skills, and attitudes.

PubMed

Brand, Michael W; Ekambaram, Vijayabharathi; Tucker, Phebe; Aggarwal, Ruchi

2013-09-01

Residents are one of the prime sources of information and education for medical students. As an initial step in supporting residents as teachers, a baseline self-assessment of residents' knowledge, skills, attitudes, and values related to teaching was conducted among psychiatry and family medicine residents to compare and improve their confidence and skills as teachers. Psychiatry residents (N=12) and family medicine residents (N=23) completed self-assessments of their knowledge, skills, attitudes, and values related to teaching. Residents also were asked to list steps used in the One-Minute Preceptor process and estimate the time each spent in teaching. Descriptive summary statistics were used for four main areas related to teaching; t-test and chi-square analyses were conducted to ascertain whether there was a significant difference in resident groups. In the current study, the perceived amount of time spent for teaching patients was significantly higher among family practice residents, whereas no group differences were found for time teaching medical students, peers, community members, non-physicians, or others. However, family medicine residents rated themselves higher than psychiatry residents in their understanding of their roles in teaching medical students and teaching patients. Also, family medicine residents' self-reported teaching skills were more advanced (82.4%) than psychiatry residents' (54.2%). They most likely applied at least two different teaching methods in inpatient and outpatient settings, as compared with psychiatry residents. No significant group differences were found in the other 15 items assessing teaching knowledge, skills, attitudes, and values. Results indicate that residents' knowledge, skills, attitudes, and values regarding teaching varies across institutions and training programs. The psychiatry residents in this study do not clearly understand their role as educators with patients and medical students; they have a less clear

Early Career Academic Perceptions, Attitudes and Professional Development Activities: Questioning the Teaching and Research Gap to Further Academic Development

ERIC Educational Resources Information Center

Matthews, Kelly E.; Lodge, Jason M.; Bosanquet, Agnes

2014-01-01

Early career academia is a challenging time, particularly as academics are facing increasing pressures to excel across a range of areas. Boyer argued for the "true scholar" versed in the overlapping areas of scholarship in research, teaching, integration and engagement. Academic developers have an important role to play in assisting the…

How Academic Libraries Help Faculty Teach and Students Learn: The 2005 Colorado Academic Library Impact Study. A Closer Look

ERIC Educational Resources Information Center

Dickenson, Don

2006-01-01

This study examined academic library usage and outcomes. The objective of the study was to understand how academic libraries help students learn and assist faculty with teaching and research. From March to May 2005, nine Colorado institutions administered two online questionnaires--one to undergraduate students and another to faculty members who…

Local Knowledge, Academic Skills, and Individual Productivity: An Alternative View.

ERIC Educational Resources Information Center

Balfanz, Robert

1991-01-01

Henry M. Levin finds Balfanz's article a dispassionate attempt to explore the connections between workplace performance and curriculum reform. Educational reform efforts often misinterpret and simplify the relationship between informal knowledge, academic skills, and individual productivity. Consequently, the U.S. public's productive capacity is…

Teaching Motor Skills to Children: Theory into Practice.

ERIC Educational Resources Information Center

Gabbard, Carl

1984-01-01

A recent development in elementary physical education is the use of Schema theory as a basis for teaching and understanding the acquisition of motor skills by children. This theory suggests how children learn and perform a variety of movements. (DF)

Cross-Curricular Skills Development in Final-Year Dissertation by Active and Collaborative Methodologies

ERIC Educational Resources Information Center

Etaio, Iñaki; Churruca, Itziar; Rada, Diego; Miranda, Jonatan; Saracibar, Amaia; Sarrionandia, Fernando; Lasa, Arrate; Simón, Edurne; Labayen, Idoia; Martinez, Olaia

2018-01-01

European Frame for Higher Education has led universities to adapt their teaching schemes. Degrees must train students in competences including specific and cross-curricular skills. Nevertheless, there are important limitations to follow skill improvement through the consecutive academic years. Final-year dissertation (FYD) offers the opportunity…

Integrating 21st Century Skills into Teaching English: Investigating Its Effect on Listening and Speaking Skills

ERIC Educational Resources Information Center

Ashraf, Hamid; Ahmadi, Fatemeh; Hosseinnia, Mansooreh

2017-01-01

The present study intended to integrate some 21st century skills teaching into English classroom and investigate their effect on listening and reading comprehension skills. In so doing, the study used a quantitative, experimental design with 55 participants, 25 in the control group and 30 in the experimental group who were students of second high…

Predicting Academics' Willingness to Participate in Peer Review of Teaching: A Quantitative Investigation

ERIC Educational Resources Information Center

White, Kiri; Boehm, Emilia; Chester, Andrea

2014-01-01

Peer review of teaching is a collegial process designed to help academics reflect on and improve their teaching practice. Considerable research supports the value of peer review of teaching. However, uptake of voluntary programs is typically low. Few studies have examined the predictors of engagement in voluntary peer review. This study surveyed…

Using Panorama Theater To Teach Middle School Social Studies.

ERIC Educational Resources Information Center

Chilcoat, George W.

1995-01-01

Describes how use of panorama theater to teach middle school social studies can aid in teaching the academic skills of defining a problem, locating and collecting data, organizing and designing tasks, drawing inferences, creating and building interpretations, revising and editing, and interpreting data. Presents a classroom example of a panorama…

Fundamental Movement Skills: An Important Focus

ERIC Educational Resources Information Center

Barnett, Lisa M.; Stodden, David; Cohen, Kristen E.; Smith, Jordan J.; Lubans, David Revalds; Lenoir, Matthieu; Iivonen, Susanna; Miller, Andrew D.; Laukkanen, Arto; Dudley, Dean; Lander, Natalie J.; Brown, Helen; Morgan, Philip J.

2016-01-01

Purpose: Recent international conference presentations have critiqued the promotion of fundamental movement skills (FMS) as a primary pedagogical focus. Presenters have called for a debate about the importance of, and rationale for teaching FMS, and this letter is a response to that call. The authors of this letter are academics who actively…

Converged Librarian/Academic Roles in the 'Wired' University.

ERIC Educational Resources Information Center

Dugdale, Christine

New technologies allow universities to extend pedagogical practices, enhance learning experiences and develop self-managed lifelong learners. To take full advantage of evolving technologies, multi-skilled teaching and development teams are required with a merging and converging of academic and librarian roles. Conclusions are reported from the…

Teaching Badminton Based on Student Skill Levels

ERIC Educational Resources Information Center

Wang, Jianyu; Moffit, Jeff

2009-01-01

Badminton has been identified as a lifelong activity. It is an inexpensive sport and everyone--children, seniors, and individuals with disabilities--can reach a level of enjoyment in the game after mastering basic skills and tactics. In teaching badminton, teachers need to understand how students develop game play ability from a low level to an…

Exploring the Complex Interplay of National Learning and Teaching Policy and Academic Development Practice

ERIC Educational Resources Information Center

Smith, Karen

2016-01-01

Academic developers are important interpreters of policy, yet little research has focussed on the interplay of policy and academic development practice. Using methods from critical discourse analysis, this article analyses a national learning and teaching policy, charts its development, and explores its interpretation by the academic development…

The Effectiveness of Peer Review of Teaching When Performed between Early-Career Academics

ERIC Educational Resources Information Center

Woodman, Richard J.; Parappilly, Maria B.

2015-01-01

The success of peer review of teaching (PRT) in shaping teaching practice during an academic's formative years may depend on the peers' teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic…

Investigating the Efficacy of Practical Skill Teaching: A Pilot-Study Comparing Three Educational Methods

ERIC Educational Resources Information Center

Maloney, Stephen; Storr, Michael; Paynter, Sophie; Morgan, Prue; Ilic, Dragan

2013-01-01

Effective education of practical skills can alter clinician behaviour, positively influence patient outcomes, and reduce the risk of patient harm. This study compares the efficacy of two innovative practical skill teaching methods, against a traditional teaching method. Year three pre-clinical physiotherapy students consented to participate in a…

Shifting Academic Careers: Implications for Enhancing Professionalism in Teaching and Supporting Learning

ERIC Educational Resources Information Center

Locke, William

2014-01-01

This Higher Education Academy (HEA) commissioned report provides a brief review of literature focusing on the changing nature of academic careers in the higher education sector, including any shift towards "teaching only" contracts. It also identifies key issues in terms of teaching and learning, continuing professional development and…

Analysis of Academic Administrators' Attitudes: Annual Evaluations and Factors That Improve Teaching

ERIC Educational Resources Information Center

Cherry, Brian D.; Grasse, Nathan; Kapla, Dale; Hamel, Brad

2017-01-01

This article examines academic administrators' attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process…

Challenging Perspectives on Learning and Teaching in the Disciplines: The Academic Voice

ERIC Educational Resources Information Center

Krause, Kerri-Lee D.

2014-01-01

This article reports on a study of academic staff perspectives on disciplinary communities and skill development in disciplinary contexts. Fifty-five academic staff were interviewed across eight disciplines in four Australian universities. Responses of historians and mathematicians are the focus of this article. A socio-constructivist framework…

Basic Skills Resource Center: Teaching Reading Comprehension to Adults in Basic Skills Courses

DTIC Science & Technology

1985-08-01

paper trash out to be burned 4. A hockey coach telling his players to keep shooting at the goalie . What skill, or skills, did you use to answer the...With this exercise the learner is introduced to the idea of INFERENCE. The learner’s mind must INFER the rest of the idea in order to pull the four...to pull the ideas of the paragraph together. (Lesson 3 will teach learners how to construct an "umbrella" idea to act as a topic sentence for readings

Evaluation of a class wide teaching program for developing preschool life skills.

PubMed

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

Surveying Colorado Band Directors' Opinions of Skills and Characteristics Important to Successful Music Teaching

ERIC Educational Resources Information Center

Miksza, Peter; Roeder, Matthew; Biggs, Dana

2010-01-01

This study was designed to (a) gather band directors' opinions of skills and characteristics important to teaching and (b) examine the relative effectiveness of electronic versus paper survey methods. Survey respondents ranked lists of music, teaching, and personal skills or characteristics in order of importance and answered open-ended items…

An exploratory trial exploring the use of a multiple intelligences teaching approach (MITA) for teaching clinical skills to first year undergraduate nursing students.

PubMed

Sheahan, Linda; While, Alison; Bloomfield, Jacqueline

2015-12-01

The teaching and learning of clinical skills is a key component of nurse education programmes. The clinical competency of pre-registration nursing students has raised questions about the proficiency of teaching strategies for clinical skill acquisition within pre-registration education. This study aimed to test the effectiveness of teaching clinical skills using a multiple intelligences teaching approach (MITA) compared with the conventional teaching approach. A randomised controlled trial was conducted. Participants were randomly allocated to an experimental group (MITA intervention) (n=46) and a control group (conventional teaching) (n=44) to learn clinical skills. Setting was in one Irish third-level educational institution. Participants were all first year nursing students (n=90) in one institution. The experimental group was taught using MITA delivered by the researcher while the control group was taught by a team of six experienced lecturers. Participant preference for learning was measured by the Index of Learning Styles (ILS). Participants' multiple intelligence (MI) preferences were measured with a multiple intelligences development assessment scale (MIDAS). All participants were assessed using the same objective structured clinical examination (OSCE) at the end of semester one and semester two. MI assessment preferences were measured by a multiple intelligences assessment preferences questionnaire. The MITA intervention was evaluated using a questionnaire. The strongest preference on ILS for both groups was the sensing style. The highest MI was interpersonal intelligence. Participants in the experimental group had higher scores in all three OSCEs (p<0.05) at Time 1, suggesting that MITA had a positive effect on clinical skill acquisition. Most participants favoured practical examinations, followed by multiple choice questions as methods of assessment. MITA was evaluated positively. The study findings support the use of MITA for clinical skills teaching

Reflections: Improving Medical Students' Presentation Skills.

PubMed

Tarkowski, Radoslaw

2017-12-01

Both good communication and presentation skills on the part of an academic teacher are crucial when trying to generate students' interest in the subject of a lecture. More generally, our task is to share knowledge in the most effective way possible. It is also worth teaching students presentation skills, as today's students are tomorrow's teachers. An engaging presentation is a powerful tool. There are some rules for presenting which I consider worthy of being discussed and taught at a medical university.

How We Got Here: A Historical Look at the Academic Teaching Library and the Role of the Teaching Librarian

ERIC Educational Resources Information Center

Ariew, Susan

2014-01-01

This paper outlines a brief history of the academic teaching library and, in consequence, it examines the changing role of librarians. As part of that history, the paper also discusses distinctions among various terms used to describe instructional activities in teaching libraries, such as "bibliographic instruction" and…

Virtual Microscopy in Histopathology Training: Changing Student Attitudes in 3 Successive Academic Years.

PubMed

Bertram, Christof A; Firsching, Theresa; Klopfleisch, Robert

2018-01-01

Several veterinary faculties have integrated virtual microscopy into their curricula in recent years to improve and refine their teaching techniques. The many advantages of this recent technology are described in the literature, including remote access and an equal and constant slide quality for all students. However, no study has analyzed the change of perception toward virtual microscopy at different time points of students' academic educations. In the present study, veterinary students in 3 academic years were asked for their perspectives and attitudes toward virtual microscopy and conventional light microscopy. Third-, fourth-, and fifth-year veterinary students filled out a questionnaire with 12 questions. The answers revealed that virtual microscopy was overall well accepted by students of all academic years. Most students even suggested that virtual microscopy be implemented more extensively as the modality for final histopathology examinations. Nevertheless, training in the use of light microscopy and associated skills was surprisingly well appreciated. Regardless of their academic year, most students considered these skills important and necessary, and they felt that light microscopy should not be completely replaced. The reasons for this view differed depending on academic year, as the perceived main disadvantage of virtual microscopy varied. Third-year students feared that they would not acquire sufficient light microscopy skills. Fifth-year students considered technical difficulties (i.e., insufficient transmission speed) to be the main disadvantage of this newer teaching modality.

Peer teaching as a means of enhancing communication skills in anaesthesia training: trainee perspectives.

PubMed

O'Shaughnessy, S M

2018-02-01

The purpose of this study is to introduce peer teaching of communication skills to first-year anaesthesia trainees in Ireland and to evaluate their perception of this teaching modality. Seventy-nine first-year anaesthesia trainees participated in a novel peer-led communication skills programme over a 2-year period (Y1, Y2). A Likert scaling questionnaire was developed to explore trainee perception of the peer teaching programme. Of the 79 respondents (36 in Y1 and 43 in Y2), 99% either agreed or strongly agreed that the peer teachers were successful in their role. Ninety-two percent requested formal peer teaching in other areas of training. The trainees regarded a peer teacher as an appropriate information provider (92%), role model (88%), planner (88%) and facilitator (94%), but less so as an assessor (70%). The most consistently stated strength of peer teaching was the relatability of peer teachers with their lack of experience cited as the main weakness. Eighty percent of participants preferred peer teaching to regular expert teaching. This study highlights the positive attitudes of first-year anaesthesia trainees towards a novel peer teaching programme in communication skills. This author recommends that peer teaching is further developed within postgraduate medical programmes to maximise learning for trainees in the student and teacher roles and to redistribute the teaching burden within clinical departments.

Preview-View-Review: Increasing Academic Access for Students with Intellectual Disabilities Who Are English Learners

ERIC Educational Resources Information Center

Williamson, Dolores Marie

2017-01-01

Recent changes to federal education laws for students with and without disabilities have kindled an increased interest in implementing evidence-based practices for teaching academic skills to all students, including students with severe disabilities and students learning English. Teaching students with significant disabilities who are learning…

Bedside teaching and the acquisition of practical skills in mid-sixteenth-century Padua.

PubMed

Stolberg, Michael

2014-10-01

Very little is known to this point about the practical skills which sixteenth-century physicians needed and applied at the bedside and even less about how these skills were taught to students. Drawing on student notebooks and on printed collections of consilia by Padua professors, this paper outlines the different settings in which case-centered and, more specifically, bedside teaching was imparted in mid-sixteenth-century Padua. It describes the range of diagnostic and therapeutic skills that students acquired thanks to this hands-on training at the patient's bedside, from uroscopy and feeling the pulse to the manual exploration of the patient's abdomen, which, historians have wrongly believed, physicians performed very rarely or not at all, and surgical skills. Taking a closer look, more specifically, at the role of teaching in the Hospital of San Francesco in Padua, the paper provides evidence that not only Giovanna Battista da Monte but also at least one other mid-sixteenth-century professor, Antonio Fracanzani, made systematic use of the teaching opportunities which the hospital offered. Ultimately, the paper will argue that clinical teaching in the hospital did not differ fundamentally from forms of bedside teaching in the patients' homes, however. Both became increasingly popular in Padua and elsewhere at the time, reflecting a growing appreciation for the practical and sensory skills which future physicians needed in addition to theoretical learning if they hoped to be successful in the highly contested early modern medical marketplace. © The Author 2013. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Preparing Language Teachers to Teach Language Online: A Look at Skills, Roles, and Responsibilities

ERIC Educational Resources Information Center

Compton, Lily K. L.

2009-01-01

This paper reviews and critiques an existing skills framework for online language teaching. This critique is followed by an alternative framework for online language teaching skills. This paper also uses a systems view to look at the roles and responsibilities of various stakeholders in an online learning system. Four major recommendations are…

Teaching and assessing procedural skills: a qualitative study

PubMed Central

2013-01-01

Background Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Methods Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Results Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. Conclusions The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs. PMID:23672617

Teaching and assessing procedural skills: a qualitative study.

PubMed

Touchie, Claire; Humphrey-Murto, Susan; Varpio, Lara

2013-05-14

Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs.

The Coffee Project Revisited: Teaching Research Skills to Forensic Chemists

ERIC Educational Resources Information Center

Hamnett, Hilary J.; Korb, Ann-Sophie

2017-01-01

This study describes a new module design for teaching research skills to analytical chemists based on the use of a student-led, in-class experiment involving coffee. The module was redesigned in response to feedback from students, and aims to give them the skills they need to be productive in future research projects both within the institution…

A Money Planner. Teaching Budgeting Skills to Low-Income Consumers.

ERIC Educational Resources Information Center

Shurtz, Mary Ann; LeFlore, Ann Becker

This module, one of six on teaching consumer matters to low-income groups, focuses on budgeting and managing money. Budgeting is examined in two contexts: skills which apply to everyone at every income level and skills which specifically apply to low-income people. Topics include how to write a budget (starting a group workshop, small group work,…

The use of head-mounted display eyeglasses for teaching surgical skills: A prospective randomised study.

PubMed

Peden, Robert G; Mercer, Rachel; Tatham, Andrew J

2016-10-01

To investigate whether 'surgeon's eye view' videos provided via head-mounted displays can improve skill acquisition and satisfaction in basic surgical training compared with conventional wet-lab teaching. A prospective randomised study of 14 medical students with no prior suturing experience, randomised to 3 groups: 1) conventional teaching; 2) head-mounted display-assisted teaching and 3) head-mounted display self-learning. All were instructed in interrupted suturing followed by 15 minutes' practice. Head-mounted displays provided a 'surgeon's eye view' video demonstrating the technique, available during practice. Subsequently students undertook a practical assessment, where suturing was videoed and graded by masked assessors using a 10-point surgical skill score (1 = very poor technique, 10 = very good technique). Students completed a questionnaire assessing confidence and satisfaction. Suturing ability after teaching was similar between groups (P = 0.229, Kruskal-Wallis test). Median surgical skill scores were 7.5 (range 6-10), 6 (range 3-8) and 7 (range 1-7) following head-mounted display-assisted teaching, conventional teaching, and head-mounted display self-learning respectively. There was good agreement between graders regarding surgical skill scores (rho.c = 0.599, r = 0.603), and no difference in number of sutures placed between groups (P = 0.120). The head-mounted display-assisted teaching group reported greater enjoyment than those attending conventional teaching (P = 0.033). Head-mounted display self-learning was regarded as least useful (7.4 vs 9.0 for conventional teaching, P = 0.021), but more enjoyable than conventional teaching (9.6 vs 8.0, P = 0.050). Teaching augmented with head-mounted displays was significantly more enjoyable than conventional teaching. Students undertaking self-directed learning using head-mounted displays with pre-recorded videos had comparable skill acquisition to those attending traditional wet

Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children

PubMed Central

Haapala, Eero A.; Poikkeus, Anna-Maija; Kukkonen-Harjula, Katriina; Tompuri, Tuomo; Lintu, Niina; Väistö, Juuso; Leppänen, Paavo H. T.; Laaksonen, David E.; Lindi, Virpi; Lakka, Timo A.

2014-01-01

Background There are no prospective studies that would have compared the relationships of different types of physical activity (PA) and sedentary behavior (SB) with academic skills among children. We therefore investigated the associations of different types of PA and SB with reading and arithmetic skills in a follow-up study among children. Methods The participants were 186 children (107 boys, 79 girls, 6–8 yr) who were followed-up in Grades 1–3. PA and SB were assessed using a questionnaire in Grade 1. Reading fluency, reading comprehension and arithmetic skills were assessed using standardized tests at the end of Grades 1–3. Results Among all children more recess PA and more time spent in SB related to academic skills were associated with a better reading fluency across Grades 1–3. In boys, higher levels of total PA, physically active school transportation and more time spent in SB related to academic skills were associated with a better reading fluency across the Grades 1–3. Among girls, higher levels of total PA were related to worse arithmetic skills across Grades 1–3. Moreover, total PA was directly associated with reading fluency and arithmetic skills in Grades 1–3 among girls whose parents had a university degree, whereas these relationships were inverse in girls of less educated parents. Conclusions Total PA, physically active school transportation and SB related to academic skills may be beneficial for the development of reading skills in boys, whereas factors that are independent of PA or SB may be more important for academic skills in girls. Trial Registration ClinicalTrials.gov: NCT01803776 PMID:25207813

Profile of senior high school students’ creative thinking skills on biology material in low, medium, and high academic perspective

NASA Astrophysics Data System (ADS)

Nurhamidah, D.; Masykuri, M.; Dwiastuti, S.

2018-04-01

Creative thinking is one of the most important skills of the 21st Century. Students are demanded not only be able to solve the cognitive problems but also to face the life problems. The aim of this study is to determine students’ creative thinking skills in biology class for XI grade of three Senior High Schools in Ngawi regency. The approach used to categorised the three schools into low, medium and high academic rank was a norm-referenced test. The study involved 92 students who completed a test. Guilford's alternative uses task was used to measure the level of students’ creative thinking skills. The results showed that in the school of high academic rank, 89,74% of students had low creative thinking skills and 10,25% of them are in moderate category. In the medium academic rank school, 85,71% of students had low creative thinking skills and 14,29% of them are moderate. In the school of low academic rank, 8% of students had very low creative thinking skills, 88% are low, and 4% are moderate. Based on the finding of the research, the creative thinking skills of students in the three school was categorised as low level, therefore the learning design should be developed which can improve the students’ creative thinking skills.

Implementation of science process skills using ICT-based approach to facilitate student life skills

NASA Astrophysics Data System (ADS)

Rahayu, Y. S.; Yuliani; Wijaya, B. R.

2018-01-01

The purpose of this study is to describe the results of the implementation of a teaching-learning package in Plant Physiology courses to improve the student’s life skills using the science process skills-based approach ICT. This research used 15 students of Biology Education of Undergraduate International Class who are in the Plant Physiology course. This study consists of two phases items, namely the development phase and implementation phase by using a one-shot case study design. Research parameters were the feasibility of lesson plans, student achievement, Including academic skills, thinking skills, and social skills. Data were descriptively Analyzed According to the characteristics of the existing data. The result shows that the feasibility of a lesson plan is very satisfied and can be improvements in student’s life skills, especially with regards to student’s thinking skills and scientific thinking skills. The results indicate that the science process skills using ICT-based approach can be effective methods to improve student’s life skills.

Role modelling in medical education: the importance of teaching skills.

PubMed

Burgess, Annette; Oates, Kim; Goulston, Kerry

2016-04-01

By observation of role models, and participation in activities, students develop their attitudes, values and professional competencies. Literature suggests that clinical skills and knowledge, personality, and teaching skills are three main areas that students consider central to the identification of positive role models. The aim of this study was to explore junior medical students' opinions of the ideal attributes of a good role model in clinical tutors. The study was conducted with one cohort (n = 301) of students who had completed year 1 of the medical programme in 2013. All students were asked to complete a questionnaire regarding the ideal attributes of a good role model in a clinical tutor. The questionnaire consisted of seven closed items and one open-ended question. The response rate to the questionnaire was 265/301 (88%). Although students found all three key areas important in a good role model, students emphasised the importance of excellence in teaching skills. Specifically, students see good role models as being able to provide a constructive learning environment, a good understanding of the curriculum and an ability to cater to the learning needs of all students. Students see good role models as being able to provide a constructive learning environment While acknowledging the importance of a patient-centred approach, as well as clinical knowledge and skills, our findings reinforce the importance of the actual teaching abilities of role models within medical education. © 2015 John Wiley & Sons Ltd.

Teaching Aptitude of Student Teachers and their Academic Achievements at Graduate Level

ERIC Educational Resources Information Center

Sajan, K. S.

2010-01-01

The present investigation aims at studying teaching aptitude of student teachers with respect to their gender and academic achievement at graduate level examination. The sample for this study is selected by stratified random sampling from the Teacher Education institutions of Malabar area of Kerala. Teaching Aptitude Test Battery (T A T B)…

Cinemeducation: teaching family assessment skills using full-length movies.

PubMed

Wilson, Astrid H; Blake, Barbara J; Taylor, Gloria A; Hannings, Glenda

2013-05-01

A thorough family assessment provides a foundation for the nursing process when working with families. Therefore, nurses, along with other health care providers must develop expertise in conducting family assessments to provide the best possible care within the community. This article describes an innovative educational strategy using movies to teach family assessment skills and puts forth recommendations for future research to provide evidence to support this teaching modality. © 2013 Wiley Periodicals, Inc.

Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience.

PubMed

Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

2014-01-01

Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school.

Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

NASA Astrophysics Data System (ADS)

Shahali, Edy H. M.; Halim, Lilia; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2017-04-01

This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach's alpha reliability of 0.88. The findings showed that the teachers' conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers' understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.

Peer assisted learning: teaching dental skills and enhancing graduate attributes.

PubMed

Cameron, D A; Binnie, V I; Sherriff, A; Bissell, V

2015-09-25

This study describes a pilot project in which peer assisted learning (PAL) is used to teach dental clinical skills. A cluster randomised controlled trial compared opinions of Bachelor of Dental Surgery (BDS) students from peer-led groups versus staff-led groups in a clinical (impression taking) and a pre-clinical (handpiece skills) task. BDS5 (peer tutors) in their final year delivered teaching to BDS1 (tutees) for each task. Quantitative data from tutees and the peer tutors was gathered from questionnaires, along with open written comments. PAL was well received by both tutees and peer tutors. BDS1 tutees rated BDS5 peer tutors highly for delivery of information, and level of feedback. The tutees considered peer tutors more approachable and less intimidating than staff. Peer tutors reported their own knowledge had increased as a result of teaching. In a summative OSCE (objective structured clinical examination) four months following the teaching, no statistical significant difference between the performance of peer-led and staff-led groups was found at stations related to the subject matter in question. It is argued that PAL, as well as being a useful method of delivering subject-specific teaching, is able to contribute to the development of graduate attributes.

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

PubMed

Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

2017-01-01

Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p <0.001), general gastroenterology ( p =0.005), esophagus ( p <0.001), and small bowel ( p =0.001), and the total score ( p =0.001) between pre- and postimplementation of the active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran.

PubMed

Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

2017-01-01

Time management skills are essential for nursing students' success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students' TMQ scores and the state anxiety (r= -0.282, p< 0.001) and trait anxiety scores (r= -0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students' TMQ scores and AMS scores (r= 0.279, p< 0.001). Regarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students.

A Program Based on Task-Based Teaching Approach to Develop Creative Thinking Teaching Skills for Female Science Teachers in Kingdom of Saudi Arabia (KSA)

ERIC Educational Resources Information Center

Ibrahim, Manal Hassan Mohammed Bin

2015-01-01

This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on…

Design and Validation of a Questionnaire to Measure Research Skills: Experience with Engineering Students

ERIC Educational Resources Information Center

Cobos Alvarado, Fabián; Peñaherrera León, Mónica; Ortiz Colon, Ana María

2016-01-01

Universities in Latin American countries are undergoing major changes in its institutional and academic settings. One strategy for continuous improvement of teaching and learning process is the incorporation of methods and teaching aids seeking to develop scientific research skills in students from their undergraduate studies. The aim of this…

Evaluating Behavioral Skills Training with and without Simulated in Situ Training for Teaching Safety Skills to Children

ERIC Educational Resources Information Center

Miltenberger, Raymond; Gross, Amy; Knudson, Peter; Bosch, Amanda; Jostad, Candice; Breitwieser, Carrie Brower

2009-01-01

This study compared the effectiveness of behavioral skills training (BST) to BST plus simulated in situ training (SIT) for teaching safety skills to children to prevent gun play. The results were evaluated in a posttest only control group design. Following the first assessment, participants in both training groups and the control group who did not…

Development of preschool and academic skills in children born very preterm.

PubMed

Aarnoudse-Moens, Cornelieke Sandrine Hanan; Oosterlaan, Jaap; Duivenvoorden, Hugo Joseph; van Goudoever, Johannes Bernard; Weisglas-Kuperus, Nynke

2011-01-01

To examine performance in preschool and academic skills in very preterm (gestational age ≤ 30 weeks) and term-born comparison children aged 4 to 12 years. Very preterm children (n = 200; mean age, 8.2 ± 2.5 years) born between 1996 and 2004 were compared with 230 term-born children (mean age, 8.3 ± 2.3). The Dutch National Pupil Monitoring System was used to measure preschool numerical reasoning and early linguistics, and primary school simple and complex word reading, reading comprehension, spelling, and mathematics/arithmetic. With univariate analyses of variance, we assessed the effects of preterm birth on performance across grades and on grade retention. In preschool, very preterm children performed comparably with term-born children in early linguistics, but perform more poorly (0.7 standard deviation [SD]) in numerical reasoning skills. In primary school, very preterm children scored 0.3 SD lower in complex word reading and 0.6 SD lower in mathematics/arithmetic, but performed comparably with peers in reading comprehension and spelling. They had a higher grade repeat rate (25.5%), although grade repeat did not improve their academic skills. Very preterm children do well in early linguistics, reading comprehension, and spelling, but have clinically significant deficits in numerical reasoning skills and mathematics/arithmetic, which persist with time. Copyright © 2011 Mosby, Inc. All rights reserved.

The Use of Rubrics in Benchmarking and Assessing Employability Skills

ERIC Educational Resources Information Center

Riebe, Linda; Jackson, Denise

2014-01-01

Calls for employability skill development in undergraduates now extend across many culturally similar developed economies. Government initiatives, industry professional accreditation criteria, and the development of academic teaching and learning standards increasingly drive the employability agenda, further cementing the need for skill…

Academic career development in geriatric fellowship training.

PubMed

Medina-Walpole, Annette; Fonzi, Judith; Katz, Paul R

2007-12-01

Career development is rarely formalized in the curricula of geriatric fellowship programs, and the training of new generations of academic leaders is challenging in the 1 year of fellowship training. To effectively prepare fellows for academic leadership, the University of Rochester's Division of Geriatrics, in collaboration with the Warner School of Graduate Education, created a yearlong course to achieve excellence in teaching and career development during the 1-year geriatric fellowship. Nine interdisciplinary geriatric medicine, dentistry, and psychiatry fellows completed the course in its initial year (2005/06). As participants, fellows gained the knowledge and experience to successfully develop and implement educational initiatives in various formats. Fellows acquired teaching and leadership skills necessary to succeed as clinician-educators in an academic setting and to communicate effectively with patients, families, and colleagues. Fellows completed a series of individual and group education projects, including academic portfolio development, curriculum vitae revision, abstract submission and poster presentation at national meetings, lay lecture series development, and geriatric grand rounds presentation. One hundred percent of fellows reported that the course positively affected their career development, with six of nine fellows choosing academic careers. The course provided opportunities to teach and assess all six of the Accreditation Council of Graduate Medical Education core competencies. This academic career development course was intended to prepare geriatric fellows as the next generation of academic leaders as clinician-teacher-scholars. It could set a new standard for academic development during fellowship training and provide a model for national dissemination in other geriatric and subspecialty fellowship programs.

Fostering Dental Students' Academic Achievements and Reflection Skills Through Clinical Peer Assessment and Feedback.

PubMed

Tricio, Jorge A; Woolford, Mark J; Escudier, Michael P

2016-08-01

Peer assessment is increasingly being encouraged to enhance dental students' learning. The aim of this study was to evaluate the educational impact in terms of academic achievements and reflective thinking of a formative prospective peer assessment and feedback protocol. Volunteer final-year dental students at King's College London Dental Institute, UK, received training on peer assessment, peer feedback, and self-reflection. At the beginning (baseline) and end (resultant) of the 2012-13 academic year, 86 students (55% of the year group) completed a reflection questionnaire (RQ). Sixty-eight of those students used a modified Direct Observation of Procedural Skills (DOPS) as a framework for peer assessment and peer feedback during a complete academic year. End-of-year, high-stakes examination grades and RQ scores from the participants and nonparticipants were statistically compared. The participants completed 576 peer DOPS. Those 22 students who peer assessed each other ≥10 times exhibited highly statistically significant differences and powerful positive effect sizes in their high-stakes exam grades (p=0.0001, d=0.74) and critical reflection skills (p=0.005, d=1.41) when compared to those who did not assess one another. Furthermore, only the same 22 students showed a statistically significant increase and positive effect size in their critical reflection skills from baseline to resultant (p=0.003, d=1.04). The results of this study suggest that the protocol used has the potential to impact dental students' academic and reflection skills, provided it is practiced in ten or more peer encounters and ensuring peer feedback is provided followed by self-reflection.

Perceptions of Skill Development of Participants in Three National Career Development Programs For Women Faculty in Academic Medicine

PubMed Central

Helitzer, Deborah L.; Newbill, Sharon L.; Morahan, Page S.; Magrane, Diane; Cardinali, Gina; Wu, Chih-Chieh; Chang, Shine

2014-01-01

Purpose The Association of American Medical Colleges (AAMC) and Drexel University College of Medicine have designed and implemented national career development programs (CDPs) to help women faculty acquire and strengthen skills needed for success in academic medicine. The authors hypothesized that skills women acquired in CDPs would vary by career stage and program attended. Method In 2011, the authors surveyed a national cohort of 2,779 women listed in the AAMC Faculty Roster who also attended one of three CDPs (Early- and Mid-Career Women in Medicine Seminars, and/or Executive Leadership in Academic Medicine) between 1988 and 2010 to examine their characteristics and CDP experiences. Participants indicated from a list of 16 skills whether each skill was newly acquired, improved, or not improved as a result of their program participation. Results Of 2537 eligible CDP women, 942 clicked on the link in an invitation e-mail and 879 (35%) completed the survey. Respondents were representative of women faculty in academic medicine. Participants rated the CDPs highly. Almost all reported gaining and/or improving skills from the CDP. Four skills predominated across all three programs: interpersonal skills, leadership, negotiation, and networking. The skills that attendees endorsed differed by respondents’ career stages, more so than by program attended. Conclusions Women participants perceived varying skills gained or improved from their attendance at the CDPs. Determining ways in which CDPs can support women’s advancement in academic medicine requires a deeper understanding of what participants seek from CDPs and how they use program content to advance their careers. PMID:24871241

Perceptions of skill development of participants in three national career development programs for women faculty in academic medicine.

PubMed

Helitzer, Deborah L; Newbill, Sharon L; Morahan, Page S; Magrane, Diane; Cardinali, Gina; Wu, Chih-Chieh; Chang, Shine

2014-06-01

The Association of American Medical Colleges (AAMC) and Drexel University College of Medicine have designed and implemented national career development programs (CDPs) to help women faculty acquire and strengthen skills needed for success in academic medicine. The authors hypothesized that skills women acquired in CDPs would vary by career stage and program attended. In 2011, the authors surveyed a national cohort of 2,779 women listed in the AAMC Faculty Roster who also attended one of three CDPs (Early- and Mid-Career Women in Medicine Seminars, and/or Executive Leadership in Academic Medicine) between 1988 and 2010 to examine their characteristics and CDP experiences. Participants indicated from a list of 16 skills whether each skill was newly acquired, improved, or not improved as a result of their program participation. Of 2,537 eligible CDP women, 942 clicked on the link in an invitation e-mail, and 879 (93%) completed the survey. Respondents were representative of women faculty in academic medicine. Participants rated the CDPs highly. Almost all reported gaining and/or improving skills from the CDP. Four skills predominated across all three programs: interpersonal skills, leadership, negotiation, and networking. The skills that attendees endorsed differed by respondents' career stages, more so than by program attended. Women participants perceived varying skills gained or improved from their attendance at the CDPs. Determining ways in which CDPs can support women's advancement in academic medicine requires a deeper understanding of what participants seek from CDPs and how they use program content to advance their careers.

Generic Skills for Graduate Accountants: The Bigger Picture, a Social and Economic Imperative in the New Knowledge Economy

ERIC Educational Resources Information Center

Bunney, Diane; Sharplin, Elaine; Howitt, Christine

2015-01-01

The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes…

Equivalence-based instruction of academic skills: Application to adolescents with autism.

PubMed

Stanley, Caleb R; Belisle, Jordan; Dixon, Mark R

2018-04-01

This study evaluated the efficacy of three equivalence-based instruction procedures on the acquisition of novel academic skills by 3 adolescents diagnosed with autism in a school setting. The skills targeted for instruction were related to topics in history, science, and mathematics, and were taught using different training structures from the PEAK-E curriculum. All participants demonstrated mastery of the trained relations and the tested derived relations following all variants of equivalence-based instruction. © 2018 Society for the Experimental Analysis of Behavior.

WAAVP/Pfizer award for excellence in teaching veterinary parasitology: teaching of veterinary parasitology--quo vadis?

PubMed

Eckert, J

2000-02-29

Some thoughts on training and recruitment of academic teachers and future trends in teaching veterinary parasitology are presented with emphasis on the European situation. It is underlined that research is an indispensable basis for academic teaching. Besides a broad scientific background of the teacher, motivation and teaching methods are also important. Many academic teachers do not receive formal training in teaching methods. In order to improve future education, training of staff members in teaching methods should be promoted. Quality control of teaching and research, already established in many schools, should generally be introduced. Teaching is mostly underestimated in relation to research. Therefore, more weight should be placed on the former both in selecting scientists for the career as academic teachers and in evaluating and ranking departments for their academic activities. In the future veterinary medicine will have to cope with profound changes in the society and the veterinary profession, and the progressing European unification will enhance trends for internationalizing teaching curricula. Therefore, veterinary medicine has to reconsider the teaching subjects and methods and to lay more emphasis on flexibility, skills of problem-solving and self-learning and on training for life-long learning. At present there is an ongoing discussion on the question how to teach veterinary medicine, including veterinary parasitology. There are various options, and some of them are discussed, namely, the disciplinary and the problem-based/organ-focussed approaches. It is concluded that for teaching of veterinary parasitology and related disciplines a combined disciplinary and problem-based approach offers the best chances for fulfilling the requirements of teaching for the future. In the curriculum of undergraduate teaching of veterinary medicine at least 70-90 h should be dedicated to veterinary parasitology using a disciplinary and taxonomic approach. Additional

Using gamification to develop academic writing skills in dental undergraduate students.

PubMed

El Tantawi, Maha; Sadaf, Shazia; AlHumaid, Jehan

2018-02-01

To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers

ERIC Educational Resources Information Center

Kelly-Jackson, Charlease; Delacruz, Stacy

2014-01-01

This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach science…

Enhancing Students' Speaking Skills through Peer Team Teaching: A Student Centered Approach

ERIC Educational Resources Information Center

Vani, V. Vijaya

2016-01-01

The present paper attempts to establish that peer team teaching of a prescribed English lesson of 1st year B.Tech course by the students will provide more opportunities to enhance their public speaking skills. This kind of classroom activity will also help them to develop their vocabulary, reading skills, team working skills, etc. It is assumed…

Pre-Service Teachers' Perceptions of Instructors' Teaching Skills

ERIC Educational Resources Information Center

Sahan, Hasan Huseyin

2017-01-01

The purpose of this study was to investigate the perceptions of pre-service teachers attending the pedagogical formation program offered by Balikesir University Necatibey Faculty of Education pertaining to instructors' teaching skills. A total of 220 pre-service teachers participated in the study. The data were collected by "Perceptions of…

The Dynamics of Motivation in Teaching Literacy Skills.

ERIC Educational Resources Information Center

Stanchfield, Jo M.

Basic emotional and intellectual factors in motivation can help to stimulate the learner to acquire the five major literacy skills: listening, speaking, thinking, reading, and writing. Contagion, or the spread effect in psychology, is reflected in the readily communicated attitude of the teacher toward students and teaching itself. Similarly,…

Teaching Directional Skills to Preschool and Kindergarten Children

ERIC Educational Resources Information Center

Sterritt, Graham M.; And Others

1976-01-01

Studied a new device and training procedure for teaching the directional orientation and sentence tracking skills used in reading and writing western languages. Left-right and up-down directional confusion were shown to be rapidly corrected in normal children by the use of a simple electronic device providing clear feedback. (Author)

A Pilot Study of Classroom-Based Cognitive Skill Instruction: Effects on Cognition and Academic Performance

ERIC Educational Resources Information Center

Mackey, Allyson P.; Park, Anne T.; Robinson, Sydney T.; Gabrieli, John D. E.

2017-01-01

Cognitive skills are associated with academic performance, but little is known about how to improve these skills in the classroom. Here, we present the results of a pilot study in which teachers were trained to engage students in cognitive skill practice through playing games. Fifth-grade students at an experimental charter school were randomly…

Profiles of Emergent Literacy Skills among Preschool Children Who Are at Risk for Academic Difficulties

ERIC Educational Resources Information Center

Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S.

2011-01-01

The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills.…

Teaching, Academic Achievement, and Attitudes toward Mathematics in the United States and Nigeria

ERIC Educational Resources Information Center

Perry, S. Marshall; Catapano, Michael; Ramon, Olosunde Gbolagade

2016-01-01

This paper explores the relationships among attitudes toward mathematics, teaching, and academic achievement in mathematics. Based on the contextual and social nature of academic self-concept, two complementary studies are discussed. The first study from the northeastern United States examined the relationships among these variables in 84 high…

Resources and Approaches for Teaching Quantitative and Computational Skills in the Geosciences and Allied Fields

NASA Astrophysics Data System (ADS)

Orr, C. H.; Mcfadden, R. R.; Manduca, C. A.; Kempler, L. A.

2016-12-01

Teaching with data, simulations, and models in the geosciences can increase many facets of student success in the classroom, and in the workforce. Teaching undergraduates about programming and improving students' quantitative and computational skills expands their perception of Geoscience beyond field-based studies. Processing data and developing quantitative models are critically important for Geoscience students. Students need to be able to perform calculations, analyze data, create numerical models and visualizations, and more deeply understand complex systems—all essential aspects of modern science. These skills require students to have comfort and skill with languages and tools such as MATLAB. To achieve comfort and skill, computational and quantitative thinking must build over a 4-year degree program across courses and disciplines. However, in courses focused on Geoscience content it can be challenging to get students comfortable with using computational methods to answers Geoscience questions. To help bridge this gap, we have partnered with MathWorks to develop two workshops focused on collecting and developing strategies and resources to help faculty teach students to incorporate data, simulations, and models into the curriculum at the course and program levels. We brought together faculty members from the sciences, including Geoscience and allied fields, who teach computation and quantitative thinking skills using MATLAB to build a resource collection for teaching. These materials, and the outcomes of the workshops are freely available on our website. The workshop outcomes include a collection of teaching activities, essays, and course descriptions that can help faculty incorporate computational skills at the course or program level. The teaching activities include in-class assignments, problem sets, labs, projects, and toolboxes. These activities range from programming assignments to creating and using models. The outcomes also include workshop

Learning skills and academic performance in children and adolescents with absence epilepsy.

PubMed

Talero-Gutiérrez, C; Sánchez-Torres, J M; Velez-van-Meerbeke, A

2015-03-01

Although cognitive and learning disorders have been described in patients with epilepsy, very few studies focus on specific disorders such as absence epilepsy. The aim of this study was to evaluate learning skills and academic performance in children and adolescents with absence epilepsy. Observational case-control study. Cases were chosen from the Central League against Epilepsy's clinic in Bogotá, Colombia. Controls were selected from a private school and matched with cases by age, school year, and sex. Medical history, seizure frequency, antiepileptic treatment, and academic performance were assessed. Academic abilities were tested with Batería de Aptitudes Diferenciales y Generales (BADyG) (a Spanish-language test of differential and general aptitudes). Data were analysed using Student t-test. The sample consisted of 19 cases and 19 controls aged between 7 and 16. In 15 patients, seizures were controlled; all patients had received antiepileptic medication at some point and 78.9% were actively being treated. Although cases had higher rates of academic failure, a greater incidence of grade retention, and more therapeutic interventions than controls, these differences were not significant. Similarly, there were no significant differences on the BADyG test, except for the immediate memory subcategory on which cases scored higher than controls (P=.0006). Children treated pharmacologically for absence epilepsy, whose seizures are controlled, have normal academic abilities and skills for their age. Copyright © 2013 Sociedad Española de Neurología. Published by Elsevier Espana. All rights reserved.

Transformative Teaching: Changing Today's Classrooms Culturally, Academically, and Emotionally

ERIC Educational Resources Information Center

Kryza, Kathleen; Brittingham, MaryAnn; Duncan, Alicia

2015-01-01

This book helps teachers support and engage the many different kinds of learners in schools. It examines the most effective strategies for leading diverse students in developing the skills they need inside and outside the classroom. By understanding and exploring students emotional, cultural, and academic needs, educators will be better prepared…

Helping Doctoral Students Teach: Transitioning to Early Career Academia through Cognitive Apprenticeship

ERIC Educational Resources Information Center

Greer, Dominique A.; Cathcart, Abby; Neale, Larry

2016-01-01

Doctoral training is strongly focused on honing research skills at the expense of developing teaching competency. As a result, emerging academics are unprepared for the pedagogical requirements of their early-career academic roles. Employing an action research approach, this study investigates the effectiveness of a competency-based teaching…

Teaching children generalized imitation skills: a case report.

PubMed

Brown, Freddy Jackson; Peace, Natalie; Parsons, Rachel

2009-03-01

Generalized imitation plays an important role in the acquisition of new skills, in particular language and communication. In this case report a multiple exemplar training procedure, with an errorless learning phase, was used to teach Ben, a 13-year-old child with severe intellectual disabilities, to imitate behaviours modelled by an adult instructor. After exposure to seven multiple exemplars, Ben learned to imitate novel actions to criterion (i.e. generalized imitation). These skills were maintained at 90 percent at 6 week and 18 week follow-up. In line with earlier research, this article provides some further support for the finding that multiple exemplar training can facilitate the reliable emergence of generalized imitation skills. Topographically similar behaviours during the learning phase can be difficult to discriminate and hence can slow the learning process. Future research could explore how generalized imitation supports the development of basic communication and activity skills.

Executive Function Skills and Academic Achievement Gains in Prekindergarten: Contributions of Learning-Related Behaviors

ERIC Educational Resources Information Center

Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

2015-01-01

Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten…

An Integrated Behavioral Approach to Transfer of Interpersonal Leadership Skills.

ERIC Educational Resources Information Center

Fleming, Richard K.

1992-01-01

Academic institutions need to prepare management students by teaching interpersonal leadership skills. This article reviews current experimental methods in management education, presents an operant conceptualization of transfer, illustrates applications of behavior instruction to management and other fields, and proposes a field-based behavioral…

Teaching the Soft Skills: Three Students Break It Down

ERIC Educational Resources Information Center

Merz, Sandy

2015-01-01

Teaching soft skills (i.e., grit, empathy, collaboration, perseverance, communication, ethics, self-management) is a task that might seem overwhelming to new teachers, but this article offers practical advice from students about how to incorporate the lessons into the classroom.

The Use of Patient Instructors to Teach Interviewing Skills.

ERIC Educational Resources Information Center

Gardner, Marie E.; And Others

1983-01-01

A program using patient instructors programmed with a history of hypertension, chronic pulmonary disease, or congestive heart failure to teach and evaluate pharmacy students' interviewing skills is described. Content areas included drug therapy, adverse reactions, drug interactions, etc. (Author/MSE)

School-age adopted Chinese girls' behavioral adjustment, academic performance, and social skills: longitudinal results.

PubMed

Tan, Tony Xing

2009-04-01

Longitudinal data on 177 school-age adopted Chinese girls (Time 1: mean age = 8.92 years, SD = 1.76; Time 2: mean age = 11.18 years, SD = 1.79) were analyzed to determine their long-term outcomes in behavioral adjustment, academic performance (measured with the Child Behavior Checklist/6-18), and social skills (measured with the Social Skills Rating System) and how these outcomes were related to preadoption adversity. More than 90% of the girls were adopted at 24 months or younger (M = 19.25, SD = 21.67). Results revealed that over a 2-year period, there was a moderate to strong stability in the children's behavioral adjustment and academic performance. However, there was a significant increase in the number of children with deviant internalizing problems. At both times, higher degrees of preadoption adversity were related to more internalizing problems and poorer academic performance. Children who were adopted at older ages had poorer academic performance. Children who were older had a lower level of assertion and a higher level of responsibility. Children's attention problems at Time 1 mediated the effect of preadoption adversity on academic performance at Time 2. (c) 2009 APA, all rights reserved.

Reducing student stereotypy by improving teachers' implementation of discrete-trial teaching.

PubMed

Dib, Nancy; Sturmey, Peter

2007-01-01

Discrete-trial teaching is an instructional method commonly used to teach social and academic skills to children with an autism spectrum disorder. The purpose of the current study was to evaluate the indirect effects of discrete-trial teaching on 3 students' stereotypy. Instructions, feedback, modeling, and rehearsal were used to improve 3 teaching aides' implementation of discrete-trial teaching in a private school for children with autism. Improvements in accurate teaching were accompanied by systematic decreases in students' levels of stereotypy.

Students teaching students: evaluation of a "near-peer" teaching experience.

PubMed

Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Children's Teaching Skills: The Role of Theory of Mind and Executive Function

ERIC Educational Resources Information Center

Davis-Unger, Angela C.; Carlson, Stephanie M.

2008-01-01

Teaching others effectively may rely on knowledge about the mind as well as self-control processes. The goal of this investigation was to explore the role of theory of mind (ToM) and executive function (EF) in children's developing teaching skills. Children 3.5-5.5 years of age (N = 82) were asked to teach a confederate learner how to play a board…

Relationship between time management skills and anxiety and academic motivation of nursing students in Tehran

PubMed Central

Ghiasvand, Arezoo Mohamadkhani; Naderi, Manijeh; Tafreshi, Mansoureh Zagheri; Ahmadi, Farzane; Hosseini, Meimanat

2017-01-01

Introduction Time management skills are essential for nursing students’ success, and development of clinical competence. The purpose of this study was to determine the relationship between time management skills and anxiety and academic motivation of nursing students in Tehran medical sciences universities in 2015. Methods This cross-sectional study was carried out on 441 nursing students in three medical universities in Tehran. Random stratified sampling was done to select the samples. Data were collected using demographic Questionnaire, Time Management Questionnaire (TMQ), Spielberger State-Trait Anxiety Inventory (STAI) and Academic Motivation Scale (AMS), which was completed t by self-report. Data were analyzed using SPSS 18 software with descriptive and analytical statistics such as ANOVA, independent t-test, Regression and Pearson Correlation Coefficient. Results Most participants had a moderate level of time Management skills (49%), State Anxiety (58%), Trait Anxiety (60%) and Academic Motivation (58%). The results also showed a statistically significant negative correlation between the students’ TMQ scores and the state anxiety (r= −0.282, p< 0.001) and trait anxiety scores (r= −0.325, p<0.001). Moreover, there was a statistically significant positive correlation between the students’ TMQ scores and AMS scores (r= 0.279, p< 0.001). Conclusion Regarding the findings, it seems that it is necessary to plan for improving time management skills in order to enhance academic motivation and reduce anxiety rates among nursing students. PMID:28243424

Impact of Model-Based Teaching on Argumentation Skills

ERIC Educational Resources Information Center

Ogan-Bekiroglu, Feral; Belek, Deniz Eren

2014-01-01

The purpose of this study was to examine effects of model-based teaching on students' argumentation skills. Experimental design guided to the research. The participants of the study were pre-service physics teachers. The argumentative intervention lasted seven weeks. Data for this research were collected via video recordings and written arguments.…

Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment

ERIC Educational Resources Information Center

Karimzadeh, Mansoureh; Salehi, Hadi; Embi, Mohamed Amin; Nasiri, Mehdi; Shojaee, Mohammad

2014-01-01

This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and…

Early Academic Skills and Childhood Experiences across the Urban-Rural Continuum

ERIC Educational Resources Information Center

Miller, Portia; Votruba-Drzal, Elizabeth

2013-01-01

The urban-rural continuum provides unique contexts for development. Differences in access to resources and childrearing norms and practices in urban, suburban, and rural areas may be linked to disparities in early achievement. Yet, few studies examine associations between urbanicity and children's early academic skills. Using nationally…

Effects of GO 4 IT . . . NOW! Strategy Instruction on Expository Writing Skills for Students with Disabilities

ERIC Educational Resources Information Center

Konrad, Moira; Clark, Kelly A.; Test, David W.

2017-01-01

Students with disabilities trail behind their peers without disabilities while in school, as well as in post-secondary outcome areas. Given that self-determination and enhanced academic skills are associated with improved post-school outcomes, one possible solution is to identify interventions that teach self-determination and academic skills…

An Interesting Review on Soft Skills and Dental Practice

PubMed Central

Ishaquddin, Syed; Ghadage, Mahesh; Hatte, Geeta

2015-01-01

In today’s world of education, we concentrate on teaching activities and academic knowledge. We are taught to improve our clinical skills. Soft skills refer to the cluster of personality traits, social graces, and personal habits, facility with language, friendliness and personal habits that mark people to varying degrees. Soft Skills are interpersonal, psychological, self-promoted and non-technical qualities for every practitioner and academician, whereas hard skills are new tools or equipment and professional knowledge. Hence, more and more clinicians now days consider soft skills as important job criteria. An increase in service industry and competitive practices emphasizes the need for soft skills. Soft Skills are very important and useful in personal and professional life. PMID:25954720

An interesting review on soft skills and dental practice.

PubMed

Dalaya, Maya; Ishaquddin, Syed; Ghadage, Mahesh; Hatte, Geeta

2015-03-01

In today's world of education, we concentrate on teaching activities and academic knowledge. We are taught to improve our clinical skills. Soft skills refer to the cluster of personality traits, social graces, and personal habits, facility with language, friendliness and personal habits that mark people to varying degrees. Soft Skills are interpersonal, psychological, self-promoted and non-technical qualities for every practitioner and academician, whereas hard skills are new tools or equipment and professional knowledge. Hence, more and more clinicians now days consider soft skills as important job criteria. An increase in service industry and competitive practices emphasizes the need for soft skills. Soft Skills are very important and useful in personal and professional life.

Trends of communication skills education in medical schools.

PubMed

Han, Hong Hee; Kim, Sun

2009-03-01

To investigate the past and current status of teaching communication skills in undergraduate medical education and to review how medical education is progressing. A selective search was conducted of the literature that was published from 1960 to Jun 2008 in the MEDLINE, EMBASE, ERIC, Psychlnfo, and KMbase databases using "communication." All articles in 13 medical journals (including Academic Medicine, Medical Education, Teaching and Learning in Medicine, Medical Teacher, and Korean Journal of Medical Education) were reviewed. Each article was categorized according to 5 subjects (curriculum, methods, assessment, student factors, and research type). A total of 306 studies met the inclusion criteria for this study. Curriculum was the most frequent subject (n=85), followed by assessment (n=71), student factors (n=48), and methods (n=23). According to this research, the current trends of teaching communication skills in medical school are characterized by curriculum development,' 'blended-methods,' 'multisource assessment,' 'student attitudes,' and 'comparative studies' of education. It is time to figure it out optimistic ways to design a formal course. Now, 4 current trends in teaching and learning are emerging in communication skills. Curriculum development is stabilizing a variety of teaching methods are being adopted; a method of multisource assessment is being identified and the need to consider student attitudesis being recognized. In the near future, objective, comprehensive, and sophisticated evaluation is going to be the top priority in teaching communication skills with a variety of research types.

Teaching-Focused Science Academics Supervising Research Students in Science Education: What's the Problem?

ERIC Educational Resources Information Center

Rowland, Susan

2012-01-01

Academics who specialise in improving the teaching of "hard" sciences like chemistry, biology, maths and physics are increasing in number and influence at Australian universities. Those in academia who have channelled their energies into teaching are delighted with this development. It means that many committed tertiary teachers can now look…

An Assessment of Teaching and Learning Practices: A Questionnaire Study for Dental Educators of Karnataka.

PubMed

Meenakshi, S; Raghunath, N; Shreeshyla, H S

2017-11-01

Faculty members of dental institutions are being asked to assume new academic duties for which they have received no formal training. To succeed in new teaching tasks, faculty development through assessment of teaching skills is essential. A Self-Assessment Questionnaire consisting 18 closed-ended questions was sent to various faculty members of dental colleges of Karnataka. A total of 210 faculty members volunteered to participate in the study. The response rate was 69.8%. Data gathered were statistically analyzed using SPSS software version 16, Chi-square test, and descriptive statistics. In the present study, 27.3% of participants were unaware of andragogy, 33.3% were unaware of teachers development programs, 44.6% do not obtain student feedback after teaching, 52.6% were unaware of peer review of teaching skills, and 50% were unaware of interprofessional education initiatives. By incorporating teaching and learning skills, dental faculty could acquire competencies and academic credentials to become valuable contributors to the institution. This study emphasizes the areas of improvement in dental school learning environment, based on activation of prior knowledge, elaboration of new learning, learning in context, transfer of learning, and organization of knowledge toward learning.

Encouraging Student Interest in Teaching Through a Medical Student Teaching Competition.

PubMed

DeSimone, Ariadne K; Haydek, John P; Sudduth, Christopher L; LaBarbera, Vincent; Desai, Yaanik; Reinertsen, Erik; Manning, Kimberly D

2017-08-01

Clinician educators have realized the value not only of assigning teaching roles to medical students but also of offering explicit training in how to teach effectively. Despite this interest in the development of medical students' teaching skills, formal teaching instruction and opportunities for practice are lacking. To encourage medical student interest in teaching, the authors developed and implemented a medical student teaching competition (MSTC) at Emory University School of Medicine during the summers of 2014, 2015, and 2016. Each year, eight student finalists were each paired with a physician "teaching coach" and given one month to prepare for the MSTC. During the competition, each finalist delivered an eight-minute presentation to a panel of seven physician and resident judges. The authors describe the development, implementation, and assessment of the MSTC. Approximately 150 medical students and faculty members attended the MSTC each year. The students in attendance felt that the MSTC made them more likely to seek out opportunities to learn how to teach effectively and to practice teaching. Additionally, some students are now more interested in learning about a career in academic medicine than they were before the MSTC. Given the need for more formal initiatives dedicated to improving the teaching skills of doctors-in-training, including medical students, innovative solutions such as the MSTC may enhance a medical school's existing curriculum and encourage student interest in teaching. The MSTC model may be generalizable to other medical schools.

Pre-Service Teachers' Opinions on Teaching Thinking Skills

ERIC Educational Resources Information Center

Akinoglu, Orhan; Karsantik, Yasemin

2016-01-01

The purpose of the present study is to determine pre-service teachers' opinions on teaching thinking skills. 134 senior pre-service pre-school, English and mathematics teachers studying at a state university in Istanbul participated in the study which is designed based on survey model. A questionnaire which was developed by the researchers was…

Gender Differences in the Relationship between Attention Problems and Expressive Language and Emerging Academic Skills in Preschool-Aged Children

ERIC Educational Resources Information Center

Zevenbergen, Andrea A.; Ryan, Meghan M.

2010-01-01

This study examined the relationship between attention problems and expressive language and academic readiness skills in preschool-aged children from middle-class families. Forty-three children (44% female) were assessed individually for expressive language skills and knowledge of basic academic concepts (e.g. colours, letters and numbers). The…

Primary School Teacher Perceived Self-Efficacy to Teach Fundamental Motor Skills

ERIC Educational Resources Information Center

Callea, Micarle B.; Spittle, Michael; O'Meara, James; Casey, Meghan

2008-01-01

Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A…

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

NASA Astrophysics Data System (ADS)

Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with