Fostering ICT and Inquiry Enhanced Instruction in Early Years Science Education: Creating a Model of Team Teaching

ERIC Educational Resources Information Center

Havu-Nuutinen, Sari

2017-01-01

This study aims to develop team teaching approach at elementary school science by piloting the created model of teachers' collaboration in three different stages. In the research the model of team teaching is seen as teachers' collaboration in which university teachers, elementary school teachers and teacher students are working towards…

[Effectiveness of Team-Based Learning (TBL) as a new teaching approach for pharmaceutical care education].

PubMed

Suno, Manabu; Yoshida, Toshiko; Koyama, Toshihiro; Zamami, Yoshito; Miyoshi, Tomoko; Mizushima, Takaaki; Tanimoto, Mitsune

2013-01-01

The concept of Team-Based Learning (TBL) was developed in the late 1970s by Larry Michaelsen, who wanted students to enjoy the benefits of small group learning within large classes in the business school environment. In contrast to problem-based learning (PBL), which is student centered, TBL is typically instructor centered. Recently, TBL is being used as a teaching method in over 60 health science professional schools in the US and other countries. In the present study, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated. Students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation. The same set of questions was then reattempted by the group readiness assessment test (GRAT) during TBL. Comparing the scores obtained in the GRAT and IRAT before the first TBL session, the scores from the GRAT were always higher than those of the IRAT, indicating that TBL has encouraged active learning. In addition, students were surveyed about their level of satisfaction with TBL and written comments about TBL were solicited. The results of the questionnaire showed that 87.3±9.3% of the students were satisfied. Moreover, no student commented that TBL was in any way inferior to the PBL. Implementation of a TBL approach was successfully integrated into the pharmaceutical care education course. In order to further improve the usefulness of TBL in teaching pharmaceutical care, a hybrid teaching approach that also comprises PBL and a lecture-based course is desirable.

Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?

ERIC Educational Resources Information Center

Baeten, Marlies; Simons, Mathea

2016-01-01

This study focuses on student teachers' team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching…

Team Teaching: Are Two Better than One?

ERIC Educational Resources Information Center

Bettencourt, M. L.; Weldon, A. A.

2011-01-01

The authors explored two assumptions about college teaching and learning: first, that faculty teach in isolation, as institutional culture values and rewards autonomy over collaboration; and second, that faculty collaboration improves instruction. They present findings from an experiment in team teaching in a university beginning Spanish course in…

Tools for Teaching Virtual Teams: A Comparative Resource Review

ERIC Educational Resources Information Center

Larson, Barbara; Leung, Opal; Mullane, Kenneth

2017-01-01

As the ubiquity of virtual work--and particularly virtual project teams--increases in the professional environment, management and other professional programs are increasingly teaching students skills related to virtual work. One of the most common forms of teaching virtual work skills is a virtual team project, in which students collaborate with…

Factors Affecting University Teaching Team Effectiveness in Detached Working Environments

ERIC Educational Resources Information Center

Bennett, Roger; Kane, Suzanne

2014-01-01

This paper presents the outcomes of a study of the factors that contribute to teaching team effectiveness in situations where team members rarely meet face to face. Academic faculty within a university Business School were asked to report the degrees to which they believed that the module teaching teams to which they belonged contained members who…

Team Teaching Will Work!

ERIC Educational Resources Information Center

Engman, Leila

Research has indicated that teachers are willing to be involved and are capable of being involved in instructional development. According to Kingham and Benham, team teaching has failed in the past due to three causes: a) no planning time, b) personality clashes, and c) inability to integrate the material. To solve these three problems, one can…

Co-Teaching and Team Teaching: Promising Practices for Special Education Teacher Induction. Induction Insights. Supporting Special Education Teachers - Teacher Educators [TEII-6

ERIC Educational Resources Information Center

National Center to Inform Policy and Practice in Special Education Professional Development, 2010

2010-01-01

Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. They also have the potential for supporting novice teacher socialization in the school setting. More knowledge is needed to realize the benefit of these approaches in the context of induction. This Brief…

Planning and Implementing Shared Teaching: An MBA Team-Teaching Case Study

ERIC Educational Resources Information Center

Helms, Marilyn M.; Alvis, John M.; Willis, Marilyn

2005-01-01

Team teaching is a popular trend in business education. In an attempt to integrate seemingly disparate functional disciplines, a number of business programs have combined courses. Regardless of the courses combined (marketing and finance, management and accounting, economics and strategy, or production and cost accounting), the teaching pedagogy…

TEAMS. Team Exercise for Action Management Skills: A Semester-Long Team-Management Simulation.

ERIC Educational Resources Information Center

Wagenheim, Gary

A team-oriented approach is replacing the traditional management style in today's organizations. Because team management skills differ, they require different teaching methods. This paper describes an administrator education course designed to develop team management skills from an applied and behavioral viewpoint. Students participate in…

Teaching Engineering Students Team Work

NASA Technical Reports Server (NTRS)

Levi, Daniel

1998-01-01

The purpose of this manual is to provide professor's in engineering classes which the background necessary to use student team projects effectively. This manual describes some of the characteristics of student teams and how to use them in class. It provides a set of class activities and films which can be used to introduce and support student teams. Finally, a set of teaching modules used in freshmen, sophomore, and senior aeronautical engineering classes are presented. This manual was developed as part of a NASA sponsored project to improve the undergraduate education of aeronautical engineers. The project has helped to purchase a set of team work films which can be checked out from Cal Poly's Learning Resources Center in the Kennedy Library. Research for this project has included literature reviews on team work and cooperative learning; interviews, observations, and surveys of Cal Poly students from Industrial and Manufacturing Engineering, Aeronautical Engineering and Psychology; participation in the Aeronautical Engineering senior design lab; and interviews with engineering faculty. In addition to this faculty manual, there is a student team work manual which has been designed to help engineering students work better in teams.

Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

ERIC Educational Resources Information Center

Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha

2010-01-01

We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all…

Team Teaching: Across the Disciplines, across the Academy. New Pedagogies and Practices for Teaching in Higher Education

ERIC Educational Resources Information Center

Plank, Kathryn M., Ed.

2011-01-01

For those considering adopting team teaching, or interested in reviewing their own practice, this book offers an over-view of this pedagogy, its challenges and rewards, and a rich range of examples in which teachers present and reflect upon their approaches. The interaction of two teachers--both the intellectual interaction involved in the design…

Team Teaching in Social Work: Sharing Power with Bachelor of Social Work Students

ERIC Educational Resources Information Center

Zapf, Michael Kim; Jerome, Les; Williams, Margaret

2011-01-01

Team teaching in social work education usually involves sequential lectures delivered by different instructors--relay or tag-team teaching. Truly collaborative or collegial team teaching involves a committed group of diverse instructors interacting together as equals in the classroom. Having more than one teacher in the classroom confounds…

Training of Trainers (ToT) Program in Team Teaching

NASA Astrophysics Data System (ADS)

Febrianti, Werry; Wiryanto, Leo Hari

2018-01-01

The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

Student Teachers' Team Teaching during Field Experiences: An Evaluation by Their Mentors

ERIC Educational Resources Information Center

Simons, Mathea; Baeten, Marlies

2016-01-01

Since collaboration within schools gains importance, teacher educators are looking for alternative models of field experience inspired by collaborative learning. Team teaching is such a model. This study explores two team teaching models (parallel and sequential teaching) by investigating the mentors' perspective. Semi-structured interviews were…

Interdisciplinary Team Teaching versus Departmentalization in Middle Schools.

ERIC Educational Resources Information Center

Alspaugh, John W.; Harting, Roger D.

1998-01-01

Studied the effects of interdisciplinary teaming versus departmentalization on student achievement in middle schools. Found no significant differences for reading, math, science, and social studies achievement. Results suggest that team teaching merits further investigation as a potential strategy for mediating the student achievement loss…

Bicultural Team Teaching: Experiences from an Emerging Business School.

ERIC Educational Resources Information Center

Napier, Nancy K.; Hang, Ngo Minh; Mai, Nyugen Thi Tuyet; Thang, Nyugen Van; Tuan, Vu Van

2002-01-01

A new graduate business course in Vietnam team taught by American and Vietnamese instructors illustrates issues in bicultural team teaching, including team formation, sharing workloads in and out of class, and evaluation/grading. The process made the class more relevant, exposed students to multiple perspectives, and helped participants appreciate…

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

NASA Astrophysics Data System (ADS)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

Development of Team Action Projects in Surgery (TAPS): a multilevel team-based approach to teaching quality improvement.

PubMed

Waits, Seth A; Reames, Bradley N; Krell, Robert W; Bryner, Benjamin; Shih, Terry; Obi, Andrea T; Henke, Peter K; Minter, Rebecca M; Englesbe, Michael J; Wong, Sandra L

2014-01-01

To meet the Accreditation Council for Graduate Medical Education core competency in Practice-Based Learning and Improvement, educational curricula need to address training in quality improvement (QI). We sought to establish a program to train residents in the principles of QI and to provide practical experiences in developing and implementing improvement projects. We present a novel approach for engaging students, residents, and faculty in QI efforts-Team Action Projects in Surgery (TAPS). Large academic medical center and health system. Multiple teams consisting of undergraduate students, medical students, surgery residents, and surgery faculty were assembled and QI projects developed. Using "managing to learn" Lean principles, these multilevel groups approached each project with robust data collection, development of an A3, and implementation of QI activities. A total of 5 resident led QI projects were developed during the TAPS pilot phase. These included a living kidney donor enhanced recovery protocol, consult improvement process, venous thromboembolism prophylaxis optimization, Clostridium difficile treatment standardization, and understanding variation in operative duration of laparoscopic cholecystectomy. Qualitative and quantitative assessment showed significant value for both the learner and stakeholders of QI related projects. Through the development of TAPS, we demonstrate a novel approach to addressing the increasing focus on QI within graduate medical education. Efforts to expand this multilevel team based approach would have value for teachers and learners alike. Copyright © 2014. Published by Elsevier Inc.

An innovative addition to team-based-learning pedagogy to enhance teaching and learning: Students' perceptions of team exams.

PubMed

Khansari, Parto S; Coyne, Leanne

The study investigates students' perceptions of the value of implementing a team exam to enhance learning prior to a summative assessment. Team exams are similar to midterm exams, except that answering questions is a team effort. Data was collected from second year pharmacy students at California Northstate University College of Pharmacy (CNUCOP) through a self-administered online survey. The survey questions included closed-ended questions to evaluate students' perception on preparedness for a summative assessment and to rank advantages and disadvantages of the team exams. Of the 40 students who completed the survey (38% response rate), 100% of participants agreed that having a team exam prior to a major exam made them feel more prepared for a major summative exam. Ninety-seven percent of students believed that the team exam helped them to identify gaps in their knowledge and 85% agreed that taking a team exam reinforced their knowledge by teaching other students. The survey results did not identify any major disadvantages to holding a team exam. Students perceived that taking a team exam prior to a midterm exam is an effective approach to review the course contents and identify areas of improvement. Copyright © 2017. Published by Elsevier Inc.

Inter-Institutional Collaboration and Team Teaching.

ERIC Educational Resources Information Center

Gatliff, Bee; Wendel, Frederick C.

1998-01-01

Inter-institutional collaboration and team teaching can enhance distance education. Of particular interest to those who are new to distance education or collaborative relationships, this article discusses several issues that should be considered in the planning process to avoid potential roadblocks and to maximize returns. (Author/AEF)

Are they ready? Organizational readiness for change among clinical teaching teams.

PubMed

Bank, Lindsay; Jippes, Mariëlle; Leppink, Jimmie; Scherpbier, Albert Jja; den Rooyen, Corry; van Luijk, Scheltus J; Scheele, Fedde

2017-01-01

Curriculum change and innovation are inevitable parts of progress in postgraduate medical education (PGME). Although implementing change is known to be challenging, change management principles are rarely looked at for support. Change experts contend that organizational readiness for change (ORC) is a critical precursor for the successful implementation of change initiatives. Therefore, this study explores whether assessing ORC in clinical teaching teams could help to understand how curriculum change takes place in PGME. Clinical teaching teams in hospitals in the Netherlands were requested to complete the Specialty Training's Organizational Readiness for curriculum Change, a questionnaire to measure ORC in clinical teaching teams. In addition, change-related behavior was measured by using the "behavioral support-for-change" measure. A two-way analysis of variance was performed for all response variables of interest. In total, 836 clinical teaching team members were included in this study: 288 (34.4%) trainees, 307 (36.7%) clinical staff members, and 241 (28.8%) program directors. Overall, items regarding whether the program director has the authority to lead scored higher compared with the other items. At the other end, the subscales "management support and leadership," "project resources," and "implementation plan" had the lowest scores in all groups. The study brought to light that program directors are clearly in the lead when it comes to the implementation of educational innovation. Clinical teaching teams tend to work together as a team, sharing responsibilities in the implementation process. However, the results also reinforce the need for change management support in change processes in PGME.

Team Teaching at Upper Arlington School.

ERIC Educational Resources Information Center

Jackson, Annette R.

1968-01-01

Team teaching has been used for 4 years in the 10th-grade English classes at Upper Arlington High School near Columbus, Ohio. Units are prepared, presented, and evaluated by teachers working together voluntarily. A 6-day American literature unit introducing Romanticism has been particularly successful. The contrasts between Neoclassicism and…

Collaborative Falls Prevention: Interprofessional Team Formation, Implementation, and Evaluation.

PubMed

Lasater, Kathie; Cotrell, Victoria; McKenzie, Glenise; Simonson, William; Morgove, Megan W; Long, Emily E; Eckstrom, Elizabeth

2016-12-01

As health care rapidly evolves to promote person-centered care, evidence-based practice, and team-structured environments, nurses must lead interprofessional (IP) teams to collaborate for optimal health of the populations and more cost-effective health care. Four professions-nursing, medicine, social work, and pharmacy-formed a teaching team to address fall prevention among older adults in Oregon using an IP approach. The teaching team developed training sessions that included interactive, evidence-based sessions, followed by individualized team coaching. This article describes how the IP teaching team came together to use a unique cross-training approach to teach each other. They then taught and coached IP teams from a variety of community practice settings to foster their integration of team-based falls-prevention strategies into practice. After coaching 25 teams for a year each, the authors present the lessons learned from the teaching team's formation and experiences, as well as feedback from practice team participants that can provide direction for other IP teams. J Contin Educ Nurs. 2016;47(12):545-550. Copyright 2016, SLACK Incorporated.

Are they ready? Organizational readiness for change among clinical teaching teams

PubMed Central

Bank, Lindsay; Jippes, Mariëlle; Leppink, Jimmie; Scherpbier, Albert JJA; den Rooyen, Corry; van Luijk, Scheltus J; Scheele, Fedde

2017-01-01

Introduction Curriculum change and innovation are inevitable parts of progress in postgraduate medical education (PGME). Although implementing change is known to be challenging, change management principles are rarely looked at for support. Change experts contend that organizational readiness for change (ORC) is a critical precursor for the successful implementation of change initiatives. Therefore, this study explores whether assessing ORC in clinical teaching teams could help to understand how curriculum change takes place in PGME. Methods Clinical teaching teams in hospitals in the Netherlands were requested to complete the Specialty Training’s Organizational Readiness for curriculum Change, a questionnaire to measure ORC in clinical teaching teams. In addition, change-related behavior was measured by using the “behavioral support-for-change” measure. A two-way analysis of variance was performed for all response variables of interest. Results In total, 836 clinical teaching team members were included in this study: 288 (34.4%) trainees, 307 (36.7%) clinical staff members, and 241 (28.8%) program directors. Overall, items regarding whether the program director has the authority to lead scored higher compared with the other items. At the other end, the subscales “management support and leadership,” “project resources,” and “implementation plan” had the lowest scores in all groups. Discussion The study brought to light that program directors are clearly in the lead when it comes to the implementation of educational innovation. Clinical teaching teams tend to work together as a team, sharing responsibilities in the implementation process. However, the results also reinforce the need for change management support in change processes in PGME. PMID:29276424

Development and validation of an instrument for measuring the quality of teamwork in teaching teams in postgraduate medical training (TeamQ).

PubMed

Slootweg, Irene A; Lombarts, Kiki M J M H; Boerebach, Benjamin C M; Heineman, Maas Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2014-01-01

Teamwork between clinical teachers is a challenge in postgraduate medical training. Although there are several instruments available for measuring teamwork in health care, none of them are appropriate for teaching teams. The aim of this study is to develop an instrument (TeamQ) for measuring teamwork, to investigate its psychometric properties and to explore how clinical teachers assess their teamwork. To select the items to be included in the TeamQ questionnaire, we conducted a content validation in 2011, using a Delphi procedure in which 40 experts were invited. Next, for pilot testing the preliminary tool, 1446 clinical teachers from 116 teaching teams were requested to complete the TeamQ questionnaire. For data analyses we used statistical strategies: principal component analysis, internal consistency reliability coefficient, and the number of evaluations needed to obtain reliable estimates. Lastly, the median TeamQ scores were calculated for teams to explore the levels of teamwork. In total, 31 experts participated in the Delphi study. In total, 114 teams participated in the TeamQ pilot. The median team response was 7 evaluations per team. The principal component analysis revealed 11 factors; 8 were included. The reliability coefficients of the TeamQ scales ranged from 0.75 to 0.93. The generalizability analysis revealed that 5 to 7 evaluations were needed to obtain internal reliability coefficients of 0.70. In terms of teamwork, the clinical teachers scored residents' empowerment as the highest TeamQ scale and feedback culture as the area that would most benefit from improvement. This study provides initial evidence of the validity of an instrument for measuring teamwork in teaching teams. The high response rates and the low number of evaluations needed for reliably measuring teamwork indicate that TeamQ is feasible for use by teaching teams. Future research could explore the effectiveness of feedback on teamwork in follow up measurements.

The Development of Blended-Learning Teaching Portfolio Course Using TBL Approach

ERIC Educational Resources Information Center

Pardamean, Bens; Prabowo, Harjanto; Muljo, Hery Harjono; Suparyanto, Teddy; Masli, Eryadi K.; Donovan, Jerome

2017-01-01

This article was written to develop a teaching portfolio that helps lecturers maximize the benefits of blended learning, a combination of in-person and online learning, through the use of Team-Based Learning (TBL) teaching and learning approach. Studies show that TBL can provide opportunities in developing teamwork capabilities and enhancing…

DESIGNS FOR TEAM TEACHING IN ENGLISH.

ERIC Educational Resources Information Center

ELKINS, WILLIAM R.; STEVENS, MARTIN

A TEAM-TEACHING EXPERIMENT IN HIGH SCHOOL ENGLISH AND OBSERVATIONS IN THE PROBLEMS ENCOUNTERED BY PLANNERS WERE PRESENTED. ALSO PROMOTION OF MORE EFFECTIVE ABILITY GROUPING AND THE IMPROVEMENT AND ECONOMIZING OF INSTRUCTION WERE EXPLORED. THE CLASSES IN THE STUDY WERE A JUNIOR AND A SENIOR ENGLISH CLASS. EACH HAD 80 STUDENTS, AND EACH WAS COMPOSED…

An Evaluation of Student Team Teaching in Sophomore Physics Classes. Final Report.

ERIC Educational Resources Information Center

Thrasher, Paul H.

In the present document the effectiveness of a student team teaching technique is evaluated in comparison with the lecture method. The team teaching technique, previously used for upper division and graduate physics courses, was, for this study, used in a sophomore physics, electricity and magnetism course for engineers, mathematicians, chemists,…

A mobile hospice nurse teaching team's experience: training care workers in spiritual and existential care for the dying - a qualitative study.

PubMed

Tornøe, Kirsten; Danbolt, Lars Johan; Kvigne, Kari; Sørlie, Venke

2015-09-18

Nursing home and home care nursing staff must increasingly deal with palliative care challenges, due to cost cutting in specialized health care. Research indicates that a significant number of dying patients long for adequate spiritual and existential care. Several studies show that this is often a source of anxiety for care workers. Teaching care workers to alleviate dying patients' spiritual and existential suffering is therefore important. The aim of this study is to illuminate a pioneering Norwegian mobile hospice nurse teaching team's experience with teaching and training care workers in spiritual and existential care for the dying in nursing homes and home care settings. The team of expert hospice nurses participated in a focus group interview. Data were analyzed using a phenomenological hermeneutical method. The mobile teaching team taught care workers to identify spiritual and existential suffering, initiate existential and spiritual conversations and convey consolation through active presencing and silence. The team members transferred their personal spiritual and existential care knowledge through situated "bedside teaching" and reflective dialogues. "The mobile teaching team perceived that the care workers benefitted from the situated teaching because they observed that care workers became more courageous in addressing dying patients' spiritual and existential suffering. Educational research supports these results. Studies show that efficient workplace teaching schemes allowexpert practitioners to teach staff to integrate several different knowledge forms and skills, applying a holisticknowledge approach. One of the features of workplace learning is that expert nurses are able to guide novices through the complexities of practice. Situated learning is therefore central for becoming proficient. Situated bedside teaching provided by expert mobile hospice nurses may be an efficient way to develop care workers' courage and competency to provide spiritual and

An Alternative Team Teaching Model for Content-Based Instruction.

ERIC Educational Resources Information Center

Stewart, Timothy; Sagliano, Michael; Sagliano, Julie

2000-01-01

Describes an alternative teaching model of content-based instruction, Collaborative Interdisciplinary Team Teaching (CITT), used in an English-medium Japanese liberal arts university, highlighting the main features of CITT by comparing it to other relevant models. The article describes how the model has been applied, then discusses perceived…

Teachers' Perception of Team Teaching Middle School Mathematics in Urban Schools

ERIC Educational Resources Information Center

Serrano, Vanessa

2012-01-01

The purpose of this study was to examine teachers' perceptions of team teaching middle school mathematics in urban schools. The research questions focused on student academic performance and the impact that team teaching may have from the perspective of teachers. The theories of Piaget, Vygotsky, and Bruner formed the theoretical foundation…

The Bear Den: An Elementary Teaching Team.

ERIC Educational Resources Information Center

McGoogan, Gail

2002-01-01

Describes how a vertical teaching team established a school-within-a-school for grades 1 to 4 at Narcoossee Community School in St. Cloud, Florida. Includes planning, space allocation, curriculum content, and across-grade coordination. Describes benefits to teachers and students. (PKP)

Team Teaching an Interdisciplinary First-Year Seminar on Magic, Religion, and the Origins of Science: A "Pieces-to-Picture" Approach

ERIC Educational Resources Information Center

Nungsari, Melati; Dedrick, Maia; Patel, Shaily

2017-01-01

Interdisciplinary teaching has been advocated as a means to foster cooperation between traditionally separate fields and broaden students' perspectives in the classroom. We explored the pedagogical difficulties of interdisciplinary team teaching through a first-year seminar in magic, religion, and the origins of science. Although many accounts in…

Teaching Writing in Sociology: A Social Constructionist Approach.

ERIC Educational Resources Information Center

Anderson, Leon; Holt, Mara

1990-01-01

Provides an overview of the "social constructionist" approach to teaching composition in sociology courses. Describes a course that is team taught by the authors and is based on the social constructionist paradigm. Stresses that sociological writing is a special type of discourse that can be taught most effectively by sociologists who…

Development and Validation of an Instrument for Measuring the Quality of Teamwork in Teaching Teams in Postgraduate Medical Training (TeamQ)

PubMed Central

Slootweg, Irene A.; Lombarts, Kiki M. J. M. H.; Boerebach, Benjamin C. M.; Heineman, Maas Jan; Scherpbier, Albert J. J. A.; van der Vleuten, Cees P. M.

2014-01-01

Background Teamwork between clinical teachers is a challenge in postgraduate medical training. Although there are several instruments available for measuring teamwork in health care, none of them are appropriate for teaching teams. The aim of this study is to develop an instrument (TeamQ) for measuring teamwork, to investigate its psychometric properties and to explore how clinical teachers assess their teamwork. Method To select the items to be included in the TeamQ questionnaire, we conducted a content validation in 2011, using a Delphi procedure in which 40 experts were invited. Next, for pilot testing the preliminary tool, 1446 clinical teachers from 116 teaching teams were requested to complete the TeamQ questionnaire. For data analyses we used statistical strategies: principal component analysis, internal consistency reliability coefficient, and the number of evaluations needed to obtain reliable estimates. Lastly, the median TeamQ scores were calculated for teams to explore the levels of teamwork. Results In total, 31 experts participated in the Delphi study. In total, 114 teams participated in the TeamQ pilot. The median team response was 7 evaluations per team. The principal component analysis revealed 11 factors; 8 were included. The reliability coefficients of the TeamQ scales ranged from 0.75 to 0.93. The generalizability analysis revealed that 5 to 7 evaluations were needed to obtain internal reliability coefficients of 0.70. In terms of teamwork, the clinical teachers scored residents' empowerment as the highest TeamQ scale and feedback culture as the area that would most benefit from improvement. Conclusions This study provides initial evidence of the validity of an instrument for measuring teamwork in teaching teams. The high response rates and the low number of evaluations needed for reliably measuring teamwork indicate that TeamQ is feasible for use by teaching teams. Future research could explore the effectiveness of feedback on teamwork in

Good Practices in Team Teaching in Japan, South Korea and Hong Kong

ERIC Educational Resources Information Center

Carless, David R.

2006-01-01

Team teaching between native English speaking teachers and local L2 English teachers has become an increasingly common phenomenon in schooling in the East Asia region. The relevant literature reports some positive impacts of team teaching and also highlights some of the challenges or conflicts which arise. The aim of this paper is to focus on…

Team Teaching: Old Chefs Come Up with New Recipe

ERIC Educational Resources Information Center

Grinols, Anne Bradstreet; Waller, Randall

2010-01-01

The call for papers on team teaching came to the authors at an almost perfect time because they are three quarters through their first rendition of their freshly minted team-taught course. Although they feel a little like chefs who are still tweaking the seasoning on their new gourmet creation when the servers come to fetch it, their information…

A Team of Equals: Teaching Writing in the Sciences

ERIC Educational Resources Information Center

Emerson, Lisa; MacKay, Bruce R.; MacKay, Marion B.; Funnell, Keith A.

2006-01-01

Writing across the curriculum (WAC) is a way of integrating the teaching of writing into specific academic disciplines. A problem faced in the WAC literature is how to develop a process that integrates the skills of multi-disciplinary teams. In this project, action research was used to develop a team comprising faculty from the applied sciences…

Learning from Team Teaching and Beyond: A Case Study on EFL Teachers' Professional Development

ERIC Educational Resources Information Center

Chen, Cheryl Wei-yu; Cheng, Yuh-show

2014-01-01

Framed in the sociocultural theory, this case study was designed to investigate teachers' professional growth as situated in team teaching and the larger teaching context. The participants were one pair of Taiwanese and foreign English teachers who were in their first year of practicing team teaching in an elementary school in Hsinchu City,…

Zooming in on the Partnership of a Successful Teaching Team: Examining Cooperation, Action and Recognition

ERIC Educational Resources Information Center

Henning Loeb, Ingrid

2016-01-01

This article investigates the cooperation of a teaching team in Swedish upper secondary education over a period of five years. The data collection builds on field studies and partly on a collaborative research approach. Three areas of cooperation have been identified: collaboration among the staff; interactions between the staff and the students;…

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

PubMed

Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

2014-02-01

Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

An Approach to Teaching Ethics Courses in Human Services and Counseling

ERIC Educational Resources Information Center

Corey, Gerald; Corey, Schneider Marianne; Callanan, Patrick

2005-01-01

This article presents multiple facets of a team approach to teaching and facilitating an ethics course for undergraduate human services students and a graduate ethics course for students majoring in counseling. Starting with general points, this article describes a specific, week-to-week approach to a 1-semester course, concluding with sample…

Knowledge and attitude toward interdisciplinary team working among obstetricians and gynecologists in teaching hospitals in South East Nigeria.

PubMed

Iyoke, Chukwuemeka Anthony; Lawani, Lucky Osaheni; Ugwu, George Onyemaechi; Ajah, Leonard Ogbonna; Ezugwu, Euzebus Chinonye; Onah, Paul; Onwuka, Chidinma Ifechi

2015-01-01

Interdisciplinary team working could facilitate the efficient provision and coordination of increasingly diverse health services, thereby improving the quality of patient care. The purpose of this study was to describe knowledge of interdisciplinary team working among obstetricians and gynecologists in two teaching hospitals in South East Nigeria and to determine their attitude toward an interdisciplinary collaborative approach to patient care in these institutions. This was a questionnaire-based cross-sectional study. Data analysis involved descriptive statistics and was carried out using Statistical Package for the Social Sciences software version 17.0 for Windows. In total, 116 doctors participated in the study. The mean age of the respondents was 31.9±7.0 (range 22-51) years. Approximately 74% of respondents were aware of the concept of interdisciplinary team working. Approximately 15% of respondents who were aware of the concept of interdisciplinary team working had very good knowledge of it; 52% had good knowledge and 33% had poor knowledge. Twenty-nine percent of knowledgeable respondents reported ever receiving formal teaching/training on interdisciplinary team working in the course of their professional development. About 78% of those aware of team working believed that interdisciplinary teams would be useful in obstetrics and gynecology practice in Nigeria, with 89% stating that it would be very useful. Approximately 77% of those aware of team working would support establishment and implementation of interdisciplinary teams at their centers. There was a high degree of knowledge of the concept and a positive attitude toward interdisciplinary team working among obstetricians and gynecologists in the study centers. This suggests that the attitude of physicians may not be an impediment to implementation of a collaborative interdisciplinary approach to clinical care in the study centers.

Knowledge and attitude toward interdisciplinary team working among obstetricians and gynecologists in teaching hospitals in South East Nigeria

PubMed Central

Iyoke, Chukwuemeka Anthony; Lawani, Lucky Osaheni; Ugwu, George Onyemaechi; Ajah, Leonard Ogbonna; Ezugwu, Euzebus Chinonye; Onah, Paul; Onwuka, Chidinma Ifechi

2015-01-01

Background Interdisciplinary team working could facilitate the efficient provision and coordination of increasingly diverse health services, thereby improving the quality of patient care. The purpose of this study was to describe knowledge of interdisciplinary team working among obstetricians and gynecologists in two teaching hospitals in South East Nigeria and to determine their attitude toward an interdisciplinary collaborative approach to patient care in these institutions. Methods This was a questionnaire-based cross-sectional study. Data analysis involved descriptive statistics and was carried out using Statistical Package for the Social Sciences software version 17.0 for Windows. Results In total, 116 doctors participated in the study. The mean age of the respondents was 31.9±7.0 (range 22–51) years. Approximately 74% of respondents were aware of the concept of interdisciplinary team working. Approximately 15% of respondents who were aware of the concept of interdisciplinary team working had very good knowledge of it; 52% had good knowledge and 33% had poor knowledge. Twenty-nine percent of knowledgeable respondents reported ever receiving formal teaching/training on interdisciplinary team working in the course of their professional development. About 78% of those aware of team working believed that interdisciplinary teams would be useful in obstetrics and gynecology practice in Nigeria, with 89% stating that it would be very useful. Approximately 77% of those aware of team working would support establishment and implementation of interdisciplinary teams at their centers. Conclusion There was a high degree of knowledge of the concept and a positive attitude toward interdisciplinary team working among obstetricians and gynecologists in the study centers. This suggests that the attitude of physicians may not be an impediment to implementation of a collaborative interdisciplinary approach to clinical care in the study centers. PMID:26064058

Team teaching fire prevention program: evaluation of an education technique

Treesearch

Frank L. Ryan; Frank H. Gladen; William S. Folkman

1978-01-01

The California Department of Forestry's Team Teaching Fire Prevention Program consists of small-group discussions, slides or films, and a visit by Smokey Bear to school classrooms. In a survey, teachers and principals who had experienced the program responded favorably to it. The conduct by team members also received approval. The limited criticisms of the Program...

How to Suceed in Team Teaching--By Really Trying. Occasional Paper No. 13.

ERIC Educational Resources Information Center

Nolan, Robert R.; Roper, Susan Stavert

This paper provides guidelines in three areas for organizing and working in teaching teams: (1) getting started; (2) making the most of team meetings; and (3) minimizing team problems. Getting started requires a number of key decisions: (1) on what basis should team members be selected? (2) what should be the size of the team? (3) what areas…

What Research Says to the Teacher. Team Teaching.

ERIC Educational Resources Information Center

Davis, Jean E.

Team teaching involves individualized instruction and flexibility in structural and instructional organization, as well as continuous evaluation of students and instructional procedures. By sharing responsibility for instruction, each teacher can function primarily in areas of strength and expertise. It thus becomes more possible to achieve the…

Developing Pupils' Performance in Team Invasion Games

ERIC Educational Resources Information Center

Gray, Shirley; Sproule, John

2011-01-01

Background: To develop pupils' team invasion games (TIG) performance within physical education (PE), practitioners have traditionally adopted teacher-centred, skill-focused approaches. Teaching Games for Understanding and the Tactical approach are alternative approaches to TIG teaching that aim to develop overall game performance, including…

Co-Teaching and Team Teaching: Promising Opportunities for Supporting Novice Special Education Teachers within the School Culture. Induction Insights. Supporting Special Education Teachers-Administrators [AII-10

ERIC Educational Resources Information Center

National Center to Inform Policy and Practice in Special Education Professional Development, 2010

2010-01-01

A collaborative school context can support novice special education teachers. Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. Co-teaching and team teaching--the focus of this Brief--also have the potential for supporting novice teacher socialization in…

The Effects of Incorporating Web-assisted Learning with Team Teaching in Seventh-grade Science Classes

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong

2006-05-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self-reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

Improving supervision: a team approach.

PubMed

1993-01-01

This issue of "The Family Planning Manager" outlines an interactive team supervision strategy as a means of improving family planning service quality and enabling staff to perform to their maximum potential. Such an approach to supervision requires a shift from a monitoring to a facilitative role. Because supervisory visits to the field are infrequent, the regional supervisor, clinic manager, and staff should form a team to share ongoing supervisory responsibilities. The team approach removes individual blame and builds consensus. An effective team is characterized by shared leadership roles, concrete work problems, mutual accountability, an emphasis on achieving team objectives, and problem resolution within the group. The team supervision process includes the following steps: prepare a visit plan and schedule; meet with the clinic manager and staff to explain how the visit will be conducted; supervise key activity areas (clinical, management, and personnel); conduct a problem-solving team meeting; conduct a debriefing meeting with the clinic manager; and prepare a report on the visit, including recommendations and follow-up plans. In Guatemala's Family Planning Unit, teams identify problem areas on the basis of agreement that a problem exists, belief that the problem can be solved with available resources, and individual willingness to accept responsibility for the specific actions identified to correct the problem.

The Effects of Incorporating Web-Assisted Learning with Team Teaching in Seventh-Grade Science Classes

ERIC Educational Resources Information Center

Jang, Syh-Jong

2006-01-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about…

Problematizing Collaboration: A Critical Review of the Empirical Literature on Teaching Teams

ERIC Educational Resources Information Center

Duke, Thomas Scott

2004-01-01

Twenty-six empirical studies of collaboration among teaching teams comprised of general and special educators were reviewed to determine the impact of ethnocultural diversity, gender diversity, sexual orientation diversity, and disability status diversity on collaborative teaming. Only 1 (4%) of the 26 studies acknowledged that ethnocultural and…

Teaching communication and supporting autonomy with a team-based operative simulator.

PubMed

Cook, Mackenzie R; Deal, Shanley B; Scott, Jessica M; Moren, Alexis M; Kiraly, Laszlo N

2016-09-01

Changing residency structure emphasizes the need for formal instruction on team leadership and intraoperative teaching skills. A high fidelity, multi-learner surgical simulation may offer opportunities for senior learners (SLs) to learn these skills while teaching technical skills to junior learners (JLs). We designed and optimized a low-cost inguinal hernia model that paired JLs and SLs as an operative team. This was tested in 3 pilot simulations. Participants' feedback was analyzed using qualitative methods. JL feedback to SLs included the themes "guiding and instructing" and "allowing autonomy." Senior Learner feedback to JLs focused on "mechanics," "knowledge," and "perspective/flow." Both groups focused on "communication" and "professionalism." A multi-learner simulation can successfully meet the technical learning needs of JLs and the teaching and communication learning needs of SLs. This model of resident-driven simulation may illustrate future opportunities for operative simulation. Copyright © 2016 Elsevier Inc. All rights reserved.

Cooperative Learning and Dyadic Interactions: Two Modes of Knowledge Construction in Socio-Constructivist Settings for Team-Sport Teaching

ERIC Educational Resources Information Center

Darnis, Florence; Lafont, Lucile

2015-01-01

Background: Within a socio-constructivist perspective, this study is situated at the crossroads of three theoretical approaches. First, it is based upon team sport and the tactical act model in games teaching. Second, it took place in dyadic or small group learning conditions with verbal interaction. Furthermore, these interventions were based on…

Teaching nurses teamwork: Integrative review of competency-based team training in nursing education.

PubMed

Barton, Glenn; Bruce, Anne; Schreiber, Rita

2017-12-20

Widespread demands for high reliability healthcare teamwork have given rise to many educational initiatives aimed at building team competence. Most effort has focused on interprofessional team training however; Registered Nursing teams comprise the largest human resource delivering direct patient care in hospitals. Nurses also influence many other health team outcomes, yet little is known about the team training curricula they receive, and furthermore what specific factors help translate teamwork competency to nursing practice. The aim of this review is to critically analyse empirical published work reporting on teamwork education interventions in nursing, and identify key educational considerations enabling teamwork competency in this group. CINAHL, Web of Science, Academic Search Complete, and ERIC databases were searched and detailed inclusion-exclusion criteria applied. Studies (n = 19) were selected and evaluated using established qualitative-quantitative appraisal tools and a systematic constant comparative approach. Nursing teamwork knowledge is rooted in High Reliability Teams theory and Crew or Crisis Resource Management sources. Constructivist pedagogy is used to teach, practice, and refine teamwork competency. Nursing teamwork assessment is complex; involving integrated yet individualized determinations of knowledge, skills, and attitudes. Future initiatives need consider frontline leadership, supportive followership and skilled communication emphasis. Collective stakeholder support is required to translate teamwork competency into nursing practice. Copyright © 2017 Elsevier Ltd. All rights reserved.

Effects of Feedback Intervention on Team-Teaching in English Language Classrooms in Nigeria

ERIC Educational Resources Information Center

Anani, Oluwabunmi Ahoefa; Badaki, Jude Valentine; Kamai, Richard

2016-01-01

The typical Nigerian English language classroom has a large class size and lacks qualified language teachers. These factors reflect in the quality and quantity of teaching in the English as a Second Language classroom. Team teaching or co-teaching is an intervention strategy which language teachers can use to address these issues. Not only does…

The Effect of Using Team Teaching on Jordanian EFL Eleventh Grade Students' Reading Comprehension and Their Attitudes towards This Strategy

ERIC Educational Resources Information Center

Migdadi, Ali Ibrahim Mohammad; Baniabdelrahman, Abdallah

2016-01-01

This study aimed to investigate the effectiveness of using team-teaching strategy on EFL students' reading comprehension. It also aimed to find out whether Team-Teaching strategy can improve EFL students' English language reading comprehension and to investigate the students' attitudes towards the use of team teaching. The study used the…

Teaching Research to MSW Students: Effectiveness of the Team-Based Learning Pedagogy

ERIC Educational Resources Information Center

Macke, Caroline; Tapp, Karen

2012-01-01

Social work students often have been labeled as research-reluctant. Consequently, it is important to identify effective teaching strategies. One innovative strategy is team-based learning. The effectiveness of team-based learning has not yet been evaluated with a social work research class. As a result, the current study compared the effectiveness…

(Re)Positioning Team Teaching: The Visibility and Viability of Learning in Classrooms

ERIC Educational Resources Information Center

Ó Murchú, Finn; Conway, Paul

2017-01-01

Team teaching, where two teachers teach in the same classroom at the same time, while not a new concept, is increasingly being positioned and repositioned in research and policy literatures as central in advancing a range of valued educational goals. These goals include supporting inclusive learning for all students as well as supporting…

CAPER Team Innovations in Teaching and Learning in ASTRO 101

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Prather, E. E.; Bailey, J. M.; Bardar, E.; Brissenden, G.; Dokter, E. F.; Hudgins, D.; Keller, J.

2006-12-01

The Conceptual Astronomy and Physics Education Research (CAPER) Team, based at the University of Arizona but drawing on the collective expertise of astronomy educators around the world, is conducting scholarly research and developing instructional strategies in an effort to support high-quality astronomy teaching. One avenue of research is focused on creating and validating conceptual inventories that instructors can use to measure the effectiveness of their instructional interventions. We have recently completed new inventories in the topic areas of (1) light and spectra; (2) stars and stellar formation; and (3) planetary atmospheres and the greenhouse effect. In addition, we are using results from research on students’ naive beliefs and reasoning difficulties to development instructional strategies that promote a learner centered classroom. Our research into the effectiveness of two such curriculum projects (Lecture-Tutorials for Introductory Astronomy and Ranking Tasks for Introductory Astronomy) show that these curriculum result in statistically significant gains in student understanding across a broad range of topics, much greater than lecture alone. A third avenue of research centers on improving how ASTRO 101 is taught on a national level. Informed by our continual evaluation and fine tuning of different forms of collaborative group learning and peer instruction teaching strategies, we have developed a multi-day series of workshops that are designed to help faculty better implement innovative teaching strategies that promote a learner-centered teaching environment in the ASTO 101 large lecture course. The workshops are being assessed and iteratively improved through formative evaluation approaches aimed at determining to what extent they have a positive impact on classroom practice.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction.

PubMed

Jafari, Zahra

2014-01-01

Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. RESULTS revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning.

A comparison of conventional lecture and team-based learning methods in terms of student learning and teaching satisfaction

PubMed Central

Jafari, Zahra

2014-01-01

Background: Team-based learning (TBL) is a structured type of cooperative learning that has growing application in medical education. This study compares levels of student learning and teaching satisfaction for a neurology course between conventional lecture and team-based learning. Methods: The study incorporated 70 students aged 19 to 22 years at the school of rehabilitation. One half of the 16 sessions of the neurology course was taught by lectures and the second half with team-based learning. Teaching satisfaction for the teaching methods was determined on a scale with 5 options in response to 20 questions. Results: Significant difference was found between lecture-based and team-based learning in final scores (p<0.001). Content validity index of the scale of student satisfaction was 94%, and external and internal consistencies of the scale were 0.954 and 0.921 orderly (p<0.001). The degree of satisfaction from TBL compared to the lecture method was 81.3%. Conclusion: Results revealed more success and student satisfaction from team-based learning compared to conventional lectures in teaching neurology to undergraduate students. It seems that application of new teaching methods such as team-based learning could be effectively introduced to improve levels of education and student learning PMID:25250250

Navigating the Role of Graduate Student on the Teaching Team: Life in the Incubator

ERIC Educational Resources Information Center

Richmond, Laurel P.; Anderson, Mallory A.; Tucker, Teresa W.; Powell, Gwynn M.

2013-01-01

Pride, fear, and stress exist on the roller coaster that is the work-life of a graduate student functioning in the role of team member in a mixed-level, collaborative teaching team. These emotions are not uncommon to faculty/graduate student work relationships, but given the power differential, the interdependent team dynamic adds an incubator…

Human Simulators and Standardized Patients to Teach Difficult Conversations to Interprofessional Health Care Teams

PubMed Central

Zimmerman, Christine; Kennedy, Christopher; Schremmer, Robert; Smith, Katharine V.

2010-01-01

Objective To design and implement a demonstration project to teach interprofessional teams how to recognize and engage in difficult conversations with patients. Design Interdisciplinary teams consisting of pharmacy students and residents, student nurses, and medical residents responded to preliminary questions regarding difficult conversations, listened to a brief discussion on difficult conversations; formed ad hoc teams and interacted with a standardized patient (mother) and a human simulator (child), discussing the infant's health issues, intimate partner violence, and suicidal thinking; and underwent debriefing. Assessment Participants evaluated the learning methods positively and a majority demonstrated knowledge gains. The project team also learned lessons that will help better design future programs, including an emphasis on simulations over lecture and the importance of debriefing on student learning. Drawbacks included the major time commitment for design and implementation, sustainability, and the lack of resources to replicate the program for all students. Conclusion Simulation is an effective technique to teach interprofessional teams how to engage in difficult conversations with patients. PMID:21088725

Exploring Academics' Approaches to Managing Team Assessment

ERIC Educational Resources Information Center

Augar, Naomi; Woodley, Carolyn J.; Whitefield, Despina; Winchester, Maxwell

2016-01-01

Purpose: The purpose of this paper is to develop an understanding of academics' approaches to managing team assessment at an Australian University with a view to informing policy development and assessment design. Design/methodology/approach: The research was conducted using a single exploratory case study approach focussing on the team assessment…

Using Team-based Learning to Teach a Hybrid Pharmacokinetics Course Online and in Class.

PubMed

Franklin, Ann Snyder; Markowsky, Susan; De Leo, Justin; Normann, Sven; Black, Erik

2016-12-25

Objective. To compare the effectiveness of face-to-face and online team-based learning (TBL) to teach phenytoin pharmacokinetics. Design. A TBL format was used to teach an online cohort of 222 pharmacy students and two face-to-face cohorts (Tampa and Las Vegas) of pharmacy students. Students in all cohorts completed individual and team readiness tests (iRATs and tRATs), and a self-assessment survey to determine teamwork and content understanding. Knowledge retention questions also were added to the final examination. Assessment. Mean scores on iRATs were: 54% for the Tampa group; 72% for the Las Vegas group; and 58% for the online. Mean tRAT scores were 78.5% for the Tampa cohort and 82.2% for the Las Vegas cohort, compared to 89.5% for the online cohort. The mean tRAT scores for the online cohorts were significantly higher than those of the face-to-face cohorts. Data from the teamwork survey provided evidence of positive interactions among teams for all cohorts. Conclusion. Team-based learning can be an effective method for teaching applied pharmacokinetics in both face-to-face and online classes.

Helping Second Language Literature Learners Overcome E-Learning Difficulties: LET-NET Team Teaching with Online Peer Interaction

ERIC Educational Resources Information Center

Wu, Pin-Hsiang Natalie; Marek, Michael W.

2013-01-01

This study presents and discusses results from an EFL second language literature program in which the instructional design included a team teaching scheme, blended learning practice, and computer-mediated peer-interaction. The team teaching plan used a Mandarin speaking English teacher and a Native English-speaking teacher collaborating and…

The Team Approach to Pain Relief

MedlinePlus

... Navigation Bar Home Current Issue Past Issues The Team Approach to Pain Relief Past Issues / Fall 2007 ... Roberts is seen here with some of the team members, (left to right) Dr. Berger, Jacques Bolle, ...

Teaching neurology to medical students with a simplified version of team-based learning.

PubMed

Brich, Jochen; Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel

2017-08-08

To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

[Application and case analysis on the problem-based teaching of Jingluo Shuxue Xue (Science of Meridian and Acupoint) in reference to the team oriented learning method].

PubMed

Ma, Ruijie; Lin, Xianming

2015-12-01

The problem based teaching (PBT) has been the main approach to the training in the universities o the world. Combined with the team oriented learning method, PBT will become the method available to the education in medical universities. In the paper, based on the common questions in teaching Jingluo Shuxue Xue (Science of Meridian and Acupoint), the concepts and characters of PBT and the team oriented learning method were analyzed. The implementation steps of PBT were set up in reference to the team oriented learning method. By quoting the original text in Beiji Qianjin Yaofang (Essential recipes for emergent use worth a thousand gold), the case analysis on "the thirteen devil points" was established with PBT.

Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

ERIC Educational Resources Information Center

Kean, Ang Chooi; Kwe, Ngu Moi

2014-01-01

This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

A team approach to an undergraduate interprofessional communication course.

PubMed

Doucet, Shelley; Buchanan, Judy; Cole, Tricia; McCoy, Carolyn

2013-05-01

Interprofessional communication is a team-taught upper-level undergraduate course for Nursing and Health Sciences students. In addition to teaching fundamental communication skills, this course weaves interprofessional competencies into weekly learning activities and assignments. The utilization of the principles and practices of team-based learning in the classroom enhances the attainment and practice of communication and interprofessional collaboration skills. Lessons learned from conducting informal course evaluations and delivering the course multiple times are presented.

Student Pedagogical Teams: Students as Course Consultants Engaged in Process of Teaching and Learning

ERIC Educational Resources Information Center

Hayward, Lorna; Ventura, Susan; Schuldt, Hilary; Donlan, Pamela

2018-01-01

Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this…

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

Maximising resource allocation in the teaching laboratory: understanding student evaluations of teaching assistants in a team-based teaching format

NASA Astrophysics Data System (ADS)

Nikolic, Sasha; Suesse, Thomas F.; McCarthy, Timothy J.; Goldfinch, Thomas L.

2017-11-01

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation.

A team-based approach to autopsy education: integrating anatomic and clinical pathology at the rotation level.

PubMed

Hébert, Tiffany Michele; Maleki, Sara; Vasovic, Ljiljana V; Arnold, Jeffrey L; Steinberg, Jacob J; Prystowsky, Michael B

2014-03-01

Pathology residency training programs should aim to teach residents to think beyond the compartmentalized data of specific rotations and synthesize data in order to understand the whole clinical picture when interacting with clinicians. To test a collaborative autopsy procedure at Montefiore Medical Center (Bronx, New York), linking residents and attending physicians from anatomic and clinical pathology in the autopsy process from the initial chart review to the final report. Residents consult with clinical pathology colleagues regarding key clinical laboratory findings during the autopsy. This new procedure serves multiple functions: creating a team-based, mutually beneficial educational experience; actively teaching consultative skills; and facilitating more in-depth analysis of the clinical laboratory findings in autopsies. An initial trial of the team-based autopsy system was done from November 2010 to December 2012. Residents were then surveyed via questionnaire to evaluate the frequency and perceived usefulness of clinical pathology autopsy consultations. Senior residents were the most frequent users of clinical pathology autopsy consultation. The most frequently consulted services were microbiology and chemistry. Eighty-nine percent of the residents found the clinical pathology consultation to be useful in arriving at a final diagnosis and clinicopathologic correlation. The team-based autopsy is a novel approach to integration of anatomic and clinical pathology curricula at the rotation level. Residents using this approach develop a more holistic approach to pathology, better preparing them for meaningful consultative interaction with clinicians. This paradigm shift in training positions us to better serve in our increasing role as arbiters of outcomes measures in accountable care organizations.

Team-Teaching a Current Events-Based Biology Course for Nonmajors

ERIC Educational Resources Information Center

Bondos, Sarah E.; Phillips, Dereth

2008-01-01

Rice University has created a team-taught interactive biology course for nonmajors with a focus on cutting edge biology in the news--advances in biotechnology, medicine, and science policy, along with the biological principles and methodology upon which these advances are based. The challenges inherent to teaching current topics were minimized by…

Approaches to Teaching.

ERIC Educational Resources Information Center

Fenstermacher, Gary D.; Soltis, Jonas F.

This book is designed to help teachers critically assess major ideas about what teaching is and should be. Using both classical and contemporary perspectives, three basic approaches to teaching are offered, and the strengths and weaknesses of each are explored. The "executive approach" views the teacher as an executor, using the best learning…

Team Teaching Styles Utilized in Japan: Do They Really Work?

ERIC Educational Resources Information Center

Carley, Harry F., III

2013-01-01

This paper continues the debate over TT (team-teaching) benefits and detriments. TT has been utilized extensively in Japan in English Language instructional courses at the elementary and junior high school levels over the past 20 years. Although at times satirical, the author in all seriousness discusses TT and; its advantages and disadvantages in…

Evaluation of Team-Based Learning and Traditional Instruction in Teaching Removable Partial Denture Concepts.

PubMed

Echeto, Luisa F; Sposetti, Venita; Childs, Gail; Aguilar, Maria L; Behar-Horenstein, Linda S; Rueda, Luis; Nimmo, Arthur

2015-09-01

The aim of this study was to evaluate the effectiveness of team-based learning (TBL) methodology on dental students' retention of knowledge regarding removable partial denture (RPD) treatment. The process of learning RPD treatment requires that students first acquire foundational knowledge and then use critical thinking skills to apply that knowledge to a variety of clinical situations. The traditional approach to teaching, characterized by a reliance on lectures, is not the most effective method for learning clinical applications. To address the limitations of that approach, the teaching methodology of the RPD preclinical course at the University of Florida was changed to TBL, which has been shown to motivate student learning and improve clinical performance. A written examination was constructed to compare the impact of TBL with that of traditional teaching regarding students' retention of knowledge and their ability to evaluate, diagnose, and treatment plan a partially edentulous patient with an RPD prosthesis. Students taught using traditional and TBL methods took the same examination. The response rate (those who completed the examination) for the class of 2013 (traditional method) was 94% (79 students of 84); for the class of 2014 (TBL method), it was 95% (78 students of 82). The results showed that students who learned RPD with TBL scored higher on the examination than those who learned RPD with traditional methods. Compared to the students taught with the traditional method, the TBL students' proportion of passing grades was statistically significantly higher (p=0.002), and 23.7% more TBL students passed the examination. The mean score for the TBL class (0.758) compared to the conventional class (0.700) was statistically significant with a large effect size, also demonstrating the practical significance of the findings. The results of the study suggest that TBL methodology is a promising approach to teaching RPD with successful outcomes.

Voices from Team-Teaching Classrooms: A Case Study in Junior High Schools in Japan

ERIC Educational Resources Information Center

Fujimoto-Adamson, Naoki

2010-01-01

Team-teaching between a Japanese teacher of language (JTL) and a native-English speaker assistant language teacher (ALT) has been widely implemented in English-language classrooms in Japanese schools for more than 20 years under the Japan Exchange Teaching Program (JET) launched in 1987. This study focuses on the classroom roles and…

The Background, Philosophy and Purposes of Team Teaching. Module I.

ERIC Educational Resources Information Center

York, L. Jean

This is the first of seven modules designed to help teachers gain the knowledge and skills needed for successful team teaching. The user may choose one, several or all of the modules, in any sequence, with module 1 recommended as a prerequisite to all the others, and module 5 as a prerequisite to module 6. The pattern of each module is: 1) study…

A Multidisciplinary Team-Teaching Approach to Sustainable Business Education

ERIC Educational Resources Information Center

Izberk-Bilgin, Elif; Klein, Barbara D.; Chandra, Charu; Lee, Hei-Wai; Susko, David; Lee, Moses; Zikanov, Oleg

2012-01-01

Sustainability has been identified as one of the most pressing challenges for business and society. However, research shows that sustainability topics are still not given sufficient attention in higher education, particularly in the undergraduate business curriculum. This paper offers a template for an interdisciplinary, team-taught undergraduate…

Case Study Effectiveness in a Team-Teaching and General-Education Environment

ERIC Educational Resources Information Center

Olorunnisola, Anthony A.; Ramasubramanian, Srividya; Russill, Chris; Dumas, Josephine

2003-01-01

This paper examines the effectiveness of the case study method in a team-teaching environment designed to augment a large capstone communications course that satisfies general education requirements. Results from a survey revealed that the use of case study enhanced the otherwise missing connection between the large lecture and the recitation…

Gathering, strategizing, motivating and celebrating: the team huddle in a teaching general practice.

PubMed

Walsh, Allyn; Moore, Ainsley; Everson, Jennifer; DeCaire, Katharine

2018-03-01

To understand how implementing a daily team huddle affected the function of a complex interprofessional team including learners. A qualitative descriptive study using semi-structured interviews in focus groups. An academic general practice teaching practice. All members of one interprofessional team, including nurses, general practitioners, junior doctors, and support staff. Focus group interviews using semi-structured guidance were transcribed and the results analysed using qualitative content analysis. Four interrelated themes were identified: communication and knowledge sharing; efficiency of care; relationship and team building; and shared responsibility for team function. The implementation of the daily team huddle was seen by participants to enhance the collaboration within the team and to contribute to work life enjoyment. Participants perceived that problems were anticipated and solved quickly. Clinical updates and information about patients benefited the team including learners. Junior doctors quickly understood the scope of practice of other team members, but some felt reluctant to offer clinical opinions. The implementation of a daily team huddle was viewed as worthwhile by this large interprofessional general practice team. The delivery of patient care was more efficient, knowledge was readily distributed, and problem solving was shared across the team, including junior doctors.

A multidisciplinary approach to team nursing within a low secure service: the team leader role.

PubMed

Nagi, Claire; Davies, Jason; Williams, Marie; Roberts, Catherine; Lewis, Roger

2012-01-01

This article critically examines the clinical utility of redesigning a nursing practice model within the Intensive Support and Intervention Service, a new low secure mental health facility in the United Kingdom. Specifically, the "team nursing" approach to care delivery has been adapted to consist of multidisciplinary team leaders as opposed to nursing team leaders. The authors describe the role, properties, and functions of the multidisciplinary team leader approach. The authors provide examples of the benefits and challenges posed to date and the ways in which potential barriers have been overcome. Nursing care leadership can be provided by multidisciplinary staff. An adapted model of team nursing can be implemented in a low secure setting. © 2011 Wiley Periodicals, Inc.

A Mindful Approach to Teaching Emotional Intelligence to Undergraduate Students Online and in Person

ERIC Educational Resources Information Center

Cotler, Jami L.; DiTursi, Dan; Goldstein, Ira; Yates, Jeff; DelBelso, Deb

2017-01-01

In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported…

Team Teaching as a Facilitator of the Nongraded School. Module V.

ERIC Educational Resources Information Center

York, L. Jean

The fifth of seven modules on team teaching, this document deals with its use in a nongraded school organization. The major objectives are to develop an awareness of the differentiating characteristics of graded and nongraded school organization, the opportunities provided to individual children by a nongraded program, the way in which a nongraded…

Pan-Britain, mixed-methods study of multidisciplinary teams teaching parents to manage children's long-term kidney conditions at home: Study protocol

PubMed Central

2012-01-01

Background Care of children and young people (children) with long-term kidney conditions is usually managed by multidisciplinary teams. Published guidance recommends that whenever possible children with long-term conditions remain at home, meaning parents may be responsible for performing the majority of clinical care-giving. Multidisciplinary team members, therefore, spend considerable time promoting parents' learning about care-delivery and monitoring care-giving. However, this parent-educative aspect of clinicians' role is rarely articulated in the literature so little evidence exists to inform professionals' parent-teaching interventions. Methods/Design This ongoing study addresses this issue using a combination of quantitative and qualitative methods involving the twelve children's kidney units in England, Scotland and Wales. Phase I involves a survey of multidisciplinary team members' parent-teaching interventions using: i) A telephone-administered questionnaire to determine: the numbers of professionals from different disciplines in each team, the information/skills individual professionals relay to parents and the teaching strategies/interventions they use. Data will be managed using SPSS to produce descriptive statistics ii) Digitally-recorded, qualitative group or individual interviews with multidisciplinary team members to explore their accounts of the parent-teaching component of their role. Interviews will be transcribed anonymously and analysed using Framework Technique. Sampling criteria will be derived from analysis to identify one/two unit(s) for subsequent in-depth study Phase II involves six prospective, ethnographic case-studies of professional-parent interactions during parent-teaching encounters. Parents of six children with a long-term kidney condition will be purposively sampled according to their child's age, diagnosis, ethnicity and the clinical care-giving required; snowball sampling will identify the professionals involved in each case

Pan-Britain, mixed-methods study of multidisciplinary teams teaching parents to manage children's long-term kidney conditions at home: study protocol.

PubMed

Swallow, Veronica M; Allen, Davina; Williams, Julian; Smith, Trish; Crosier, Jean; Lambert, Heather; Qizalbash, Leila; Wirz, Lucy; Webb, Nicholas J A

2012-02-14

Care of children and young people (children) with long-term kidney conditions is usually managed by multidisciplinary teams. Published guidance recommends that whenever possible children with long-term conditions remain at home, meaning parents may be responsible for performing the majority of clinical care-giving. Multidisciplinary team members, therefore, spend considerable time promoting parents' learning about care-delivery and monitoring care-giving. However, this parent-educative aspect of clinicians' role is rarely articulated in the literature so little evidence exists to inform professionals' parent-teaching interventions. This ongoing study addresses this issue using a combination of quantitative and qualitative methods involving the twelve children's kidney units in England, Scotland and Wales. Phase I involves a survey of multidisciplinary team members' parent-teaching interventions using:i) A telephone-administered questionnaire to determine: the numbers of professionals from different disciplines in each team, the information/skills individual professionals relay to parents and the teaching strategies/interventions they use. Data will be managed using SPSS to produce descriptive statisticsii) Digitally-recorded, qualitative group or individual interviews with multidisciplinary team members to explore their accounts of the parent-teaching component of their role. Interviews will be transcribed anonymously and analysed using Framework Technique. Sampling criteria will be derived from analysis to identify one/two unit(s) for subsequent in-depth studyPhase II involves six prospective, ethnographic case-studies of professional-parent interactions during parent-teaching encounters. Parents of six children with a long-term kidney condition will be purposively sampled according to their child's age, diagnosis, ethnicity and the clinical care-giving required; snowball sampling will identify the professionals involved in each case-study. Participants will

The Relationship between Student-Centred Lectures, Emotional Intelligence, and Study Teams: A Social Telemetry Study with Mobile Telephony

ERIC Educational Resources Information Center

Senior, Carl; Howard, Christopher; Reddy, Peter; Clark, Robin; Lim, Ming

2012-01-01

A student-centred approach to teaching has been conceptualized as a key driver in higher education to facilitate understanding of concepts and improve attainment. The occurrence of student study team behaviours is diagnostic of this approach to teaching. However, the extent to which team behaviours are performed outside the parameters of formal…

Groups Meet . . . Teams Improve: Building Teams That Learn

ERIC Educational Resources Information Center

Hillier, Janet; Dunn-Jensen, Linda M.

2013-01-01

Although most business students participate in team-based projects during undergraduate or graduate course work, the team experience does not always teach team skills or capture the team members' potential: Students complete the task at hand but the explicit process of becoming a team is often not learned. Drawing from organizational learning…

A Team of Instructors' Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC

ERIC Educational Resources Information Center

Watson, Sunnie Lee; Watson, William R.; Janakiraman, Shamila; Richardson, Jennifer

2017-01-01

This case study examined a team of instructors' use of social presence, teaching presence, and attitudinal dissonance in a Massive Online Open Course (MOOC) on Animal Behaviour and Welfare (ABW), designed to facilitate attitudinal learning. The study reviewed a team of six instructors' use of social presence and teaching presence by applying the…

Teaching Leadership: Innovative Approaches for the 21st Century. Leadership Horizons Series.

ERIC Educational Resources Information Center

Pillai, Rajnandini, Ed.; Stites-Doe, Susan, Ed.

This book provides a collection of strategies for teaching leadership. It includes the creative use of films, classics, and fiction in teaching leadership; teaching leadership to specific audiences; team teaching and collaboration; and assessing outcomes. Following are the chapter titles and authors: "Blockbuster Leadership: Teaching Leadership…

Teaching MBA Students Teamwork and Team Leadership Skills: An Empirical Evaluation of a Classroom Educational Program

ERIC Educational Resources Information Center

Hobson, Charles J.; Strupeck, David; Griffin, Andrea; Szostek, Jana; Rominger, Anna S.

2014-01-01

A comprehensive educational program for teaching behavioral teamwork and team leadership skills was rigorously evaluated with 148 MBA students enrolled at an urban regional campus of a Midwestern public university. Major program components included (1) videotaped student teams in leaderless group discussion (LGD) exercises at the course beginning…

CLASSROOM INTERACTION, PUPIL ACHIEVEMENT AND ADJUSTMENT IN TEAM TEACHING AS COMPARED WITH THE SELF-CONTAINED CLASSROOM.

ERIC Educational Resources Information Center

LAMBERT, PHILIP; AND OTHERS

EXPLORED ARE TEACHING AND LEARNING RELATIONSHIPS OR FORMS OF CLASSROOM INTERACTION IN THE TEAM TEACHING ARRANGEMENT, AND THE DIFFERENCES BETWEEN THESE AND TRADITIONAL CLASSROOM INTERACTION WITH RESPECT TO STUDENT ADJUSTMENT AND STUDENT ACHIEVEMENT. AN ATTEMPT WAS MADE TO IMPROVE THE SOPHISTICATION OF EDUCATIONAL RESEARCH INSTRUMENTS. A 2-YEAR TEAM…

The Relationship between Conceptions of Teaching and Approaches to Teaching

ERIC Educational Resources Information Center

Lam, Bick-Har; Kember, David

2006-01-01

The relationship between conceptions of teaching and approaches to teaching was explored in a study of 18 secondary school art teachers in Hong Kong. Conceptions of teaching approaches were fitted to a four-category model. Each of the categories was distinguished by reference to six relevant dimensions. As is the case in higher education,…

Collaborative Planning and Decision Making in the Elementary School: A Qualitative Study of Contemporary Team Teaching.

ERIC Educational Resources Information Center

Riley, John F.

This longitudinal study examined elementary teachers' perceptions of the collaborative planning and decision-making process and their role in it. Nine teachers participated in grade- level teaming. Teachers ranged in experience from 1-9 years, with 3 teachers new to the team and 5 in their first or second year of teaching. Participants completed…

Inter-professional in-situ simulated team and resuscitation training for patient safety: Description and impact of a programmatic approach.

PubMed

Zimmermann, Katja; Holzinger, Iris Bachmann; Ganassi, Lorena; Esslinger, Peter; Pilgrim, Sina; Allen, Meredith; Burmester, Margarita; Stocker, Martin

2015-10-29

Inter-professional teamwork is key for patient safety and team training is an effective strategy to improve patient outcome. In-situ simulation is a relatively new strategy with emerging efficacy, but best practices for the design, delivery and implementation have yet to be evaluated. Our aim is to describe and evaluate the implementation of an inter-professional in-situ simulated team and resuscitation training in a teaching hospital with a programmatic approach. We designed and implemented a team and resuscitation training program according to Kern's six steps approach for curriculum development. General and specific needs assessments were conducted as independent cross-sectional surveys. Teamwork, technical skills and detection of latent safety threats were defined as specific objectives. Inter-professional in-situ simulation was used as educational strategy. The training was embedded within the workdays of participants and implemented in our highest acuity wards (emergency department, intensive care unit, intermediate care unit). Self-perceived impact and self-efficacy were sampled with an anonymous evaluation questionnaire after every simulated training session. Assessment of team performance was done with the team-based self-assessment tool TeamMonitor applying Van der Vleuten's conceptual framework of longitudinal evaluation after experienced real events. Latent safety threats were reported during training sessions and after experienced real events. The general and specific needs assessments clearly identified the problems, revealed specific training needs and assisted with stakeholder engagement. Ninety-five interdisciplinary staff members of the Children's Hospital participated in 20 in-situ simulated training sessions within 2 years. Participant feedback showed a high effect and acceptance of training with reference to self-perceived impact and self-efficacy. Thirty-five team members experiencing 8 real critical events assessed team performance with Team

Team-based Learning in Therapeutics Workshop Sessions

PubMed Central

Kelley, Katherine A.; Metzger, Anne H.; Bellebaum, Katherine L.; McAuley, James W.

2009-01-01

Objectives To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Design Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Assessment Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Conclusion Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence. PMID:19885069

Team-based learning in therapeutics workshop sessions.

PubMed

Beatty, Stuart J; Kelley, Katherine A; Metzger, Anne H; Bellebaum, Katherine L; McAuley, James W

2009-10-01

To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence.

Medical Team Training: Using Simulation as a Teaching Strategy for Group Work

ERIC Educational Resources Information Center

Moyer, Michael R.; Brown, Rhonda Douglas

2011-01-01

Described is an innovative approach currently being used to inspire group work, specifically a medical team training model, referred to as The Simulation Model, which includes as its major components: (1) Prior Training in Group Work of Medical Team Members; (2) Simulation in Teams or Groups; (3) Multidisciplinary Teamwork; (4) Team Leader…

Theme--Teaming Up: Agricultural Education and Cooperative Extension.

ERIC Educational Resources Information Center

Gamon, Julia A.; And Others

1994-01-01

Includes "Similarities and Differences" (Gamon); "Preparing Agriculture Teachers and Extension Agents" (Seevers); "Teaching and Extension" (Graham); "Cooperation between 4-H and FFA" (Hink); "Team Approach to Agricultural and Extension Education in Georgia" (Iverson, Rohs); "Agricultural…

Approaches to Teaching Foreign Languages.

ERIC Educational Resources Information Center

Hesse, M. G., Ed.

Works by European and American educators from the Renaissance to the twentieth century are presented. A historical re-evaluation of foreign-language teaching combined with the scientific approach of modern linguistics can provide valuable insights for current teaching and learning approaches. Selections are presented from the writings of the…

Medicine as It Should Be: Teaching Team and Teamwork during a Palliative Care Clerkship.

PubMed

Head, Barbara A; Furman, Christian Davis; Lally, Andrew M; Leake, Kimberly; Pfeifer, Mark

2018-05-01

Interprofessional Education (IPE) is an important component of medical education. Rotations with palliative care interdisciplinary teams (IDTs) provide an optimal environment for IPE and teaching teamwork skills. Our objective was to assess the learning of senior medical students during a palliative care rotation. A constant comparison method based on grounded theory was used in this qualitative study. Senior medical students completed a semi-structured reflective writing exercise after a required one-week palliative care clerkship. Sixty randomly selected reflective writings were analyzed. The reflective writings were analyzed to evaluate the student's experiences. Dominant themes identified were related to teams and teamwork. Eight specific themes were identified: value of IDT for team members; value of IDT for patient/family; importance of each team member; reliance on other team members; roles of team members; how teams work; team communication; and interdisciplinary assessment and care planning. Students described exposure to novel experiences and planned to incorporate newly learned behaviors in their future practice. By participating in palliative care IDTs, medical students consistently learned about teamwork within healthcare. Additionally, they learned the importance of such teamwork to patients and the team itself. Rotations with palliative care IDTs have a significant role to play in IPE and preparing medical students to practice on teams.

Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration

ERIC Educational Resources Information Center

Barahona, Malba

2017-01-01

The demonstrable potential of team teaching as a productive mechanism for developing collaborative teacher learning is now broadly understood in the field of teacher education. However, there is less evidence of the use of such collaborative teaching as a means of strengthening initial foreign/second language teacher education. This paper reports…

"Teach Us to Learn": Multivariate Analysis of Perception of Success in Team Learning

ERIC Educational Resources Information Center

Rassuli, Ali; Manzer, John P.

2005-01-01

Considerable attention has been given to the efficacy of team-learning pedagogy, yet the methodology remains underused among educators in institutions of higher education. We suggest that the perception of success is antecedent to greater acceptance and use of this teaching style. Educators and students alike must experience the value creation…

An Effective Approach to Teaching Electrochemistry.

ERIC Educational Resources Information Center

Birss, Viola I.; Truax, D. Rodney

1990-01-01

An approach which may be useful for teaching electrochemistry in freshman college chemistry courses is presented. Discussed are the potential problems with teaching this subject and solutions provided by this approach. (CW)

Why the Interdisciplinary Team Approach Works: Insights from Complexity Science.

PubMed

Ciemins, Elizabeth L; Brant, Jeannine; Kersten, Diane; Mullette, Elizabeth; Dickerson, Dustin

2016-07-01

Although an interdisciplinary approach is considered best practice for caring for patients at the end of life, or in need of palliative care (PC) services, there is growing tension between healthcare organizations' need to contain costs and the provision of this beneficial, yet resource-intensive service. To support the interdisciplinary team (IDT) approach by recognizing organizations, teams, patients, and families as complex adaptive systems, illustrated by a qualitative study of the experiences, roles, and attributes of healthcare professionals (HCPs) who work with patients in need of PC services. In-depth, semi-structured interviews of PC health professionals were conducted, transcribed, and independently reviewed using grounded theory methodology and preliminary interpretations. A combined deductive and inductive iterative qualitative approach was used to identify recurring themes. The study was conducted in a physician-led, not-for-profit, multispecialty integrated health system serving three large, Western, rural states. A purposive sample of 10 HCPs who regularly provide PC services were interviewed. A positive team/patient experience was related to individual attributes, including self-awareness, spirit of inquiry, humility, and comfort with dying. IDT attributes included shared purpose, relational coordination, holistic thinking, trust, and respect for patient autonomy. Professional and personal motivations also contributed to a positive team/patient experience. Interdisciplinary PC teams have the potential to significantly impact patient and team experiences when caring for seriously ill patients. Findings from this study support interventions that focus on relationship building and application of a complex systems theory approach to team development.

Evaluation of an Interdisciplinary Curriculum Teaching Team-based Palliative Care Integration in Oncology

PubMed Central

Head, Barbara A.; Schapmire, Tara; Earnshaw, Lori; Faul, Anna; Hermann, Carla; Jones, Carol; Martin, Amy; Shaw, Monica Ann; Woggon, Frank; Ziegler, Craig; Pfeifer, Mark

2015-01-01

For students of the health care professions to succeed in today's healthcare environment, they must be prepared to collaborate with other professionals and practice on interdisciplinary teams. As most will care for patients with cancer, they must also understand the principles of palliative care and its integration into oncology. This article reports the success of one university's effort to design and implement an interdisciplinary curriculum teaching team-based palliative care in oncology which was mandatory for medical, nursing, social work and chaplaincy students. Quantitative evaluation indicated that students made significant improvements related to palliative care knowledge and skills and readiness for interprofessional education. Qualitative feedback revealed that students appreciated the experiential aspects of the curriculum most, especially the opportunity to observe palliative teams at work and practice team-based skills with other learners. While there exist many obstacles to interprofessional education and hands-on learning, the value of such experiences to the learners justifies efforts to initiate and continue similar programs in the health sciences. PMID:25708910

Evaluation of an Interdisciplinary Curriculum Teaching Team-Based Palliative Care Integration in Oncology.

PubMed

Head, Barbara A; Schapmire, Tara; Earnshaw, Lori; Faul, Anna; Hermann, Carla; Jones, Carol; Martin, Amy; Shaw, Monica Ann; Woggon, Frank; Ziegler, Craig; Pfeiffer, Mark

2016-06-01

For students of the health care professions to succeed in today's health care environment, they must be prepared to collaborate with other professionals and practice on interdisciplinary teams. As most will care for patients with cancer, they must also understand the principles of palliative care and its integration into oncology. This article reports the success of one university's effort to design and implement an interdisciplinary curriculum teaching team-based palliative care in oncology which was mandatory for medical, nursing, social work, and chaplaincy students. Quantitative evaluation indicated that students made significant improvements related to palliative care knowledge and skills and readiness for interprofessional education. Qualitative feedback revealed that students appreciated the experiential aspects of the curriculum most, especially the opportunity to observe palliative teams at work and practice team-based skills with other learners. While there exist many obstacles to interprofessional education and hands-on learning, the value of such experiences to the learners justifies efforts to initiate and continue similar programs in the health sciences.

Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education

ERIC Educational Resources Information Center

Kordts-Freudinger, Robert

2017-01-01

The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their…

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

"RAPID" team triage: one hospital's approach to patient-centered team triage.

PubMed

Shea, Sheila Sanning; Hoyt, K Sue

2012-01-01

Patients who present to the emergency department want definitive care by a health care provider who can perform an initial assessment, initiate treatment, and implement a disposition plan. The traditional "nurse triage" model often creates barriers to the process of rapidly evaluating patients. Therefore, innovative strategies must be explored to improve the time of patient arrival to the time seen by a qualified provider in order to complete a thorough medical screening examination. One such approach is a rapid team triage system that provides a patient-centered process. This article describes the implementation of a rapid team triage model in an urban community hospital.

Translational leadership: new approaches to team development.

PubMed

Harrigan, Rosanne C; Emery, Lori M

2010-01-01

Little is known about how to develop collaborative multidisciplinary research teams. Following a comprehensive needs assessment, we developed a curriculum-based, multi-disciplinary, didactic and experiential Translational Leadership training program grounded in adult learning theory. In addition, we constructed collaborative clinical/translational research experiences for trainees to enhance clinical/translational research skills. KEY PROGRAMMATIC ELEMENTS AND PRELIMINARY FINDINGS: This 15-week Translational Leadership program was generated based on the following premises. Academic translational leadership teams should partner and collaborate, customize, make the program relevant to the culture, create a common language, use the best resources, and establish measurable goals for success. Development of effective collaborative research teams is essential to the management of successful translational research teams. Development of these skills in addition to cultural humility will provide the best infrastructure and human capital committed to the resolution of health disparities. Effective translational research teams are more comfortable with the component team members and the communities where they implement their protocols. Our participants highly valued the diverse experiences from this program; several have succeeded in leading community-based research teams. Our Translational Leadership program offers essential skills using adult learning theory for translational researchers who become capable of leading and participating in translational research teams. We believe including community members in the training of translational research programs is an important asset. The multidisciplinary approach develops skills that are also of significant use to the community and its acceptance of responsibility for its own health.

Team OSCE: A Teaching Modality for Promotion of Multidisciplinary Work in Mental Health Settings.

PubMed

Sharma, Manoj Kumar; Chandra, Prabha S; Chaturvedi, Santosh K

2015-01-01

The objective structured clinical examination has been in use both as an assessment and a teaching modality within the mental health profession. It focuses on individual skill enhancement, the inter-professional understanding of role obligation is helpful in promoting competence as a team as well as role of other team members. The Team OSCE (TOSCE) is an effective way in promoting inter-professional learning. The present work assesses the trainee experience with TOSCE and its utility in clinical care. Twenty-two mental health trainees (17 male and 5 female from psychiatry, clinical psychology and psychiatric social work) got exposure to weekly OSCAF training as well as 2-3 Team OSCAFS on various aspects of clinical work as a part of their clinical training for 3 months. Rating from the trainees were taken on TOSCE feedback checklist. TOSCE was helpful in promoting the understanding role of other team members; shared decision-making, problem-solving, handling unexpected events, giving feedback and closure. The TOSCE may be introduced as a way to work on clinical performance, shared decision-making and inter-professional understanding.

The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students' Mastery of Pathology

ERIC Educational Resources Information Center

Du, Bin; Yang, Xuesong

2017-01-01

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools.…

Teaching Tip: Managing Software Engineering Student Teams Using Pellerin's 4-D System

ERIC Educational Resources Information Center

Doman, Marguerite; Besmer, Andrew; Olsen, Anne

2015-01-01

In this article, we discuss the use of Pellerin's Four Dimension Leadership System (4-D) as a way to manage teams in a classroom setting. Over a 5-year period, we used a modified version of the 4-D model to manage teams within a senior level Software Engineering capstone course. We found that this approach for team management in a classroom…

A Successful Test of Parallel Replication Teams in Teaching Research Methods

ERIC Educational Resources Information Center

Standing, Lionel G.; Astrologo, Lisa; Benbow, Felecia F.; Cyr-Gauthier, Chelsea S.; Williams, Charlotte A.

2016-01-01

This paper describes the novel use of parallel student teams from a research methods course to perform a replication study, and suggests that this approach offers pedagogical benefits for both students and teachers, as well as potentially contributing to a resolution of the replication crisis in psychology today. Four teams, of five undergraduates…

Evaluating Academic Scientists Collaborating in Team-Based Research: A Proposed Framework

PubMed Central

Mazumdar, Madhu; Messinger, Shari; Finkelstein, Dianne M.; Goldberg, Judith D.; Lindsell, Christopher J.; Morton, Sally C.; Pollock, Brad H.; Rahbar, Mohammad H.; Welty, Leah J.; Parker, Robert A.

2015-01-01

Criteria for evaluating faculty are traditionally based on a triad of scholarship, teaching, and service. Research scholarship is often measured by first or senior authorship on peer-reviewed scientific publications and being principal investigator on extramural grants. Yet scientific innovation increasingly requires collective rather than individual creativity, which traditional measures of achievement were not designed to capture and, thus, devalue. The authors propose a simple, flexible framework for evaluating team scientists that includes both quantitative and qualitative assessments. An approach for documenting contributions of team scientists in team-based scholarship, non-traditional education, and specialized service activities is also outlined. While biostatisticians are used for illustration, the approach is generalizable to team scientists in other disciplines. PMID:25993282

Evaluation of the Use of Team Teaching for Delivering Sensitive Content: A Pilot Study

ERIC Educational Resources Information Center

Kerridge, Joanna; Kyle, Gaye; Marks-Maran, Diane

2009-01-01

Many programmes in further and higher education contain sensitive areas of content, such as diversity, racism, power and privilege, breaking bad news, counselling, sex education and ethical decision making. Team teaching may be a useful method for delivering sensitive areas of course content. This article presents a pilot study that was undertaken…

'TeamUP': An approach to developing teamwork skills in undergraduate midwifery students.

PubMed

Hastie, Carolyn Ruth

2018-03-01

to develop an effective model to enable educators to teach, develop and assess the development of midwifery students' teamwork skills DESIGN: an action research project involving participant interviews and academic feedback. a regional university PARTICIPANTS: midwifery students (n = 21) and new graduate midwives (n = 20) INTERVENTIONS: a whole of course program using a rubric, with five teamwork domains and behavioural descriptors, to provide a framework for teaching and assessment. Students self and peer assess. Lectures, tutorials and eight different groupwork assignments of increasing difficulty, spread over the three years of the undergraduate degree are incorporated into the TeamUP model. the assignments provide students with the opportunity to practice and develop their teamwork skills in a safe, supported environment. the social, emotional and practical behaviours required for effective teamwork can be taught and developed in undergraduate health students. students require a clear overview of the TeamUP model at the beginning of the degree. They need to be informed of the skills and behaviours that the TeamUP model is designed to help develop and why they are important. The success of the model depends upon the educator's commitment to supporting students to learn teamwork skills. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Asian EFL University Students' Preference toward Teaching Approaches

ERIC Educational Resources Information Center

Mermelstein, Aaron David

2015-01-01

Designing and presenting lessons is the center of the teaching process. Every day teachers must make decisions about the instructional process. A teacher's approach can have an enormous impact on the effectiveness of his or her teaching. Understanding students' preferences toward teaching approaches and teaching styles can create opportunities for…

High School Culture and (Mis)Perceptions of Support: A Case Study of Success and Failure for Interdisciplinary Team Teaching.

ERIC Educational Resources Information Center

Frana, Bruce S.

This study examined three teams of teachers at three high schools (in a relatively large midwestern school district) as they designed and implemented a teaming project for interdisciplinary teaching entitled the Partners Program. The study focused on two findings related to the demise of this innovation: misconceptions by participating teachers…

The Relationship between Approaches to Teaching, Approaches to E-Teaching and Perceptions of the Teaching Situation in Relation to E-Learning among Higher Education Teachers

ERIC Educational Resources Information Center

Gonzalez, Carlos

2012-01-01

This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous…

Outcome-based self-assessment on a team-teaching subject in the medical school

PubMed Central

Cho, Sa Sun

2014-01-01

We attempted to investigate the reason why the students got a worse grade in gross anatomy and the way how we can improve upon the teaching method since there were gaps between teaching and learning under recently changed integration curriculum. General characteristics of students and exploratory factors to testify the validity were compared between year 2011 and 2012. Students were asked to complete a short survey with a Likert scale. The results were as follows: although the percentage of acceptable items was similar between professors, professor C preferred questions with adequate item discrimination and inappropriate item difficulty whereas professor Y preferred adequate item discrimination and appropriate item difficulty with statistical significance (P<0.01). The survey revealed that 26.5% of total students gave up the exam on gross anatomy of professor Y irrespective of years. These results suggested that students were affected by the corrected item difficulty rather than item discrimination in order to obtain academic achievement. Therefore, professors in a team-teaching subject should reach a consensus on an item difficulty with proper teaching methods. PMID:25548724

Enhancing the Experience of Student Teams in Large Classes: Training Teaching Assistants to Be Coaches

ERIC Educational Resources Information Center

Sargent, Leisa D.; Allen, Belinda C.; Frahm, Jennifer A.; Morris, Gayle

2009-01-01

To address the increasing demand for mass undergraduate management education and, at the same time, a greater emphasis on student teamwork, this study outlines the development, delivery, and evaluation of a training intervention designed to build team-coaching skills in teaching assistants. Specifically, "practice-centered" and…

Improving Discipline: The "Dream Team" Approach.

ERIC Educational Resources Information Center

Madhere, Serge

1998-01-01

It is impossible to change from a discipline policy of constraint to one of consent and engagement if students lack a legitimate voice in school governance. In middle schools, the "Dream Team" approach can employ sociograms to identify the most broadly respected and most socially isolated students. A student-centered pedagogy enhances…

Team Up for 21st Century Teaching and Learning: What Research and Practice Reveal about Professional Learning. Condensed Excerpts

ERIC Educational Resources Information Center

Carroll, Thomas G., Ed.; Fulton, Kathleen, Ed.; Doerr, Hanna, Ed.

2010-01-01

This document contains excerpts from Team Up for 21st Century Teaching & Learning. This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. These articles are: (1) Professional Communities and the Artisan Model of…

Experience of collaboration between a Dutch surgical team in a Ghanaian Orthopaedic Teaching Hospital.

PubMed

Timmers, T K; Kortekaas, E; Beyer, Bpc; Huizinga, E; V Hezik van, S M; Twagirayezu, E; Bemelman, M

2016-09-01

Surgery is an indivisible, indispensable part of healthcare. In Africa, surgery may be thought of as the neglected stepchild of global public health. We describe our experience over a 3-year period of intensive collaboration between specialized teams from a Dutch hospital and local teams of an orthopaedic hospital in Effiduase-Koforidua, Ghana. During 2010-2012, medical teams from our hospital were deployed to St. Joseph's Hospital. These teams were completely self-supporting. They were encouraged to work together with the local-staff. Apart from clinical work, effort was also spent on education/ teaching operation techniques/ regional anaesthesia techniques/ scrubbing techniques/ and principles around sterility. Knowledge and quality of care has improved. Nevertheless, the overall level of quality of care still lags behind compared to what we see in the Western world. This is mainly due to financial constraints; restricting the capacity to purchase good equipment, maintaining it, and providing regular education. The relief provided by institutions like Care-to-Move is very valuable and essential to improve the level of healthcare. The hospital has evolved to such a high level that general European teams have become redundant. Focused and dedicated teams should be the next step of support within the nearby future.

The Student Experience in Speed Teaming: A New Approach to Team Formation

ERIC Educational Resources Information Center

Hansen, Randall S.; Hansen, Katharine

2007-01-01

Many benefits accrue for students when they work in teams. Researchers have shown that the learning-by-doing approach of group projects results in active learning and far greater comprehension and retention, higher levels of student achievement, accomplishment of sophisticated learning objectives, the development of critical reasoning skills, and…

Assessing and Evaluating Multidisciplinary Translational Teams: A Mixed Methods Approach

PubMed Central

Wooten, Kevin C.; Rose, Robert M.; Ostir, Glenn V.; Calhoun, William J.; Ameredes, Bill T.; Brasier, Allan R.

2014-01-01

A case report illustrates how multidisciplinary translational teams can be assessed using outcome, process, and developmental types of evaluation using a mixed methods approach. Types of evaluation appropriate for teams are considered in relation to relevant research questions and assessment methods. Logic models are applied to scientific projects and team development to inform choices between methods within a mixed methods design. Use of an expert panel is reviewed, culminating in consensus ratings of 11 multidisciplinary teams and a final evaluation within a team type taxonomy. Based on team maturation and scientific progress, teams were designated as: a) early in development, b) traditional, c) process focused, or d) exemplary. Lessons learned from data reduction, use of mixed methods, and use of expert panels are explored. PMID:24064432

Assessing and evaluating multidisciplinary translational teams: a mixed methods approach.

PubMed

Wooten, Kevin C; Rose, Robert M; Ostir, Glenn V; Calhoun, William J; Ameredes, Bill T; Brasier, Allan R

2014-03-01

A case report illustrates how multidisciplinary translational teams can be assessed using outcome, process, and developmental types of evaluation using a mixed-methods approach. Types of evaluation appropriate for teams are considered in relation to relevant research questions and assessment methods. Logic models are applied to scientific projects and team development to inform choices between methods within a mixed-methods design. Use of an expert panel is reviewed, culminating in consensus ratings of 11 multidisciplinary teams and a final evaluation within a team-type taxonomy. Based on team maturation and scientific progress, teams were designated as (a) early in development, (b) traditional, (c) process focused, or (d) exemplary. Lessons learned from data reduction, use of mixed methods, and use of expert panels are explored.

Training and Assessing Interprofessional Virtual Teams Using a Web-Based Case System.

PubMed

Dow, Alan W; Boling, Peter A; Lockeman, Kelly S; Mazmanian, Paul E; Feldman, Moshe; DiazGranados, Deborah; Browning, Joel; Coe, Antoinette; Selby-Penczak, Rachel; Hobgood, Sarah; Abbey, Linda; Parsons, Pamela; Delafuente, Jeffrey; Taylor, Suzanne F

2016-01-01

Today, clinical care is often provided by interprofessional virtual teams-groups of practitioners who work asynchronously and use technology to communicate. Members of such teams must be competent in interprofessional practice and the use of information technology, two targets for health professions education reform. The authors created a Web-based case system to teach and assess these competencies in health professions students. They created a four-module, six-week geriatric learning experience using a Web-based case system. Health professions students were divided into interprofessional virtual teams. Team members received profession-specific information, entered a summary of this information into the case system's electronic health record, answered knowledge questions about the case individually, then collaborated asynchronously to answer the same questions as a team. Individual and team knowledge scores and case activity measures--number of logins, message board posts/replies, views of message board posts--were tracked. During academic year 2012-2013, 80 teams composed of 522 students from medicine, nursing, pharmacy, and social work participated. Knowledge scores varied by profession and within professions. Team scores were higher than individual scores (P < .001). Students and teams with higher knowledge scores had higher case activity measures. Team score was most highly correlated with number of message board posts/replies and was not correlated with number of views of message board posts. This Web-based case system provided a novel approach to teach and assess the competencies needed for virtual teams. This approach may be a valuable new tool for measuring competency in interprofessional practice.

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study

PubMed Central

Zeng, Rui; Xiang, Lian-rui; Zeng, Jing; Zuo, Chuan

2017-01-01

Background We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. Methods We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. Results There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Conclusion Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting. PMID:28331383

Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study.

PubMed

Zeng, Rui; Xiang, Lian-Rui; Zeng, Jing; Zuo, Chuan

2017-01-01

We aimed to introduce team-based learning (TBL) as one of the teaching methods for diagnostics and to compare its teaching effectiveness with that of the traditional teaching methods. We conducted a randomized controlled trial on diagnostics teaching involving 111 third-year medical undergraduates, using TBL as the experimental intervention, compared with lecture-based learning as the control, for teaching the two topics of symptomatology. Individual Readiness Assurance Test (IRAT)-baseline and Group Readiness Assurance Test (GRAT) were performed in members of each TBL subgroup. The scores in Individual Terminal Test 1 (ITT1) immediately after class and Individual Terminal Test 2 (ITT2) 1 week later were compared between the two groups. The questionnaire and interview were also implemented to survey the attitude of students and teachers toward TBL. There was no significant difference between the two groups in ITT1 (19.85±4.20 vs 19.70±4.61), while the score of the TBL group was significantly higher than that of the control group in ITT2 (19.15±3.93 vs 17.46±4.65). In the TBL group, the scores of the two terminal tests after the teaching intervention were significantly higher than the baseline test score of individuals. IRAT-baseline, ITT1, and ITT2 scores of students at different academic levels in the TBL teaching exhibited significant differences, but the ITT1-IRAT-baseline and ITT2-IRAT-baseline indicated no significant differences among the three subgroups. Our TBL in symptomatology approach was highly accepted by students in the improvement of interest and self-directed learning and resulted in an increase in knowledge acquirements, which significantly improved short-term test scores compared with lecture-based learning. TBL is regarded as an effective teaching method worthy of promoting.

A New Approach to Teaching Mathematics

DTIC Science & Technology

1994-02-01

We propose a new approach to teaching discrete math : First, teach logic as a powerful and versatile tool for discovering and communicating truths...using logic in other areas of study. Our experiences in teaching discrete math at Cornell shows that such success is possible. Propositional logic, Predicate logic, Discrete mathematics.

Making education effective and fun: stations-based approach to teaching radiology and anatomy to third-year medical students.

PubMed

Arya, Rahul; Morrison, Trevor; Zumwalt, Ann; Shaffer, Kitt

2013-10-01

A hands-on stations-based approach to teaching anatomy to third-year medical students is used at Boston University. The goal of our study was to demonstrate that such an interactive, team-based approach to teaching anatomy would be well received and be helpful in recall, comprehension, and reinforcement of anatomy learned in the first year of medical school. Each radiology-anatomy correlation lab was focused on one particular anatomic part, such as skull base, pelvis, coronary anatomy, etc. Four stations, including a three-dimensional model, computer, ultrasound, and posters, were created for each lab. Informed consent was obtained before online survey dissemination to assess the effectiveness and quality of radiology-anatomy correlation lab. This study was approved by our institutional institutional review board, and data were analyzed using a χ(2) test. Survey data were collected from February 2010 through March 2012. The response rate was 33.5%. Overall, the highest percentage of students (46%) found the three-dimensional model station to be the most valuable. The computer station was most helpful in recall of the anatomic principles from the first year of medical school. Regarding the quality of the anatomy lab, less than 2% of the students thought that the images were of poor quality or the material presented was not clinically relevant. Our results indicate that an interactive, team-based approach to teaching anatomy was well received by the medical students. It was engaging and students were able to benefit from it in multiple ways. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

Engaging in Collaboration: A Team of Teams Approach

ERIC Educational Resources Information Center

Young, Carol; Hill, Rachel; Morris, Greg; Woods, Fabiola

2016-01-01

Adapting a Team of Teams model to a school environment provides a framework for a collaborative team culture based on trust, common vision, purposeful conversations, and interconnectivity. School leaders facilitate collaboration by modeling teamwork, as well as transparency and adaptability, to create a positive school culture and thereby improve…

An interprofessional team approach to tracheostomy care: a mixed-method investigation into the mechanisms explaining tracheostomy team effectiveness.

PubMed

Mitchell, Rebecca; Parker, Vicki; Giles, Michelle

2013-04-01

In an effort to reduce tracheostomy-related complications, many acute care facilities have implemented specialist tracheostomy teams. Some studies, however, generate only mixed support for the connection between tracheostomy teams and patient outcomes. This suggests that the effect of collaborative teamwork in tracheostomy care is still not well understood. The aim of this paper is to investigate the mechanisms through which an interprofessional team approach can improve the management of patients with a tracheostomy. The achievement of this research objective requires the collection of rich empirical data, which indicates the use of a qualitative methodology. A case study approach provided an opportunity to collect a wealth of data on tracheostomy team activities and dynamics. Data were collected on an interprofessional tracheostomy team in a large tertiary referral hospital in Australia. The team was composed of clinical nurse consultants, a physiotherapist, a speech pathologist, a dietician, a social worker and medical officers. Data were collected through a focus group and one-to-one, semi-structured in-depth interviews, and thematic analysis was used to analyse experiences of tracheostomy team members. Qualitative analysis resulted in two main themes: interprofessional protocol development and implementation; and interprofessional decision-making. Our findings suggest that tracheostomy teams enhance consistency of care through the development and implementation of interprofessional protocol. In addition, such team allow more efficient and effective communication and decision-making consequent to the collocation of diverse professionals. These findings provide new insight into the role of tracheostomy teams in successfully implementing complex protocol and the explanatory mechanisms through which interprofessional teams may generate positive outcomes for tracheostomy patients. Copyright © 2012. Published by Elsevier Ltd.

Interprofessional approach for teaching functional knee joint anatomy.

PubMed

Meyer, Jakob J; Obmann, Markus M; Gießler, Marianne; Schuldis, Dominik; Brückner, Ann-Kathrin; Strohm, Peter C; Sandeck, Florian; Spittau, Björn

2017-03-01

Profound knowledge in functional and clinical anatomy is a prerequisite for efficient diagnosis in medical practice. However, anatomy teaching does not always consider functional and clinical aspects. Here we introduce a new interprofessional approach to effectively teach the anatomy of the knee joint. The presented teaching approach involves anatomists, orthopaedists and physical therapists to teach anatomy of the knee joint in small groups under functional and clinical aspects. The knee joint courses were implemented during early stages of the medical curriculum and medical students were grouped with students of physical therapy to sensitize students to the importance of interprofessional work. Evaluation results clearly demonstrate that medical students and physical therapy students appreciated this teaching approach. First evaluations of following curricular anatomy exams suggest a benefit of course participants in knee-related multiple choice questions. Together, the interprofessional approach presented here proves to be a suitable approach to teach functional and clinical anatomy of the knee joint and further trains interprofessional work between prospective physicians and physical therapists as a basis for successful healthcare management. Copyright © 2016 The Authors. Published by Elsevier GmbH.. All rights reserved.

Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School-Based Inquiry Teams

ERIC Educational Resources Information Center

Gallimore, Ronald; Ermeling, Bradley A.; Saunders, William M.; Goldenberg, Claude

2009-01-01

A 5-year prospective, quasi-experimental investigation demonstrated that grade-level teams in 9 Title 1 schools using an inquiry-focused protocol to solve instructional problems significantly increased achievement. Teachers applying the inquiry protocol shifted attribution of improved student performance to their teaching rather than external…

Approaches to Inquiry Teaching: Elementary teacher's perspectives

NASA Astrophysics Data System (ADS)

Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy

2014-07-01

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.

Teaching Note--An Exploration of Team-Based Learning and Social Work Education: A Natural Fit

ERIC Educational Resources Information Center

Robinson, Michael A.; Robinson, Michelle Bachelor; McCaskill, Gina M.

2013-01-01

The literature on team-based learning (TBL) as a pedagogical methodology in social work education is limited; however, TBL, which was developed as a model for business, has been successfully used as a teaching methodology in nursing, business, engineering, medical school, and many other disciplines in academia. This project examines the use of TBL…

Student Teachers' Approaches to Teaching Biological Evolution

NASA Astrophysics Data System (ADS)

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-06-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

Enhancing Interprofessional Education With Team-Based Learning.

PubMed

Buhse, Marijean; Della Ratta, Carol

Interprofessional education (IPE) has gained momentum across health profession schools in simulation and clinical settings. Exploring interprofessional experiences in the classroom setting may further enhance collaborative skills while advancing clinical knowledge. The authors describe an innovative approach to IPE to teach chronic care concepts to graduate nursing, physician assistant, and public health students. Enhancing IPE with a team-based learning approach resulted in improved knowledge of chronic care management, student perceptions of mutual respect, and perceived development of communication and teamwork skills.

Political Science and Speech Communication--A Team Approach to Teaching Political Communication.

ERIC Educational Resources Information Center

Blatt, Stephen J.; Fogel, Norman

This paper proposes making speech communication more interdisciplinary and, in particular, combining political science and speech in a team-taught course in election campaigning. The goals, materials, activities, and plan of such a course are discussed. The goals include: (1) gaining new insights into the process of contemporary campaigns and…

Training English Language Pre-Service Teachers Using a Team Based Learning Approach

ERIC Educational Resources Information Center

Samad, Arshad Abd; Husein, Hawanum; Rashid, Juridah Md; Rahman, Sharifah Zainab Syd Abd

2015-01-01

Team Based Learning which focuses on enhancing positive group dynamics is a relatively popular instructional approach in several disciplines such as Health Sciences and Business but has yet to gain popularity in Education. This paper examines the use of Team Based Learning in teacher training as well as the receptiveness towards the approach as…

A Dynamical Approach Toward Understanding Mechanisms of Team Science: Change, Kinship, Tension, and Heritage in a Transdisciplinary Team

PubMed Central

2013-01-01

Abstract Since the concept of team science gained recognition among biomedical researchers, social scientists have been challenged with investigating evidence of team mechanisms and functional dynamics within transdisciplinary teams. Identification of these mechanisms has lacked substantial research using grounded theory models to adequately describe their dynamical qualities. Research trends continue to favor the measurement of teams by isolating occurrences of production over relational mechanistic team tendencies. This study uses a social constructionist‐grounded multilevel mixed methods approach to identify social dynamics and mechanisms within a transdisciplinary team. A National Institutes of Health—funded research team served as a sample. Data from observations, interviews, and focus groups were qualitatively coded to generate micro/meso level analyses. Social mechanisms operative within this biomedical scientific team were identified. Dynamics that support such mechanisms were documented and explored. Through theoretical and emergent coding, four social mechanisms dominated in the analysis—change, kinship, tension, and heritage. Each contains relational social dynamics. This micro/meso level study suggests such mechanisms and dynamics are key features of team science and as such can inform problems of integration, praxis, and engagement in teams. PMID:23919361

A dynamical approach toward understanding mechanisms of team science: change, kinship, tension, and heritage in a transdisciplinary team.

PubMed

Lotrecchiano, Gaetano R

2013-08-01

Since the concept of team science gained recognition among biomedical researchers, social scientists have been challenged with investigating evidence of team mechanisms and functional dynamics within transdisciplinary teams. Identification of these mechanisms has lacked substantial research using grounded theory models to adequately describe their dynamical qualities. Research trends continue to favor the measurement of teams by isolating occurrences of production over relational mechanistic team tendencies. This study uses a social constructionist-grounded multilevel mixed methods approach to identify social dynamics and mechanisms within a transdisciplinary team. A National Institutes of Health-funded research team served as a sample. Data from observations, interviews, and focus groups were qualitatively coded to generate micro/meso level analyses. Social mechanisms operative within this biomedical scientific team were identified. Dynamics that support such mechanisms were documented and explored. Through theoretical and emergent coding, four social mechanisms dominated in the analysis-change, kinship, tension, and heritage. Each contains relational social dynamics. This micro/meso level study suggests such mechanisms and dynamics are key features of team science and as such can inform problems of integration, praxis, and engagement in teams. © 2013 Wiley Periodicals, Inc.

Enhancing the Teaching of Introductory Economics with a Team-Based, Multi-Section Competition

ERIC Educational Resources Information Center

Beaudin, Laura; Berdiev, Aziz N.; Kaminaga, Allison Shwachman; Mirmirani, Sam; Tebaldi, Edinaldo

2017-01-01

The authors describe a unique approach to enhancing student learning at the introductory economics level that utilizes a multi-section, team-based competition. The competition is structured to supplement learning throughout the entire introductory course. Student teams are presented with current economic issues, trends, or events, and use economic…

Team Approach for Occupational and Useful Career Education--Humanized.

ERIC Educational Resources Information Center

Stone, Naomi; Spence, Patricia

Developed for teachers seeking an alternative classroom approach that develops students' life skills, this manual introduces, describes, and facilitates the implementation of TOUCH (Team Approach for Occupational and Useful Career Education--Humanized). Parts 1 and 2 introduce and define TOUCH as an instructional process which uses subject area…

The Multidisciplinary Swallowing Team Approach Decreases Pneumonia Onset in Acute Stroke Patients.

PubMed

Aoki, Shiro; Hosomi, Naohisa; Hirayama, Junko; Nakamori, Masahiro; Yoshikawa, Mineka; Nezu, Tomohisa; Kubo, Satoshi; Nagano, Yuka; Nagao, Akiko; Yamane, Naoya; Nishikawa, Yuichi; Takamoto, Megumi; Ueno, Hiroki; Ochi, Kazuhide; Maruyama, Hirofumi; Yamamoto, Hiromi; Matsumoto, Masayasu

2016-01-01

Dysphagia occurs in acute stroke patients at high rates, and many of them develop aspiration pneumonia. Team approaches with the cooperation of various professionals have the power to improve the quality of medical care, utilizing the specialized knowledge and skills of each professional. In our hospital, a multidisciplinary participatory swallowing team was organized. The aim of this study was to clarify the influence of a team approach on dysphagia by comparing the rates of pneumonia in acute stroke patients prior to and post team organization. All consecutive acute stroke patients who were admitted to our hospital between April 2009 and March 2014 were registered. We analyzed the difference in the rate of pneumonia onset between the periods before team organization (prior period) and after team organization (post period). Univariate and multivariate analyses were performed using a Cox proportional hazards model to determine the predictors of pneumonia. We recruited 132 acute stroke patients from the prior period and 173 patients from the post period. Pneumonia onset was less frequent in the post period compared with the prior period (6.9% vs. 15.9%, respectively; p = 0.01). Based on a multivariate analysis using a Cox proportional hazards model, it was determined that a swallowing team approach was related to pneumonia onset independent from the National Institutes of Health Stroke Scale score on admission (adjusted hazard ratio 0.41, 95% confidence interval 0.19-0.84, p = 0.02). The multidisciplinary participatory swallowing team effectively decreased the pneumonia onset in acute stroke patients.

Charting Multidisciplinary Team External Dynamics Using a Systems Thinking Approach

NASA Technical Reports Server (NTRS)

Barthelemy, Jean-Francois; Waszak, Martin R.; Jones, Kenneth M.; Silcox, Richard J.; Silva, Walter A.; Nowaczyk, Ronald H.

1998-01-01

Using the formalism provided by the Systems Thinking approach, the dynamics present when operating multidisciplinary teams are examined in the context of the NASA Langley Research and Technology Group, an R&D organization organized along functional lines. The paper focuses on external dynamics and examines how an organization creates and nurtures the teams and how it disseminates and retains the lessons and expertise created by the multidisciplinary activities. Key variables are selected and the causal relationships between the variables are identified. Five "stories" are told, each of which touches on a different aspect of the dynamics. The Systems Thinking Approach provides recommendations as to interventions that will facilitate the introduction of multidisciplinary teams and that therefore will increase the likelihood of performing successful multidisciplinary developments. These interventions can be carried out either by individual researchers, line management or program management.

Round-the-table teaching: a novel approach to resuscitation education

PubMed Central

McGarvey, Kathryn; Scott, Karen; O'Leary, Fenton

2014-01-01

Background Effective cardiopulmonary resuscitation saves lives. Health professionals who care for acutely unwell children need to be prepared to care for a child in arrest. Hospitals must ensure that their staff have the knowledge, confidence and ability to respond to a child in cardiac arrest. RESUS4KIDS is a programme designed to teach paediatric resuscitation to health care professionals who care for acutely unwell children. The programme is delivered in two components: an e–learning component for pre-learning, followed by a short, practical, face-to-face course that is taught using the round-the-table teaching approach. Context Round-the-table teaching is a novel, evidence-based small group teaching approach designed to teach paediatric resuscitation skills and knowledge. Round-the-table teaching uses a structured approach to managing a collapsed child, and ensures that each participant has the opportunity to practise the essential resuscitation skills of airway manoeuvres, bag mask ventilation and cardiac compressions. Innovation Round-the-table teaching is an engaging, non-threatening approach to delivering interdisciplinary paediatric resuscitation education. The methodology ensures that all participants have the opportunity to practise each of the different essential skills associated with the Danger, Response, Send for help, Airway, Breathing, Circulation, Defibrillation or rhythm recognition (DRSABCD) approach to the collapsed child. Implications Round-the-table teaching is based on evidence-based small group teaching methods. The methodology of round-the-table teaching can be applied to any topic where participants must demonstrate an understanding of a sequential approach to a clinical skill. Round-the-table teaching uses a structured approach to managing a collapsed child PMID:25212931

Teaching Science Using Stories: The Storyline Approach

ERIC Educational Resources Information Center

Isabelle, Aaron D.

2007-01-01

Storytelling is an age-old and powerful means of communication that can be used as an effective teaching strategy in the science classroom. This article describes the authors' experiences implementing the Storyline Approach, an inquiry-based teaching method first introduced by Kieran Egan (1986), in the context of teaching the concept of air…

A multidisciplinary team care approach improves outcomes in high-risk pediatric neuroblastoma patients.

PubMed

Chang, Hsiu-Hao; Liu, Yen-Lin; Lu, Meng-Yao; Jou, Shiann-Tarng; Yang, Yung-Li; Lin, Dong-Tsamn; Lin, Kai-Hsin; Tzen, Kai-Yuan; Yen, Ruoh-Fang; Lu, Ching-Chu; Liu, Chia-Ju; Peng, Steven Shinn-Forng; Jeng, Yung-Ming; Huang, Shiu-Feng; Lee, Hsinyu; Juan, Hsueh-Fen; Huang, Min-Chuan; Liao, Yung-Feng; Lee, Ya-Ling; Hsu, Wen-Ming

2017-01-17

We assessed the impact of a multidisciplinary team care program on treatment outcomes in neuroblastoma patients. Newly diagnosed neuroblastoma patients received treatment under the Taiwan Pediatric Oncology Group (TPOG) N2002 protocol at the National Taiwan University Hospital beginning in 2002. A multidisciplinary team care approach that included nurse-led case management for patients treated under this protocol began in January 2010. Fifty-eight neuroblastoma patients, including 29 treated between 2002 and 2009 (Group 1) and 29 treated between 2010 and 2014 (Group 2), were enrolled in the study. The 5-year overall survival (OS) and event-free survival (EFS) rates for all 58 patients were 59% and 54.7%, respectively. Group 2 patients, who were treated after implementation of the multidisciplinary team care program, had better 3-year EFS (P = 0.046), but not OS (P = 0.16), rates than Group 1 patients. In a multivariate analysis, implementation of the multidisciplinary team approach was the only significant independent prognostic factor for neuroblastoma patients. In further subgroup analyses, the multidisciplinary team approach improved EFS, but not OS, in patients with stage 4 disease, those in the high-risk group, and those with non-MYCN amplified tumors. These data indicate a multidisciplinary team care approach improved survival outcomes in high-risk neuroblastoma patients. However, further investigation will be required to evaluate the long-term effects of this approach over longer follow-up periods.

Team Approach to Staffing the Reference Center: A Speculation.

ERIC Educational Resources Information Center

Lawson, Mollie D.; And Others

This document applies theories of participatory management to a proposal for a model that uses a team approach to staffing university library reference centers. In particular, the Ward Edwards Library at Central Missouri State University is examined in terms of the advantages and disadvantages of its current approach. Special attention is given to…

Round-the-table teaching: a novel approach to resuscitation education.

PubMed

McGarvey, Kathryn; Scott, Karen; O'Leary, Fenton

2014-10-01

Effective cardiopulmonary resuscitation saves lives. Health professionals who care for acutely unwell children need to be prepared to care for a child in arrest. Hospitals must ensure that their staff have the knowledge, confidence and ability to respond to a child in cardiac arrest. RESUS4KIDS is a programme designed to teach paediatric resuscitation to health care professionals who care for acutely unwell children. The programme is delivered in two components: an e-learning component for pre-learning, followed by a short, practical, face-to-face course that is taught using the round-the-table teaching approach. Round-the-table teaching is a novel, evidence-based small group teaching approach designed to teach paediatric resuscitation skills and knowledge. Round-the-table teaching uses a structured approach to managing a collapsed child, and ensures that each participant has the opportunity to practise the essential resuscitation skills of airway manoeuvres, bag mask ventilation and cardiac compressions. Round-the-table teaching is an engaging, non-threatening approach to delivering interdisciplinary paediatric resuscitation education. The methodology ensures that all participants have the opportunity to practise each of the different essential skills associated with the Danger, Response, Send for help, Airway, Breathing, Circulation, Defibrillation or rhythm recognition (DRSABCD) approach to the collapsed child. Round-the-table teaching is based on evidence-based small group teaching methods. The methodology of round-the-table teaching can be applied to any topic where participants must demonstrate an understanding of a sequential approach to a clinical skill. Round-the-table teaching uses a structured approach to managing a collapsed child. © 2014 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

AN EXPERIMENTAL STUDY UTILIZING CLOSED CIRCUIT TELEVISION IN AN INDUSTRIAL ARTS TEAM TEACHING PROGRAM. FINAL REPORT.

ERIC Educational Resources Information Center

JAQUITH, CHARLES E.; AND OTHERS

BASIC OBJECTIVES OF THIS EXPERIMENT WERE TO USE TEAM TEACHING BY TV TO HELP STUDENTS GAIN A REALISTIC VIEW OF THE INDUSTRIAL PROCESS AND OF THE IMPORTANCE OF EDUCATION AND TRAINING FOR PARTICIPATION IN THAT PROCESS. GRADE EIGHT STUDENTS IN AN INDUSTRIAL COMMUNITY WERE PLACED IN AN EXPERIMENTAL AND A CONTROL GROUP, AND EXPOSED TO INSTRUCTION FROM…

Implementing the Team Approach in Higher Education: Important Questions and Advice for Administrators

ERIC Educational Resources Information Center

Lara, Tracy M.; Hughey, Aaron W.

2008-01-01

Many companies have implemented the team approach as a way to empower their employees in an effort to enhance productivity, quality and overall profitability. While application of the concept to higher education administration has been limited, colleges and universities could benefit from the team approach if implemented appropriately and…

Teaching the Process Approach in Poland.

ERIC Educational Resources Information Center

Carter, Ronnie D.

Members of the Polish faculty at the English Institute (Poland) primarily use English as a second language (ESL) techniques to teach writing, with grammar and idiom drills, and little writing beyond the sentence level. An American professor, on the other hand, used a process approach to teach writing by providing specific instructions about…

Treating dementia: the complementing team approach of occupational therapy and psychology.

PubMed

Keough, J; Huebner, R A

2000-07-01

Dementia is a chronic progressive disorder that necessitates an interdisciplinary team approach to provide the highest quality of health care. The purpose of this article is to describe and promote the collaboration of psychologists and occupational therapists as key interdisciplinary team members. Multiple sources were referenced to develop and describe an interdisciplinary team model. Occupational therapists possess skills in understanding function, maximizing residual strengths, defining small changes, modifying the environment, and developing caregiver strengths and compensations. These skills can complement the skills of psychologists in understanding behavior and emotion, developing behavioral interventions, supporting team development, and providing psychosocial support to caregivers.

A continuous quality improvement team approach to adverse drug reaction reporting.

PubMed

Flowers, P; Dzierba, S; Baker, O

1992-07-01

Crossfunctional teams can generate more new ideas, concepts, and possible solutions than does a department-based process alone. Working collaboratively can increase knowledge of teams using CQI approaches and appropriate tools. CQI produces growth and development at multiple levels resulting from involvement in the process of incremental improvement.

Innovative Approaches to Teaching Technical Communication

ERIC Educational Resources Information Center

Bridgeford, Tracy, Ed.; Kitalong, Karla Saari, Ed.; Selfe, Dickie, Ed.

2004-01-01

"Innovative Approaches to Teaching Technical Communication" offers a variety of activities, projects, and approaches to energize pedagogy in technical communication and to provide a constructive critique of current practice. A practical collection, the approaches recommended here are readily adaptable to a range of technological and institutional…

Occupational Stress and Teaching Approaches among Chinese Academics

ERIC Educational Resources Information Center

Zhang, Li-fang

2009-01-01

The primary objective of this study was to examine the predictive power of occupational stress for teaching approaches. Participants were 246 faculty members from a large university in Guangzhou in the People's Republic of China, who completed the Approaches to Teaching Inventory, four scales from the Occupational Stress Inventory-Revised…

Ageism and the Baby Boomers: Issues, Challenges and the TEAM Approach

ERIC Educational Resources Information Center

Gibson, Jane Whitney; Jones, J. Preston; Cella, Jennifer; Clark, Cory; Epstein, Alexandra; Haselberger, Jennifer

2010-01-01

This paper considers the issues and challenges associated with ageism relating to the Baby Boomer generation in Corporate America. Stereotypes about older workers are examined along with types of discrimination facing Boomers. The TEAM approach is proposed to combat ageism in the workplace. The strategy includes using intergenerational teams,…

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students: A Case Study

ERIC Educational Resources Information Center

Chad, Paul

2012-01-01

Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to…

Collective autonomy and absenteeism within work teams: a team motivation approach.

PubMed

Rousseau, Vincent; Aubé, Caroline

2013-01-01

This study investigates the role of collective autonomy in regard to team absenteeism by considering team potency as a motivational mediator and task routineness as a moderator. The sample consists of 90 work teams (327 members and 90 immediate superiors) drawn from a public safety organization. Results of structural equation modeling indicate that the relationships between collective autonomy and two indicators of team absenteeism (i.e., absence frequency and time lost) are mediated by team potency. Specifically, collective autonomy is positively related to team potency which in turn is negatively related to team absenteeism. Furthermore, results of hierarchical regression analyses show that task routineness moderates the relationships between collective autonomy and the two indicators of team absenteeism such that these relationships are stronger when the level of task routineness is low. On the whole, this study points out that collective autonomy may exercise a motivational effect on attendance at work within teams, but this effect is contingent on task routineness.

Teaching Writing in the Social Sciences: A Comparison and Critique of Three Models

ERIC Educational Resources Information Center

Hansen, Kristine; Adams, Joyce

2010-01-01

This article describes and evaluates three approaches to teaching writing in the social sciences, particularly psychology: an English department-based course for all social science majors; a team-teaching model that embeds writing in core courses in psychology; and a stand-alone course dedicated to teaching writing in psychology, often taken…

Using Games Invention with Elementary Children--Teaching for Understanding: Tactical Approaches to Teaching Games.

ERIC Educational Resources Information Center

Curtner-Smith, Matthew D.

1996-01-01

Explains how teachers of students in grades four through six can use the Teaching Games for Understanding Approach and incorporate games invention into the physical education curriculum. A three-step model is proposed: selection and modification of games; teaching games with an understanding approach; and student invention of games. Summaries of…

Three Approaches to Teaching the Same Subject at Two Universities.

ERIC Educational Resources Information Center

Taricani, Ellen

In the fall of 1997, a senior level course was taught as an interdisciplinary class for learning the processes in food product development. The course implemented many new teaching methods and technologies. It was an effort between two departments: food science and agricultural economics. Students worked in teams with industry mentors who assisted…

Project Approach: Teaching. Second Edition.

ERIC Educational Resources Information Center

Ho, Rose

The primary objective of the action research chronicled (in English and Chinese) in this book was to shift the teaching method used by preschool teachers in Hong Kong from a teacher-directed mode by training them to use the Project Approach. The secondary objective was to measure children's achievement while using the Project Approach, focusing on…

Comparing Team Learning Approaches through the Lens of Activity Theory

ERIC Educational Resources Information Center

Park, Sunyoung; Cho, Yonjoo; Yoon, Seung Won; Han, Heeyoung

2013-01-01

Purpose: The purpose of this study is to examine the distinctive features of three team learning approaches (action learning, problem-based learning, and project-based learning), compare and contrast them, and discuss implications for practice and research. Design/methodology/approach: The authors used Torraco's integrative literature review…

Teaching energy using an integrated science approach

NASA Astrophysics Data System (ADS)

Poggi, Valeria; Miceli, Cristina; Testa, Italo

2017-01-01

Despite its relevance to all scientific domains, the debate surrounding the teaching of energy is still open. The main point remains the problems students have in understanding some aspects of the energy concept and in applying their knowledge to the comprehension of natural phenomena. In this paper, we present a research-based interdisciplinary approach to the teaching of energy in which the first and second laws of thermodynamics were used to interpret physical, chemical and biological processes. The contents of the three disciplines (physics, chemistry, biology) were reconstructed focusing on six basic aspects of energy (forms, transfer, transformation, conservation, degradation, and entropy) and using common teaching methodologies. The module was assessed with 39 secondary school students (aged 15-16) using a 30-question research instrument and a treatment/control group methodology. Analysis of students’ learning outcomes suggests a better understanding of the energy concept, supporting the effectiveness of an interdisciplinary approach in the teaching of energy in physics and science in general. Implications for the teaching of energy are briefly discussed.

Cyber as a Team Sport: Operationalizing a Whole-Of-Government Approach to Cyberspace Operations

DTIC Science & Technology

2011-06-07

July 2010-7 June 2011 4. TITLE AND SUBTITLE • -~ ·- ~ I 5a. CONTRACT NUMBER CYBER AS A "TEAM SPORT ": OPERATIONALIZING A WHOLE-OF-GOVERNMENT APPROACH...JOINT FORCES STAFF COLLEGE JOINT ADVANCED WARFIGHTING SCHOOL CYBER AS A “TEAM SPORT ”: OPERATIONALIZING A WHOLE-OF- GOVERNMENT APPROACH...TO CYBERSPACE OPERATIONS by Elizabeth A. Myers Department of Defense CYBER AS A "TEAM SPORT ": OPERATIONALIZING A WHOLE-OF· GOVERNMENT

Evaluating a team-based approach to research capacity building using a matched-pairs study design.

PubMed

Holden, Libby; Pager, Susan; Golenko, Xanthe; Ware, Robert S; Weare, Robyn

2012-03-12

There is a continuing need for research capacity building initiatives for primary health care professionals. Historically strategies have focused on interventions aimed at individuals but more recently theoretical frameworks have proposed team-based approaches. Few studies have evaluated these new approaches. This study aims to evaluate a team-based approach to research capacity building (RCB) in primary health using a validated quantitative measure of research capacity in individual, team and organisation domains. A non-randomised matched-pairs trial design was used to evaluate the impact of a multi-strategy research capacity building intervention. Four intervention teams recruited from one health service district were compared with four control teams from outside the district, matched on service role and approximate size. All were multi-disciplinary allied health teams with a primary health care role. Random-effects mixed models, adjusting for the potential clustering effect of teams, were used to determine the significance of changes in mean scores from pre- to post-intervention. Comparisons of intervention versus control groups were made for each of the three domains: individual, team and organisation. The Individual Domain measures the research skills of the individual, whereas Team and Organisation Domains measure the team/organisation's capacity to support and foster research, including research culture. In all three domains (individual, team and organisation) there were no occasions where improvements were significantly greater for the control group (comprising the four control teams, n = 32) compared to the intervention group (comprising the four intervention teams, n = 37) either in total domain score or domain item scores. However, the intervention group had a significantly greater improvement in adjusted scores for the Individual Domain total score and for six of the fifteen Individual Domain items, and to a lesser extent with Team and Organisation

The Academic Evolution of Teaming

ERIC Educational Resources Information Center

Hansen, Spencer D.

2009-01-01

Developing interdisciplinary teams that function properly should be the goal of every school leader who is interested in promoting middle level reform. To accomplish that goal, individual team members should not be left on their own to sink or swim with the teaming concept, but must be guided through a transformational process that teaches them to…

Geophysics field school: A team-based learning experience for students and faculty

NASA Astrophysics Data System (ADS)

Karchewski, B.; Innanen, K. A.; Lauer, R. M.; Pidlisecky, A.

2016-12-01

The core challenge facing a modern science educator is to deliver a curriculum that reaches broadly and deeply into the technical domain, while also helping students to develop fundamental scientific skills such as inquiry, critical thinking and technical communication. That is, our aim is for students to achieve significant learning at all levels summarized by Bloom's Taxonomy of Educational Objectives. It is not always clear how to achieve the full spectrum of goals, with much debate over which component is more important in a science education. Team-based and experiential learning are research-supported approaches that aim to reach across the spectrum by placing students in a setting where they solve practical problems in teams of peers. This learning mode modifies the role of the instructor to a guide or facilitator, and students take a leadership role in their own education. We present a case study of our team's implementation of team-based learning in a geophysics field school, an inherently experiential learning environment. The core philosophies behind our implementation are to present clearly defined learning outcomes, to recognize that students differ in their learning modalities and to strive to engage students through a range of evidence-based learning experiences. We discuss the techniques employed to create functional teams, the key learning activities involved in a typical day of field school and data demonstrating the learning activities that showed the strongest correlation to overall performance in the course. In the process, we also realized that our team-based approach to course design and implementation also enhanced our skillsets as educators, and our institution recently recognized our efforts with a team teaching award. Therefore, we conclude with some of our observations of best practices for team teaching in a field setting to initiate discussions with colleagues engaged in similar activities.

Bringing interdisciplinary and multicultural team building to health care education: the downstate team-building initiative.

PubMed

Hope, Joanie Mayer; Lugassy, Daniel; Meyer, Rina; Jeanty, Freida; Myers, Stephanie; Jones, Sadie; Bradley, Joann; Mitchell, Rena; Cramer, Eva

2005-01-01

To evaluate the impact of the Downstate Team-Building Initiative (DTBI), a model multicultural and interdisciplinary health care team-building program for health professions students. A total of 65 students representing seven health disciplines participated in DTBI's first three years (one cohort per year since implementation). During the 18-session curriculum, students self-evaluated their group's progress through Tuckman's four team-development stages (FORMING, STORMING, NORMING, PERFORMING) on an 11-point scale. Students completed matched pre- and postintervention program evaluations assessing five variables: interdisciplinary understanding, interdisciplinary attitudes, teamwork skills, multicultural skills, and team atmosphere. After participation, students completed narrative follow-up questionnaires investigating impact one and two years after program completion. Each year's team development curve followed a similar logarithmic trajectory. Cohort 1 remained in team development stage 3 (NORMING) while Cohorts 2 and 3 advanced into the final stage-PERFORMING. A total of 34 matched pre- and postintervention evaluations showed significant change in all major variables: Team atmosphere and group teamwork skills improved most (48% and 44%, respectively). Interdisciplinary understanding improved 42%. Individual multicultural skills (defined by ability to address racism, homophobia, and sexism) started at the highest baseline and improved the least (13%). Group multicultural skills improved 36%. Of 23 responses to the follow-up surveys, 22 (96%) stated DTBI was a meaningful educational experience applicable to their current clinical surroundings. DTBI successfully united students across health discipline, ethnicity, socioeconomic class, gender, and sexual orientation into functioning teams. The model represents an effective approach to teaching health care team building and demonstrates benefits in both preclinical and clinical years of training.

A team approach to improving colorectal cancer services using administrative health data.

PubMed

Porter, Geoffrey; Urquhart, Robin; Bu, Jingyu; Kendell, Cynthia; Macintyre, Maureen; Dewar, Ron; Kephart, George; Asada, Yukiko; Grunfeld, Eva

2012-01-31

Colorectal cancer (CRC) is the third most commonly diagnosed cancer in Canada and accounts for 11.9% of all cancer-related mortality. Fortunately, previous studies have provided evidence of improved outcomes from access to timely and appropriate health services along the disease trajectory in CRC. As a result, the CIHR/CCNS Team in Access to Colorectal Cancer Services in Nova Scotia (Team ACCESS) was created to build colorectal cancer (CRC) research capacity in Nova Scotia (NS) and to study access to and quality of CRC services along the entire continuum of cancer care. The objectives of this paper are to: 1) provide a detailed description of the methodologies employed across the various studies being conducted by Team ACCESS; 2) demonstrate how administrative health data can be used to evaluate access and quality in CRC services; and 3) provide an example of an interdisciplinary team approach to addressing health service delivery issues. All patients diagnosed with CRC in NS between 2001 and 2005 were identified through the Nova Scotia Cancer Registry (NSCR) and staged using the Collaborative Stage Data Collection System. Using administrative databases that were linked at the patient level, Team ACCESS created a retrospective longitudinal cohort with comprehensive demographic, clinical, and healthcare utilization data. These data were used to examine access to and quality of CRC services in NS, as well as factors affecting access to and quality of care, at various transition points along the continuum of care. Team ACCESS has also implemented integrated knowledge translation strategies targeting policy- and decision- makers. The development of Team ACCESS represents a unique approach to CRC research. We anticipate that the skills, tools, and knowledge generated from our work will also advance the study of other cancer disease sites in NS. Given the increasing prevalence of cancer, and with national and provincial funding agencies promoting collaborative research

Evaluating Academic Scientists Collaborating in Team-Based Research: A Proposed Framework.

PubMed

Mazumdar, Madhu; Messinger, Shari; Finkelstein, Dianne M; Goldberg, Judith D; Lindsell, Christopher J; Morton, Sally C; Pollock, Brad H; Rahbar, Mohammad H; Welty, Leah J; Parker, Robert A

2015-10-01

Criteria for evaluating faculty are traditionally based on a triad of scholarship, teaching, and service. Research scholarship is often measured by first or senior authorship on peer-reviewed scientific publications and being principal investigator on extramural grants. Yet scientific innovation increasingly requires collective rather than individual creativity, which traditional measures of achievement were not designed to capture and, thus, devalue. The authors propose a simple, flexible framework for evaluating team scientists that includes both quantitative and qualitative assessments. An approach for documenting contributions of team scientists in team-based scholarship, nontraditional education, and specialized service activities is also outlined. Although biostatisticians are used for illustration, the approach is generalizable to team scientists in other disciplines.The authors offer three key recommendations to members of institutional promotion committees, department chairs, and others evaluating team scientists. First, contributions to team-based scholarship and specialized contributions to education and service need to be assessed and given appropriate and substantial weight. Second, evaluations must be founded on well-articulated criteria for assessing the stature and accomplishments of team scientists. Finally, mechanisms for collecting evaluative data must be developed and implemented at the institutional level. Without these three essentials, contributions of team scientists will continue to be undervalued in the academic environment.

Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching

ERIC Educational Resources Information Center

Isiksal-Bostan, Mine; Sahin, Elvan; Ertepinar, Hamide

2015-01-01

The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in…

The Effects of Restructuring Biology Teaching by a Constructivist Teaching Approach: An Action Research.

ERIC Educational Resources Information Center

Lin, Wan-Ju

This study reports on the improvement of a teacher researcher's teaching practice by adopting a constructivist teaching approach. Four biology units on the nervous system, human circulatory system, evolution, and vertebrate classification were selected to illustrate a model of biology teaching. Data were drawn from student responses to…

Team Learning and Team Composition in Nursing

ERIC Educational Resources Information Center

Timmermans, Olaf; Van Linge, Roland; Van Petegem, Peter; Elseviers, Monique; Denekens, Joke

2011-01-01

Purpose: This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of team learning and to examine empirically a new model of ambidextrous team learning in nursing. Design/methodology/approach: Quantitative research utilising exploratory…

Evaluation of a modified team based learning method for teaching general embryology to 1st year medical graduate students.

PubMed

Shankar, Nachiket; Roopa, R

2009-01-01

To encourage student participation in the learning process, the authors introduced a modified team based learning (TBL) method to cover two general embryology topics in the 1st year MBBS curriculum. The aim of this study was to evaluate students' perception of this method vis-à-vis the lecture method of teaching. A questionnaire was used to survey and evaluate the perceptions of 1st year MBBS students at the Department of Anatomy at our medical college in India. A total of eight classes were allotted to cover General Embryology. Six of these classes were conducted using the traditional didactic lecture method. Two topics were covered using the modified TBL method. Five teams of students were constituted, and each team was given handouts which contained basic factual material, four clinical case histories, and previous university exam questions from the topic. On the day of the session, these were discussed in the presence of the faculty facilitator. Students evaluated these sessions through a questionnaire. A majority of students felt that the modified TBL sessions were better at fulfilling learning objectives (46 students, 85%), enabled better understanding (43 students, 79%), were more interesting (43 students, 81%), ensured greater student participation (51 students, 94%) and involved greater effort on the part of students (53 students, 98%), as compared to traditional teaching methods. Most of the students (43 students, 79%) opined that more such sessions should be organized in the future. Responses from students show that the modified TBL classes could be utilized judiciously along with the traditional didactic lectures for teaching embryology.

Conflicting messages: examining the dynamics of leadership on interprofessional teams.

PubMed

Lingard, Lorelei; Vanstone, Meredith; Durrant, Michele; Fleming-Carroll, Bonnie; Lowe, Mandy; Rashotte, Judy; Sinclair, Lynne; Tallett, Susan

2012-12-01

Despite the importance of leadership in interprofessional health care teams, little is understood about how it is enacted. The literature emphasizes a collaborative approach of shared leadership, but this may be challenging for clinicians working within the traditionally hierarchical health care system. Using case study methodology, the authors collected observation and interview data from five interprofessional health care teams working at teaching hospitals in urban Ontario, Canada. They interviewed 46 health care providers and conducted 139 hours of observation from January 2008 through June 2009. Although the members of the interprofessional teams agreed about the importance of collaborative leadership and discussed ways in which their teams tried to achieve it, evidence indicated that the actual enactment of collaborative leadership was a challenge. The participating physicians indicated a belief that their teams functioned nonhierarchically, but reports from the nonphysician clinicians and the authors' observation data revealed that hierarchical behaviors persisted, even from those who most vehemently denied the presence of hierarchies on their teams. A collaborative approach to leadership may be challenging for interprofessional teams embedded in traditional health care, education, and medical-legal systems that reinforce the idea that physicians sit at the top of the hierarchy. By openly recognizing and discussing the tensions between traditional and interprofessional discourses of collaborative leadership, it may be possible to help interprofessional teams, physicians and clinicians alike, work together more effectively.

Thematic Approaches to Teaching Rhetorical Criticism.

ERIC Educational Resources Information Center

Henry, David; Sharp, Harry, Jr.

1989-01-01

Argues that a thematic approach to teaching criticism--based on frequent, integrated writing tasks--accommodates the constraints found in the typical undergraduate course on rhetorical criticism. Illustrates this approach with reference to two themes: Ronald Reagan's discourse and the rhetoric of war and peace. (MM)

Instructional Approaches in Teaching the Holocaust

ERIC Educational Resources Information Center

Lindquist, David H.

2011-01-01

Holocaust education requires teachers to carefully determine which instructional approaches ensure effective teaching of the subject while avoiding potential difficulties. The article identifies several complicating factors that must be considered when making pedagogical decisions. It then examines five methodological approaches that can be used…

Teaching Ethics as Design

ERIC Educational Resources Information Center

Kirkman, Robert; Fu, Katherine; Lee, Bumsoo

2017-01-01

This paper introduces an approach to teaching ethics as design in a new course entitled Design Ethics, team-taught by a philosopher and an engineer/designer. The course follows a problem-based learning model in which groups of students work through the phases of the design process on a project for a local client, considering the design values and…

Profiling Approaches to Teaching in Higher Education: A Cluster-Analytic Study

ERIC Educational Resources Information Center

Stes, Ann; Van Petegem, Peter

2014-01-01

Teaching approaches in higher education have already been the subject of a considerable body of research. An important contribution was Prosser and Trigwell's development of the Approaches to Teaching Inventory (ATI). The present study aims to map out the approaches to teaching profiles of teachers in higher education on the basis of their scores…

Chinese Tertiary Teachers' Goal Orientations for Teaching and Teaching Approaches: The Mediation of Teacher Engagement

ERIC Educational Resources Information Center

Yin, Hongbiao; Han, Jiying; Lu, Genshu

2017-01-01

This study investigated the effects of Chinese tertiary teachers' goal orientations for teaching on their approaches to teaching mediated by teacher engagement. In a survey of 597 Chinese tertiary teachers, the respondents placed particular emphasis on relational and mastery goals and expressed a preference for student-focused approaches to…

An Interactive Approach to Learning and Teaching in Visual Arts Education

ERIC Educational Resources Information Center

Tomljenovic, Zlata

2015-01-01

The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative…

Teaching the Perpendicular Bisector: A Kinesthetic Approach

ERIC Educational Resources Information Center

Touval, Ayana

2011-01-01

Kinesthetic intelligence is one of the seven kinds of intelligence identified by Gardner's multiple intelligence theory (1983). The kinesthetic approach to teaching has numerous pedagogical advantages and can be adapted to the teaching of mathematics. This article describes a series of kinesthetic activities designed to explore the properties of…

The Childhood Obesity Research Demonstration project: a team approach for supporting a multisite, multisector intervention.

PubMed

Williams, Nancy; Dooyema, Carrie A; Foltz, Jennifer L; Belay, Brook; Blanck, Heidi M

2015-02-01

Comprehensive multisector, multilevel approaches are needed to address childhood obesity. This article introduces the structure of a multidisciplinary team approach used to support and guide the multisite, multisector interventions implemented as part of the Childhood Obesity Research Demonstration (CORD) project. This article will describe the function, roles, and lessons learned from the CDC-CORD approach to project management. The CORD project works across multisectors and multilevels in three demonstration communities. Working with principal investigators and their research teams who are engaging multiple stakeholder groups, including community organizations, schools and child care centers, health departments, and healthcare providers, can be a complex endeavor. To best support the community-based research project, scientific and programmatic expertise in a wide range of areas was required. The team was configured based on the skill sets needed to interact with the various levels of staff working with the project. By thoughtful development of the team and processes, an efficient system for supporting the multisite, multisector intervention project sites was developed. The team approach will be formally evaluated at the end of the project period.

Inclusion and Student Learning: A Quantitative Comparison of Special and General Education Student Performance Using Team and Solo-Teaching

ERIC Educational Resources Information Center

Jamison, Joseph A.

2013-01-01

This quantitative study sought to determine whether there were significant statistical differences between the performance scores of special education and general education students' scores when in team or solo-teaching environments as may occur in inclusively taught classrooms. The investigated problem occurs because despite education's stated…

Exploring Approaches to Teaching in Three-Dimensional Virtual Worlds

ERIC Educational Resources Information Center

Englund, Claire

2017-01-01

Purpose: The purpose of this paper is to explore how teachers' approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education. Design/methodology/approach: Data were collected through thematic interviews with eight…

Ways of Teaching Values: An Outline of Six Values Approaches.

ERIC Educational Resources Information Center

Kupchenko, Ian; Parsons, Jim

Six different approaches to teaching values in the classroom are reviewed in this paper. Each approach is reviewed according to: (1) the rationale of the approach; (2) the process of valuing; (3) the teaching methods used to achieve the specific purpose to the approach; (4) an instructional mode or system of procedures used by teachers to…

An exploration of teaching presence in online interprofessional education facilitation.

PubMed

Evans, Sherryn Maree; Ward, Catherine; Reeves, Scott

2017-07-01

Although the prevalence of online asynchronous interprofessional education (IPE) has increased in the last decade, little is known about the processes of facilitation in this environment. The teaching presence element of the Community of Inquiry Framework offers an approach to analyze the contributions of online facilitators, however, to date it has only been used on a limited basis in health professions education literature. Using an exploratory case study design, we explored the types of contributions made by IPE facilitators to asynchronous interprofessional team discussions by applying the notion of teaching presence. Using a purposeful sampling approach, we analyzed 14 facilitators' contributions to asynchronous team discussion boards in an online IPE course. We analyzed data using directed content analysis based on the key indicators of teaching presence. The online IPE facilitators undertook the three critical pedagogical functions identified in teaching presence: facilitating discourse, direct instruction, and instructional design and organization. While our data fitted well with a number of key activities embedded in these three functions, further modification of the teaching presence concept was needed to describe our facilitators' teaching presence. This study provides an initial insight into the key elements of online asynchronous IPE facilitation. Further research is required to continue to illuminate the complexity of online asynchronous IPE facilitation.

Teamwork--Teach Me, Teach Me Not: A Case Study of Three Australian Preservice Teachers

ERIC Educational Resources Information Center

Main, Katherine

2010-01-01

Explicit training in teaming skills (both preservice and inservice) has been identified as a key means of facilitating the effective functioning of teaching teams (Main, 2007). This case study explored how groupwork tasks within university coursework can prepare preservice education students to work effectively in teaching teams. Three students in…

Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

ERIC Educational Resources Information Center

Dyck, Bruno; Walker, Kent; Starke, Frederick A.; Uggerslev, Krista

2012-01-01

The authors explore the effect on students' critical thinking of teaching only one approach to management versus teaching two approaches to management. Results from a quasiexperiment--which included a survey, interviews, and case analysis--suggest that compared with students who are taught only a conventional approach to management (which…

Study of connectivity in student teams by observation of their learning processes

NASA Astrophysics Data System (ADS)

Pacheco, Patricio H.; Correa, Rafael D.

2016-05-01

A registration procedure based data tracking classroom activities students formed into teams, which are immersed in basic learning processes, particularly physical sciences is presented. For the analysis of the data various mathematical tools to deliver results in numerical indicators linking their learning, performance, quality of relational nexus to transformation their emotions. The range of variables under observation and further study, which is influenced by the evolution of the emotions of the different teams of students, it also covers the traditional approach to information delivery from outside (teaching in lecture) or from inside each team (abilities of pupils) to instructional materials that enhance learning inquiry and persuasion.

An Investigative Approach to Teaching Primary Mathematics

ERIC Educational Resources Information Center

Sangster, Margaret

2012-01-01

As with much in life the term "investigative", when used to describe an approach to teaching and learning, can have many interpretations. Some might consider that the term "investigations" is somehow "mired in the past", others might consider "investigations" to be a "credo" that sustains their own mathematics teaching and learning. With…

A Cooperative Approach To Teaching Mineral Identification.

ERIC Educational Resources Information Center

Constantopoulos, Terri Lynn

1994-01-01

Describes Jigsaw Teaching, a cooperative learning approach, in relation to mineral identification. This technique may also be applied to rock identification. Students work in groups of four and learn to identify 20 minerals, becoming an "expert" on five of them. Helping to teach other students reinforces what each student has learned.…

TNT: Teams Need Training.

ERIC Educational Resources Information Center

Centre County Vocational-Technical School, Pleasant Gap, PA. CIU 10 Bi-County Development Center for Adults.

This document includes a final report and curriculum manual from a project to help adult educators teach team training by developing a curriculum for use in teaching teamwork skills in work force literacy programs and by providing two half-day seminars to assist adult educators with effectively using the curriculum. The manual for work force…

Teaching spirituality to student midwives: a creative approach.

PubMed

Mitchell, Mary; Hall, Jenny

2007-11-01

The nature of midwifery both as an art and a science requires methods of teaching students that will enhance this understanding. A philosophy of holistic care of women should underpin education of student midwives and these concepts should be put across to the students in meaningful ways. In the formal midwifery curriculum this has been a neglected aspect (Hall, 2001) [Hall, J., 2001. Midwifery Mind and spirit: emerging issues of care. Books for Midwives, Oxford]. We have developed a teaching session on 'Spirituality and the meaning of birth'. A creative approach, using mediums of video, music, aroma and storytelling, combined with an opportunity for the students to express their selves through art have been utilised (Cameron, 1993) [Cameron, J., 1993. The Artists Way--A course in discovering and recovering your creative self. Pan Macmillan, London]. Although creative approaches in teaching arts based disciplines is well established, these approaches have not been evaluated for their effectiveness within midwifery education. We conducted a study which aimed to develop an understanding of student's views on the meaning of birth by examining creative work produced by the student midwives. This aspect is reported elsewhere. Further exploration through open-ended questionnaires was made of the effectiveness and value of the activity as a teaching method. This paper will describe the innovative teaching methods used. In addition student's views of birth established through their art and their views of the teaching session elicited through our research will be explored.

Practical Team-Based Learning from Planning to Implementation

PubMed Central

Bell, Edward; Eng, Marty; Fuentes, David G.; Helms, Kristen L.; Maki, Erik D.; Vyas, Deepti

2015-01-01

Team-based learning (TBL) helps instructors develop an active teaching approach for the classroom through group work. The TBL infrastructure engages students in the learning process through the Readiness Assessment Process, problem-solving through team discussions, and peer feedback to ensure accountability. This manuscript describes the benefits and barriers of TBL, and the tools necessary for developing, implementing, and critically evaluating the technique within coursework in a user-friendly method. Specifically, the manuscript describes the processes underpinning effective TBL development, preparation, implementation, assessment, and evaluation, as well as practical techniques and advice from authors’ classroom experiences. The paper also highlights published articles in the area of TBL in education, with a focus on pharmacy education. PMID:26889061

A Design Thinking Approach to Teaching Knowledge Management

ERIC Educational Resources Information Center

Wang, Shouhong; Wang, Hai

2008-01-01

Pedagogies for knowledge management courses are still undeveloped. This Teaching Tip introduces a design thinking approach to teaching knowledge management. An induction model used to guide students' real-life projects for knowledge management is presented. (Contains 1 figure.)

Enhancing the Teaching-Learning Process: A Knowledge Management Approach

ERIC Educational Resources Information Center

Bhusry, Mamta; Ranjan, Jayanthi

2012-01-01

Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…

Towards a Methodology for Managing Competencies in Virtual Teams - A Systemic Approach

NASA Astrophysics Data System (ADS)

Schumacher, Marinita; Stal-Le Cardinal, Julie; Bocquet, Jean-Claude

Virtual instruments and tools are future trends in Engineering which are a response to the growing complexity of engineering tasks, the facility of communication and strong collaborations on the international market. Outsourcing, off-shoring, and the globalization of organisations’ activities have resulted in the formation of virtual product development teams. Individuals who are working in virtual teams must be equipped with diversified competencies that provide a basis for virtual team building. Thanks to the systemic approach of the functional analysis our paper responds to the need of a methodology of competence management to build virtual teams that are active in virtual design projects in the area of New Product Development (NPD).

Team-Teaching Helps Close Language Gap

ERIC Educational Resources Information Center

Zehr, Mary Ann

2006-01-01

In the St. Paul, Minnesota public schools, "pullout" teaching is frowned upon. Instead, "collaboration" is the favored method when it comes to teaching English-language learners. For three of the past four years, the district has made adequate yearly progress for its English-language learners under the federal No Child Left…

Interdisciplinary collaboration in gerontology and geriatrics in Latin America: conceptual approaches and health care teams.

PubMed

Gomez, Fernando; Curcio, Carmen Lucia

2013-01-01

The underlying rationale to support interdisciplinary collaboration in geriatrics and gerontology is based on the complexity of elderly care. The most important characteristic about interdisciplinary health care teams for older people in Latin America is their subjective-basis framework. In other regions, teams are organized according to a theoretical knowledge basis with well-justified priorities, functions, and long-term goals, in Latin America teams are arranged according to subjective interests on solving their problems. Three distinct approaches of interdisciplinary collaboration in gerontology are proposed. The first approach is grounded in the scientific rationalism of European origin. Denominated "logical-rational approach," its core is to identify the significance of knowledge. The second approach is grounded in pragmatism and is more associated with a North American tradition. The core of this approach consists in enhancing the skills and competences of each participant; denominated "logical-instrumental approach." The third approach denominated "logical-subjective approach" has a Latin America origin. Its core consists in taking into account the internal and emotional dimensions of the team. These conceptual frameworks based in geographical contexts will permit establishing the differences and shared characteristics of interdisciplinary collaboration in geriatrics and gerontology to look for operational answers to solve the "complex problems" of older adults.

Approaches To Teaching Science in the Jordanian Primary School.

ERIC Educational Resources Information Center

Qualter, Anne; Abu-Hola, I. R. A.

2000-01-01

Reports on a study of the influence of different approaches to teaching units from the Jordanian science curriculum on over 600 students from grades 6, 9, and 10. Trains a small sample of male and female teachers in the use of cooperative learning and lecture-demonstration approaches to teaching. (Contains 17 references.) (Author/YDS)

Using a Team Approach to Meet Complex Family Needs

ERIC Educational Resources Information Center

Njorge, Wanijiku F. M.

2011-01-01

Mental health clinicians who work with families with infants and toddlers often face complex challenges that require collaboration among many professionals and disciplines. A team approach to addressing infant mental health is critical to successful intervention. In this articles, a fractured family dealing with interpersonal violence and maternal…

The Translation of Western Teaching Approaches in the Hong Kong Early Childhood Curriculum: A Promise for Effective Teaching?

ERIC Educational Resources Information Center

Pui-Wah, Doris Cheng

2006-01-01

This article reports data from a study about the challenges of teaching reform carried out by three in-service kindergarten teachers in the Hong Kong Special Administrative Region. Intending to improve the quality of teaching and learning, these teachers adapted Western teaching approaches such as High Scope and Project approaches, which they had…

Approaches to preparing young scholars for careers in interdisciplinary team science.

PubMed

Begg, Melissa D; Crumley, Gene; Fair, Alecia M; Martina, Camille A; McCormack, Wayne T; Merchant, Carol; Patino-Sutton, Cecilia M; Umans, Jason G

2014-01-01

To succeed as a biomedical researcher, the ability to flourish in interdisciplinary teams of scientists is becoming ever more important. Institutions supported by the Clinical and Translational Science Awards (CTSAs) from the National Institutes of Health have a specific mandate to educate the next generation of clinical and translational researchers. While they strive to advance integrated and interdisciplinary approaches to education and career development in clinical and translational science, general approaches and evaluation strategies may differ, as there is no single, universally accepted or standardized approach. It is important, therefore, to learn about the different approaches used to determine what is effective. We implemented a Web-based survey distributed to education leaders at the 60 funded CTSA institutions; 95% responded to the survey, which included questions on the importance of preparation for interdisciplinary team science careers, methods used to provide such training, and perceived effectiveness of these training programs. The vast majority (86%) of education leaders reported that such training is important, and about half (52%) of the institutions offer such training. Methods of training most often take the form of courses and seminars, both credit bearing and noncredit. These efforts are, by and large, perceived as effective by the training program leaders, although long-term follow-up of trainees would be required to fully evaluate ultimate effectiveness. Results from the survey suggest that CTSA education directors believe that specific training in interdisciplinary team science for young investigators is very important, but few methodologies are universally practiced in CTSA institutions to provide training or to assess performance. Four specific recommendations are suggested to provide measurable strategic goals for education in team science in the context of clinical and translational research.

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes.

PubMed

Kiteley, Robin J; Ormrod, Graham

2009-08-01

E-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCE Strategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council for England (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why e-learning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

The Approaches to Teaching Inventory: A Preliminary Validation of the Malaysian Translation

ERIC Educational Resources Information Center

Goh, Pauline Swee Choo; Wong, Kung Teck; Hamzah, Mohd Sahandri Gani

2014-01-01

The purpose of this study was to evaluate a Malaysian translation of the 22-item Approaches to Teaching Inventory for application in higher education. The Approaches to Teaching Inventory was a quantitative measure used by teachers of higher education to gauge their own teaching approaches that had been psychometrically assessed and widely used in…

Teaching Mathematical Induction: An Alternative Approach.

ERIC Educational Resources Information Center

Allen, Lucas G.

2001-01-01

Describes experience using a new approach to teaching induction that was developed by the Mathematical Methods in High School Project. The basic idea behind the new approach is to use induction to prove that two formulas, one in recursive form and the other in a closed or explicit form, will always agree for whole numbers. (KHR)

Foundations for teaching surgeons to address the contributions of systems to operating room team conflict.

PubMed

Rogers, David A; Lingard, Lorelei; Boehler, Margaret L; Espin, Sherry; Schindler, Nancy; Klingensmith, Mary; Mellinger, John D

2013-09-01

Prior research has shown that surgeons who effectively manage operating room conflict engage in a problem-solving stage devoted to modifying systems that contribute to team conflict. The purpose of this study was to clarify how systems contributed to operating room team conflict and clarify what surgeons do to modify them. Focus groups of circulating nurses and surgeons were conducted at 5 academic medical centers. Narratives describing the contributions of systems to operating room conflict and behaviors used by surgeons to address those systems were analyzed using the constant comparative approach associated with a constructivist grounded theory approach. Operating room team conflict was affected by 4 systems-related factors: team features, procedural-specific staff training, equipment management systems, and the administrative leadership itself. Effective systems problem solving included advocating for change based on patient safety concerns. The results of this study provide clarity about how systems contribute to operating room conflict and what surgeons can do to effectively modify these systems. This information is foundational material for a conflict management educational program for surgeons. Copyright © 2013 Elsevier Inc. All rights reserved.

Team Teaching School Law

ERIC Educational Resources Information Center

Vanko, John G.; Rogina, Raymond P.

2005-01-01

Graduate students preparing themselves for a career in school administration are typically apprehensive about the legal issues they will face in their first administrative position. After teaching school law for the first time, the author believed that there had to be a more effective way to reach these students rather than the traditional methods…

Teaching Legislative Drafting: A Simulation Approach.

ERIC Educational Resources Information Center

Stern, Barry Jeffrey

1988-01-01

An approach to teaching legislative drafting uses limited traditional classroom instruction and intensive exposure to the process of legislative drafting through a classroom simulation in which students revise the Massachusetts criminal code. (MSE)

Using team cognitive work analysis to reveal healthcare team interactions in a birthing unit.

PubMed

Ashoori, Maryam; Burns, Catherine M; d'Entremont, Barbara; Momtahan, Kathryn

2014-01-01

Cognitive work analysis (CWA) as an analytical approach for examining complex sociotechnical systems has shown success in modelling the work of single operators. The CWA approach incorporates social and team interactions, but a more explicit analysis of team aspects can reveal more information for systems design. In this paper, Team CWA is explored to understand teamwork within a birthing unit at a hospital. Team CWA models are derived from theories and models of teamwork and leverage the existing CWA approaches to analyse team interactions. Team CWA is explained and contrasted with prior approaches to CWA. Team CWA does not replace CWA, but supplements traditional CWA to more easily reveal team information. As a result, Team CWA may be a useful approach to enhance CWA in complex environments where effective teamwork is required. This paper looks at ways of analysing cognitive work in healthcare teams. Team Cognitive Work Analysis, when used to supplement traditional Cognitive Work Analysis, revealed more team information than traditional Cognitive Work Analysis. Team Cognitive Work Analysis should be considered when studying teams.

Using team cognitive work analysis to reveal healthcare team interactions in a birthing unit

PubMed Central

Ashoori, Maryam; Burns, Catherine M.; d'Entremont, Barbara; Momtahan, Kathryn

2014-01-01

Cognitive work analysis (CWA) as an analytical approach for examining complex sociotechnical systems has shown success in modelling the work of single operators. The CWA approach incorporates social and team interactions, but a more explicit analysis of team aspects can reveal more information for systems design. In this paper, Team CWA is explored to understand teamwork within a birthing unit at a hospital. Team CWA models are derived from theories and models of teamworkand leverage the existing CWA approaches to analyse team interactions. Team CWA is explained and contrasted with prior approaches to CWA. Team CWA does not replace CWA, but supplements traditional CWA to more easily reveal team information. As a result, Team CWA may be a useful approach to enhance CWA in complex environments where effective teamwork is required. Practitioner Summary: This paper looks at ways of analysing cognitive work in healthcare teams. Team Cognitive Work Analysis, when used to supplement traditional Cognitive Work Analysis, revealed more team information than traditional Cognitive Work Analysis. Team Cognitive Work Analysis should be considered when studying teams PMID:24837514

Team talk and team activity in simulated medical emergencies: a discourse analytical approach.

PubMed

Gundrosen, Stine; Andenæs, Ellen; Aadahl, Petter; Thomassen, Gøril

2016-11-14

Communication errors can reduce patient safety, especially in emergency situations that require rapid responses by experts in a number of medical specialties. Talking to each other is crucial for utilizing the collective expertise of the team. Here we explored the functions of "team talk" (talking between team members) with an emphasis on the talk-work relationship in interdisciplinary emergency teams. Five interdisciplinary medical emergency teams were observed and videotaped during in situ simulations at an emergency department at a university hospital in Norway. Team talk and simultaneous actions were transcribed and analysed. We used qualitative discourse analysis to perform structural mapping of the team talk and to analyse the function of online commentaries (real-time observations and assessments of observations based on relevant cues in the clinical situation). Structural mapping revealed recurring and diverse patterns. Team expansion stood out as a critical phase in the teamwork. Online commentaries that occurred during the critical phase served several functions and demonstrated the inextricable interconnections between team talk and actions. Discourse analysis allowed us to capture the dynamics and complexity of team talk during a simulated emergency situation. Even though the team talk did not follow a predefined structure, the team members managed to manoeuvre safely within the complex situation. Our results support that online commentaries contributes to shared team situation awareness. Discourse analysis reveals naturally occurring communication strategies that trigger actions relevant for safe practice and thus provides supplemental insights into what comprises "good" team communication in medical emergencies.

Case-based debates: an innovative teaching tool in nephrology education.

PubMed

Jhaveri, Kenar D; Chawla, Arun; Shah, Hitesh H

2012-01-01

Medical educators have called for new teaching methods and materials that supplement the traditional lecture format, and education in a range of health professions, including medicine, nursing, and pharmacy, is using a game-based approach to teach learners. Here, we describe a novel teaching tool in a case-based debate using the game format. Two teams of first- and second-year nephrology fellows participated in a PowerPoint game-based debate about which tests to order to diagnose transplant-related case. Our pilot study assessed the participant acceptance of case-based debate sessions and rewards system, and participant perceptions of using this approach to teach fellows and residents the importance of each test ordered and its cost-effectiveness in medicine. Each test ordered requires an explanation and has a point value attached to it (based on relevance and cost of positive and negative test results). The team that comes up with the diagnosis with most points wins the game. A faculty member leads a short concluding discussion. Subjective evaluations found these case-based debates to be highly entertaining and thought-provoking and to enhance self-directed learning.

Psychological Aspects of Genetic Approach to Teaching Mathematics

ERIC Educational Resources Information Center

Safuanov, Ildar S.

2004-01-01

In this theoretical essay the psychological aspects of genetic approach to teaching mathematics (mainly at universities) are discussed. Analysis of the history and modern state of genetic teaching shows that its psychological aspects may be explained using both Vygotskian and Piagetian frameworks. Experience of practice of mathematical education…

Building Action Research Teams: A Case of Struggles and Successes

ERIC Educational Resources Information Center

Du, Fengning

2009-01-01

Teaching teams can hold the promise of being an ideal vehicle in which collaborative action research is conducted. This case documents the mixed results of a team leader's efforts to improve teaching and introduce inquiry-based professional development through action research in a community college. This case paints a realistic and…

Effectiveness of team-based learning methodology in teaching transfusion medicine to medical undergraduates in third semester: A comparative study.

PubMed

Doshi, Neena Piyush

2017-01-01

Team-based learning (TBL) combines small and large group learning by incorporating multiple small groups in a large group setting. It is a teacher-directed method that encourages student-student interaction. This study compares student learning and teaching satisfaction between conventional lecture and TBL in the subject of pathology. The present study is aimed to assess the effectiveness of TBL method of teaching over the conventional lecture. The present study was conducted in the Department of Pathology, GMERS Medical College and General Hospital, Gotri, Vadodara, Gujarat. The study population comprised 126 students of second-year MBBS, in their third semester of the academic year 2015-2016. "Hemodynamic disorders" were taught by conventional method and "transfusion medicine" by TBL method. Effectiveness of both the methods was assessed. A posttest multiple choice question was conducted at the end of "hemodynamic disorders." Assessment of TBL was based on individual score, team score, and each member's contribution to the success of the team. The individual score and overall score were compared with the posttest score on "hemodynamic disorders." A feedback was taken from the students regarding their experience with TBL. Tukey's multiple comparisons test and ANOVA summary were used to find the significance of scores between didactic and TBL methods. Student feedback was taken using "Student Satisfaction Scale" based on Likert scoring method. The mean of student scores by didactic, Individual Readiness Assurance Test (score "A"), and overall (score "D") was 49.8% (standard deviation [SD]-14.8), 65.6% (SD-10.9), and 65.6% (SD-13.8), respectively. The study showed positive educational outcome in terms of knowledge acquisition, participation and engagement, and team performance with TBL.

Involving youth with disabilities in the development and evaluation of a new advocacy training: Project TEAM.

PubMed

Kramer, Jessica; Barth, Yishai; Curtis, Katie; Livingston, Kit; O'Neil, Madeline; Smith, Zach; Vallier, Samantha; Wolfe, Ashley

2013-04-01

This paper describes a participatory research process in which six youth with disabilities (Youth Panel) participated in the development and evaluation of a manualized advocacy training, Project TEAM (Teens making Environment and Activity Modifications). Project TEAM teaches youth with disabilities how to identify environmental barriers, generate solutions, and request accommodations. The Youth Panel conducted their evaluation after the university researcher implemented Project TEAM with three groups of trainees. The Youth Panel designed and administered a survey and focus group to evaluate enjoyment and usefulness of Project TEAM with support from an advocate/researcher. Members of the Youth Panel analyzed survey response frequencies. The advocate/researcher conducted a content analysis of the open-ended responses. Sixteen of 21 Project TEAM trainees participated in the evaluation. The evaluation results suggest that the trainees found the interactive and individualized aspects of the Project TEAM most enjoyable and useful. Some instructional materials were difficult for trainees with cognitive disabilities to understand. The Youth Panel's involvement in the development of Project TEAM may explain the relatively positive experiences reported by trainees. Project TEAM should continue to provide trainees with the opportunity to apply concepts in real-life situations. Project TEAM requires revisions to ensure it is enjoyable and useful for youth with a variety of disabilities. • Group process strategies, picture-based data collection materials, peer teamwork, and mentorship from adults with disabilities can enable youth with disabilities to engage in research. • Collaborating with youth with disabilities in the development of new rehabilitation approaches may enhance the relevance of interventions for other youth with disabilities. • Youth with cognitive disabilities participating in advocacy and environment-focused interventions may prefer interactive and

A pilot study of team learning on in-patient rounds.

PubMed

Colbert, James; Pelletier, Stephen; Xavier-Depina, Francisca; Shields, Helen

2016-02-01

Medical trainees often do not receive structured teaching during in-patient rounds. To assess whether the addition of a collaborative team learning technique would improve the learning experience on a general medicine in-patient team. Eight learners participated in this pilot study. Learning teams consisted of internal medicine residents and third-year medical students on a general medicine in-patient rotation. The experimental curriculum covered four common topics: cardiac stress testing; syncope; pneumonia; and valvular heart disease. Sessions had the following format: (1) each learner answered five self-assessment questions using an immediate feedback technique; (2) learners were divided into groups of two or three to discuss their answers; (3) the teaching doctor led a discussion to clarify and summarise, and also distributed a handout delineating key learning points. Control sessions consisted of the usual teaching rounds. Learners were e-mailed a daily online survey asking them to rate the rounds and handouts on a Likert scale. Medical trainees often do not receive structured teaching during in-patient rounds All of the learners rated the collaborative team learning intervention as either 'excellent' or 'very good'. Learners also indicated that they found the take-away handout valuable, and positive responses were also noted in the survey comments. A novel collaborative team learning technique resulted in high ratings of teaching rounds by medical residents and medical students. Learners found the sessions engaging, high yield, and educationally valuable. This interactive discussion-based teaching method could be used to enhance the learning experience during teaching rounds on medical, surgical and subspecialty services. © 2015 John Wiley & Sons Ltd.

Teaching Social Welfare Policy: A Comparison of Two Pedagogical Approaches

ERIC Educational Resources Information Center

Anderson, Debra K.; Harris, Barbara M.

2005-01-01

The use of experiential approaches to teach social welfare policy suggests that such methods may increase undergraduate social work students' knowledge of and skill in working on social and economic justice issues. This article compares 2 such methods using qualitative and quantitative approaches. The first teaches social welfare policy as a…

The TEACH Method: An Interactive Approach for Teaching the Needs-Based Theories Of Motivation

ERIC Educational Resources Information Center

Moorer, Cleamon, Jr.

2014-01-01

This paper describes an interactive approach for explaining and teaching the Needs-Based Theories of Motivation. The acronym TEACH stands for Theory, Example, Application, Collaboration, and Having Discussion. This method can help business students to better understand and distinguish the implications of Maslow's Hierarchy of Needs,…

The effect of web quest and team-based learning on students' self-regulation.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. The results of the Mann-Whitney U test showed that the participants' self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students' final scores) were higher in the WebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

An Analysis of Three Curriculum Approaches to Teaching English in Public-Sector Schools

ERIC Educational Resources Information Center

Graves, Kathleen; Garton, Sue

2017-01-01

This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and…

Teaching Price, Income, and Cross Elasticity of Demand: Another Approach.

ERIC Educational Resources Information Center

Zahka, William J.

One of the most important, yet difficult concepts to teach in an undergraduate course in intermediate microeconomics is the all-embracing concept of elasticity of demand. This paper details a four part teaching approach developed to make this most important aspect of microeconomic theory more understandable. Part 1 develops the approach for…

Teaching Writing through Communicative Approach in Military English

ERIC Educational Resources Information Center

Likaj, Manjola

2015-01-01

The paper speaks about teaching writing through communicative approach in English for Specific Purposes, especially in Military English. There are presented three different approaches regarding writing in ESP: product, process and social-constructionist approach. The recent developments in ESP writing consider the social-constructionist approach…

Teaching nutritional biochemistry: an experimental approach using yeast.

PubMed

Alonso, Manuel; Stella, Carlos A

2012-12-01

In this report, we present a practical approach to teaching several topics in nutrition to science students at the high school and college freshmen levels. This approach uses baker's yeast (Saccharomyces cerevisiae) as a biological system model. The diameters of yeast colonies, which vary according to the nutrients present in the medium, can be observed, compared, and used to teach metabolic requirements. The experiments described in this report show simple macroscopic evidence of submicroscopic nutritional events. This can serve as a useful base for an analogy of heterotrophic human cell nutrition.

Teaching EFL Writing: An Approach Based on the Learner's Context Model

ERIC Educational Resources Information Center

Lin, Zheng

2017-01-01

This study aims to examine qualitatively a new approach to teaching English as a foreign language (EFL) writing based on the learner's context model. It investigates the context model-based approach in class and identifies key characteristics of the approach delivered through a four-phase teaching and learning cycle. The model collects research…

A Simulation-based Approach to Measuring Team Situational Awareness in Emergency Medicine: A Multicenter, Observational Study.

PubMed

Rosenman, Elizabeth D; Dixon, Aurora J; Webb, Jessica M; Brolliar, Sarah; Golden, Simon J; Jones, Kerin A; Shah, Sachita; Grand, James A; Kozlowski, Steve W J; Chao, Georgia T; Fernandez, Rosemarie

2018-02-01

Team situational awareness (TSA) is critical for effective teamwork and supports dynamic decision making in unpredictable, time-pressured situations. Simulation provides a platform for developing and assessing TSA, but these efforts are limited by suboptimal measurement approaches. The objective of this study was to develop and evaluate a novel approach to TSA measurement in interprofessional emergency medicine (EM) teams. We performed a multicenter, prospective, simulation-based observational study to evaluate an approach to TSA measurement. Interprofessional emergency medical teams, consisting of EM resident physicians, nurses, and medical students, were recruited from the University of Washington (Seattle, WA) and Wayne State University (Detroit, MI). Each team completed a simulated emergency resuscitation scenario. Immediately following the simulation, team members completed a TSA measure, a team perception of shared understanding measure, and a team leader effectiveness measure. Subject matter expert reviews and pilot testing of the TSA measure provided evidence of content and response process validity. Simulations were recorded and independently coded for team performance using a previously validated measure. The relationships between the TSA measure and other variables (team clinical performance, team perception of shared understanding, team leader effectiveness, and team experience) were explored. The TSA agreement metric was indexed by averaging the pairwise agreement for each dyad on a team and then averaging across dyads to yield agreement at the team level. For the team perception of shared understanding and team leadership effectiveness measures, individual team member scores were aggregated within a team to create a single team score. We computed descriptive statistics for all outcomes. We calculated Pearson's product-moment correlations to determine bivariate correlations between outcome variables with two-tailed significance testing (p < 0.05). A

Enhancement of Pyrometallurgical Teaching Using Excel Simulation Models

NASA Astrophysics Data System (ADS)

Grimsey, Eric J.

Steady state Excel models for a copper flash smelter and an iron blast furnace are used to enhance the teaching of pyrometallurgical smelting principles within a fourth year level process engineering unit delivered at the Western Australian School of Mines. A lecture/workshop approach has been adopted in which student teams undertake process simulation assignments that illustrate the multifaceted responses of process outputs to variation of inputs, the objectives being to reinforce their understanding of smelting principles. The approach has proven to be popular with students, as evidenced by the consistently high ratings the unit has received through student feedback. This paper provides an overview of the teaching approach and process models used.

Working Together for Safety: A State Team Approach to Preventing Occupational Injuries in Young People

ERIC Educational Resources Information Center

Posner, Marc

2005-01-01

This report describes the Northeast Young Worker Resource Center. It begins with two case studies that demonstrate the value of the State team approach. The remainder of the document describes the experiences and activities of the State teams in the Northeast; the products developed by the teams for teens, parents, employers, school staff, health…

Interdisciplinary preceptor teams to improve the clinical nurse leader student experience.

PubMed

Moore, Penny; Schmidt, Debra; Howington, Lynnette

2014-01-01

The Clinical Nurse Leader (CNL) role was introduced by the American Association of Colleges of Nursing (AACN) in 2003 (AACN, 2003). There are now over 2,500 certified CNLs in the United States. Still some areas of the country have no CNLs in practice; this was true of north central Texas until May 2010 when Texas Christian University (TCU) had its first graduating class. Lack of CNLs to serve as preceptors for the practicum courses in the CNL program was one concern, although AACN does offer options when CNLs are not available. TCU's CNL teaching team developed the interdisciplinary preceptor team (IPT) model to strengthen the practicum component of CNL education at TCU. One advantage of the IPT model is the match it provides with several CNL competencies: lateral integration of care via interdisciplinary teams, member and leader of health care teams, skillful communication within teams, and implementation of an interdisciplinary approach to safe, quality, patient care. Components of the IPT model are discussed with specific information about preceptor selection, team development, and examples of feedback from preceptors and students. © 2014.

Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

Near-Peer Teaching in Anatomy: An Approach for Deeper Learning

ERIC Educational Resources Information Center

Evans, Darrell J. R.; Cuffe, Tracy

2009-01-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning…

Teams in Education: Creating an Integrated Approach.

ERIC Educational Resources Information Center

Arcaro, Jerome S.

This handbook is designed to help educational professionals develop cross-functional or departmental quality teams. Nine chapters focus on: (1) the concept of Total Quality Management (TQM) and 14 points for quality in education; (2) team goals and formation; (3) stages of successful team building; (4) the development of quality task teams; (5)…

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

A flipped mode teaching approach for large and advanced electrical engineering courses

NASA Astrophysics Data System (ADS)

Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby

2018-05-01

A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper presents a novel selective flipped mode teaching approach designed for large and advanced courses that has two aspects: (i) it provides selective flipping of a few topics, while delivering others in traditional face-to-face teaching, to provide an effective trade-off between the two approaches according to the demands of individual topics and (ii) it introduces technology-enabled live in-class quizzes to obtain instant feedback and facilitate collaborative problem-solving exercises. The proposed approach was implemented for a large fourth year course in electrical power engineering over three successive years and the criteria for selecting between the flipped mode teaching and traditional teaching modes are outlined. Results confirmed that the proposed approach improved both students' academic achievements and their engagement in the course, without overloading them during the teaching period.

An Approach to Assign Individual Marks from a Team Mark: The Case of Australian Grading System at Universities

ERIC Educational Resources Information Center

Nepal, Kali Prasad

2012-01-01

This study uses a new approach to assign individual marks from a team mark using individual contributions to a teamwork product. A team member's contribution to a teamwork product, in the form of an individual weighting factor, is calculated using team members' co-assessment. A comparison of the proposed approach with existing methods has been…

Opening Lines: Approaches to the Scholarship of Teaching and Learning.

ERIC Educational Resources Information Center

Hutchings, Pat, Ed.

This publication features reports by eight Carnegie Scholars who are working to develop a scholarship of teaching and learning that will advance the profession of teaching and improve student learning. Following the Introduction, "Approaching the Scholarship of Teaching and Learning" (Pat Hutchings), the papers are: "Investigating Student Learning…

Teaching Writers through a Unit of Study Approach

ERIC Educational Resources Information Center

Morgan, Denise N.

2012-01-01

Writing needs to be taught, not assigned, but teaching writing well within a 43-minute period is a daunting task. This article describes how three 8th-grade teachers implemented a unit of study approach to teaching memoir writing in their language arts classes. Teacher and student decision making are highlighted in this inquiry process. ["Teaching…

Team-Teaching in Physical Education for Promoting Coordinative Motor Skills in Children: The More You Invest the More You Get

ERIC Educational Resources Information Center

Bardaglio, Giulia; Marasso, Danilo; Magno, Francesca; Rabaglietti, Emanuela; Ciairano, Silvia

2015-01-01

Background: Standard physical education (PE) programs and the team-teaching methodology have rarely been evaluated to investigate their real efficacy in changing children's motor skills. Aims: The aims of this study are two-fold: The first aim is to evaluate the effectiveness of a PE program for improving coordinative motor skills in the team…

Tasks completed by nursing members of a teaching hospital Medical Emergency Team.

PubMed

Topple, Michelle; Ryan, Brooke; Baldwin, Ian; McKay, Richard; Blythe, Damien; Rogan, John; Radford, Sam; Jones, Daryl

2016-02-01

To assess tasks completed by intensive care medical emergency team nurses. Prospective observational study. Australian teaching hospital. Nursing-related technical and non-technical tasks and level of self-reported confidence and competence. Amongst 400 calls, triggers and nursing tasks were captured in 93.5% and 77.3% of cases, respectively. The median patient age was 73 years. The four most common triggers were hypotension (22.0%), tachycardia (21.1%), low SpO2 (17.4%), and altered conscious state (10.1%). Non-technical skills included investigation review (33.7%), history acquisition (18.4%), contribution to the management plan (40.5%) and explanation to bedside nurses (78.3%), doctors (13.6%), allied health (3.9%) or patient/relative (39.5%). Technical tasks included examining the circulation (32%), conscious state (29.4%), and chest (26.5%). Additional tasks included adjusting oxygen (23.9%), humidification (8.4%), non-invasive ventilation (6.5%), performing an ECG (22%), and administrating fluid as a bolus (17.5%) or maintenance (16, 5.2%), or medication as a statim dose (16.8%) or infusion (5.2%). Self-reported competence and confidence appeared to be high overall amongst our MET nurses. Our findings provide important information on the tasks completed by Medical Emergency Team nurses and will guide future training. Copyright © 2015 Elsevier Ltd. All rights reserved.

Team based learning in nursing and midwifery higher education; a systematic review of the evidence for change.

PubMed

Dearnley, Chris; Rhodes, Christine; Roberts, Peter; Williams, Pam; Prenton, Sarah

2018-01-01

The aim of this study is to review the evidence in relation to the experiences and outcomes of students on nursing and/or midwifery higher education programmes, who experience team based learning. To examine the relationship between team based learning and attainment for nursing and midwifery students in professional higher education. To examine the relationship between team based learning and student satisfaction for nurses and midwifery students in higher education. To identify and report examples of good practice in the implementation of team based learning in Nursing and Midwifery higher education. A systematic Review of the literature was undertaken. The population were nurses and midwives studying on higher education pre and post registration professional programmes. The intervention was learning and teaching activities based on a team-based learning approach. Data sources included CINAHL and MEDLINE. ERIC and Index to Theses were also searched. International research papers published in English between 2011 and 2017 that met the inclusion criteria were included in the study. Papers that met the criteria were subjected to quality appraisal and agreement amongst authors for inclusion in the review. A total of sixteen papers were reviewed and four themes emerged for discussion. These were Student Engagement, Student Satisfaction, Attainment and Practice Development and Transformational Teaching and Learning. There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning. The literature indicates that implementing TBL within the curriculum is not without challenge and requires a sustained and structured approach. Staff and students need to understand the processes involved, and why they should be adhered to, in the pursuit of enhanced student experiences and outcomes for nurses and midwives in Higher Education

An evaluation of the 'Designated Research Team' approach to building research capacity in primary care.

PubMed

Cooke, Jo; Nancarrow, Susan; Dyas, Jane; Williams, Martin

2008-06-27

This paper describes an evaluation of an initiative to increase the research capability of clinical groups in primary and community care settings in a region of the United Kingdom. The 'designated research team' (DRT) approach was evaluated using indicators derived from a framework of six principles for research capacity building (RCB) which include: building skills and confidence, relevance to practice, dissemination, linkages and collaborations, sustainability and infrastructure development. Information was collated on the context, activities, experiences, outputs and impacts of six clinical research teams supported by Trent Research Development Support Unit (RDSU) as DRTs. Process and outcome data from each of the teams was used to evaluate the extent to which the DRT approach was effective in building research capacity in each of the six principles (as evidenced by twenty possible indicators of research capacity development). The DRT approach was found to be well aligned to the principles of RCB and generally effective in developing research capabilities. It proved particularly effective in developing linkages, collaborations and skills. Where research capacity was slow to develop, this was reflected in poor alignment between the principles of RCB and the characteristics of the team, their activities or environment. One team was unable to develop a research project and the funding was withdrawn at an early stage. For at least one individual in each of the remaining five teams, research activity was sustained beyond the funding period through research partnerships and funding successes. An enabling infrastructure, including being freed from clinical duties to undertake research, and support from senior management were found to be important determinants of successful DRT development. Research questions of DRTs were derived from practice issues and several projects generated outputs with potential to change daily practice, including the use of research evidence in

Cooperation, competition and goal interdependence in work teams: a multilevel approach.

PubMed

Aritzeta, Aitor; Balluerka, Nekane

2006-11-01

The aim of this research was to predict cooperative and competitive conflict management styles in 26 new start-up work teams (time 1), and after one year of functioning (time 2) in an automotive company. Vertical-horizontal, individualism-collectivism cultural patterns were used as predictive variables. It was predicted that goal interdependence would moderate the relationship between cultural patterns and conflict management styles. Because of the hierarchically nested data structure, a Multilevel Analysis approach was used. Horizontal and vertical collectivism increased cooperation, and horizontal and vertical individualism increased competition. Only when work teams had been functioning for a year, goal interdependence increased cooperation and interaction effects between goal interdependence and vertical types of individualism and collectivism were observed. Implications for team-building as organizational transformational strategies are discussed.

When Theory Meets Practice: A New Approach for Teaching Undergraduate Sales Management Courses

ERIC Educational Resources Information Center

O'Reilly, Kelley A.

2015-01-01

Most sales management undergraduate courses teach students about sales management rather than how to successfully manage a sales team. A desire to change this paradigm resulted in a newly designed hands-on, skill-based sales management course that uses business case studies in combination with students developing, practicing, and performing the…

Teaching operating room conflict management to surgeons: clarifying the optimal approach.

PubMed

Rogers, David; Lingard, Lorelei; Boehler, Margaret L; Espin, Sherry; Klingensmith, Mary; Mellinger, John D; Schindler, Nancy

2011-09-01

Conflict management has been identified as an essential competence for surgeons as they work in operating room (OR) teams; however, the optimal approach is unclear. Social science research offers two alternatives, the first of which recommends that task-related conflict be managed using problem-solving techniques while avoiding relationship conflict. The other approach advocates for the active management of relationship conflict as it almost always accompanies task-related conflict. Clarity about the optimal management strategy can be gained through a better understanding of conflict transformation, or the inter-relationship between conflict types, in this specific setting. The purpose of this study was to evaluate conflict transformation in OR teams in order to clarify the approach most appropriate for an educational conflict management programme for surgeons. A constructivist grounded theory approach was adopted to explore the phenomenon of OR team conflict. Narratives were collected from focus groups of OR nurses and surgeons at five participating centres. A subset of these narratives involved transformation between and within conflict types. This dataset was analysed. The results confirm that misattribution and the use of harsh language cause conflict transformation in OR teams just as they do in stable work teams. Negative emotionality was found to make a substantial contribution to responses to and consequences of conflict, notably in the swiftness with which individuals terminated their working relationships. These findings contribute to a theory of conflict transformation in the OR team. There are a number of behaviours that activate conflict transformation in the OR team and a conflict management education programme should include a description of and alternatives to these behaviours. The types of conflict are tightly interwoven in this setting and thus the most appropriate management strategy is one that assumes that both types of conflict will exist and

Difficulties with Team Teaching in Hong Kong Kindergartens

ERIC Educational Resources Information Center

Ng, Mei Lee

2015-01-01

This article draws on qualitative classroom observation and interview data from a case study of one native-English speaker teacher (NEST) teaching in a Hong Kong kindergarten. Features of the NEST's teaching are identified, namely their professional limitations, their part-time involvement in teaching, and their limited collaboration with the…

Management Enhancement Team Approach (META) for the Australian National Training Authority. An Evaluation Report.

ERIC Educational Resources Information Center

Foreman, David J.; Dunn, John G.

The management enhancement team approach (META) is a team-driven management development program designed for managers within Australia's National Vocational Education and Training Sector (NVETS). META, which has been piloted at more than 70 sites across Australia, is designed to identify and address management development needs within the context…

Teaching to the Test: A Pragmatic Approach to Teaching Logic

ERIC Educational Resources Information Center

Vannatta, Seth C.

2014-01-01

The proper goal of an introductory logic course, teaching critical thinking, is best achieved by maintaining the principle of continuity between student experiences and the curriculum. To demonstrate this I explain Dewey's naturalistic approach to logic and the process of inquiry, one which presents the elements of traditional logic in the…

A Political Philosophy Approach to Teaching American Politics.

ERIC Educational Resources Information Center

Bailey, Kevin E.

1982-01-01

Suggests an alternative to the civic training, political indoctrination, and descriptive presentation approaches used to teaching American government courses. Recommends a political philosophy approach within a framework of elite theory to help students develop a critical perspective on American politics. (DMM)

Comparing team-based and mixed active-learning methods in an ambulatory care elective course.

PubMed

Zingone, Michelle M; Franks, Andrea S; Guirguis, Alexander B; George, Christa M; Howard-Thompson, Amanda; Heidel, Robert E

2010-11-10

To assess students' performance and perceptions of team-based and mixed active-learning methods in 2 ambulatory care elective courses, and to describe faculty members' perceptions of team-based learning. Using the 2 teaching methods, students' grades were compared. Students' perceptions were assessed through 2 anonymous course evaluation instruments. Faculty members who taught courses using the team-based learning method were surveyed regarding their impressions of team-based learning. The ambulatory care course was offered to 64 students using team-based learning (n = 37) and mixed active learning (n = 27) formats. The mean quality points earned were 3.7 (team-based learning) and 3.3 (mixed active learning), p < 0.001. Course evaluations for both courses were favorable. All faculty members who used the team-based learning method reported that they would consider using team-based learning in another course. Students were satisfied with both teaching methods; however, student grades were significantly higher in the team-based learning course. Faculty members recognized team-based learning as an effective teaching strategy for small-group active learning.

Transition to Life off the Job. This High School Course Teaches Students How to Cope.

ERIC Educational Resources Information Center

Wilson, Ruth D.

1991-01-01

"Living on Your Own," a high school course in Ankeny (Iowa) Community Schools, uses a team teaching approach in which industrial and home economics educators teach (1) car selection, financing, and maintenance; (2) equipment maintenance and home repair; (3) selection of housing and furnishings, insurance, and financial services; and (4) use of…

Teaching Qualitative Research: A Successful Pilot of an Innovative Approach

ERIC Educational Resources Information Center

Danquah, Adam N.

2017-01-01

This paper describes the development and delivery of an innovative approach to teaching qualitative research methods in psychology. The teaching incorporated a range of "active" pedagogical practices that it shares with other teaching in this area, but was designed in such a way as to follow the arc of a qualitative research project in…

Preparing Biology Teachers to Teach Evolution in a Project-Based Approach

ERIC Educational Resources Information Center

Cook, Kristin; Buck, Gayle; Park Rogers, Meredith

2012-01-01

This study investigates a project-based learning (PBL) approach to teaching evolution to inform efforts in teacher preparation. Data analysis of a secondary biology educator teaching evolution through a PBL approach illuminated: (1) active student voice, which allowed students to reflect on their positioning on evolution and consider multiple…

The Historical Approach to Science Teaching.

ERIC Educational Resources Information Center

Brouwer, Wytze; Singh, Amar

1983-01-01

Advantages of using an historical approach in teaching physics are discussed, focusing on the questioning techniques that a teacher can adopt in analyzing a particular episode or concept in the history of physics. Questions related to a theory's reception among the scientific community are also discussed. (JN)

Team approach to treatment of the posttraumatic stiff hand. A case report.

PubMed

Morey, K R; Watson, A H

1986-02-01

Posttraumatic hand stiffness is a common but complex problem treated in many general clinics and in hand treatment centers. Although much information is available regarding various treatment procedures, the use of a team approach to evaluate and treat hand stiffness has not been examined thoroughly in the Journal. The problems of the patient with a stiff hand include both physical and psychological components that must be addressed in a structured manner. The clinical picture of posttraumatic hand stiffness involves edema, immobility, pain, and the inability to incorporate the affected extremity into daily activities. In this case report, we review the purpose and philosophy of the team approach to hand therapy and the clarification of responsibilities for physical therapy and occupational therapy intervention.

The effect of web quest and team-based learning on students’ self-regulation

PubMed Central

BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

2016-01-01

Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores) were higher in the WebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202

Huddle-coaching: a dynamic intervention for trainees and staff to support team-based care.

PubMed

Shunk, Rebecca; Dulay, Maya; Chou, Calvin L; Janson, Susan; O'Brien, Bridget C

2014-02-01

Many outpatient clinics where health professionals train will transition to a team-based medical home model over the next several years. Therefore, training programs need innovative approaches to prepare and incorporate trainees into team-based delivery systems. To address this need, educators at the San Francisco Veterans Affairs (VA) Medical Center included trainees in preclinic team "huddles," or briefing meetings to facilitate care coordination, and developed an interprofessional huddle-coaching program for nurse practitioner students and internal medicine residents who function as primary providers for patient panels in VA outpatient primary care clinics. The program aimed to support trainees' partnerships with staff and full participation in the VA's Patient Aligned Care Teams. The huddle-coaching program focuses on structuring the huddle process via scheduling, checklists, and designated huddle coaches; building relationships among team members through team-building activities; and teaching core skills to support collaborative practice. A multifaceted evaluation of the program showed positive results. Participants rated training sessions and team-building activities favorably. In interviews, trainees valued their team members and identified improvements in efficiency and quality of patient care as a result of the team-based approach. Huddle checklists and scores on the Team Development Measure indicated progress in team processes and relationships as the year progressed. These findings suggest that the huddle-coaching program was a worthwhile investment in trainee development that also supported the clinic's larger mission to deliver team-based, patient-aligned care. As more training sites shift to team-based care, the huddle-coaching program offers a strategy for successfully incorporating trainees.

Teaching Reading to Learning Disabled Children: A Fourth Approach.

ERIC Educational Resources Information Center

Bateman, Barbara

The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning…

Creating a Team Tutor Using GIFT

ERIC Educational Resources Information Center

Gilbert, Stephen B.; Slavina, Anna; Dorneich, Michael C.; Sinatra, Anne M.; Bonner, Desmond; Johnston, Joan; Holub, Joseph; MacAllister, Anastacia; Winer, Eliot

2018-01-01

With the movement in education towards collaborative learning, it is becoming more important that learners be able to work together in groups and teams. Intelligent tutoring systems (ITSs) have been used successfully to teach individuals, but so far only a few ITSs have been used for the purpose of training teams. This is due to the difficulty of…

Theme: What Teaching Is Really Like.

ERIC Educational Resources Information Center

Deeds, Jacquelyn P.; And Others

1993-01-01

With agriculture teaching as its theme, this issue looks at teaching horticulture, team teaching, the ups and downs of teaching, integrating students with disabilities, and why people choose teaching as a career. (JOW)

Application of Team Teaching in the English Language Class

ERIC Educational Resources Information Center

Ken-Maduako, Ibiere; Oyatogun, Aituari Taiwo

2015-01-01

This paper strives to ascertain the use of teamwork as an instructional strategy in an English language lesson, in a typical Nigerian classroom. Teamwork is the ability of people to work together to achieve a common purpose and team players are the high achievers in the team whose main preoccupation is to see that teams achieve their stated…

Evaluating the Social Validity of Project "TEAM": A Problem-Solving Intervention to Teach Transition Age Youth with Developmental Disabilities to Resolve Environmental Barriers

ERIC Educational Resources Information Center

Kramer, Jessica M.; Hwang, I-Ting; Helfrich, Christine A.; Samuel, Preethy S.; Carrellas, Ann

2018-01-01

Project "TEAM" teaches transition-age youth with developmental disabilities (DD) to identify physical and social environmental barriers and supports, generate solutions to barriers, and request modifications to increase participation. Establishing the social validity of this environment focused intervention with youth and their parents…

Overcoming obstacles to establish a multidisciplinary team approach to hepatobiliary diseases: a working model in a Caribbean setting.

PubMed

Cawich, Shamir O; Johnson, Peter B; Shah, Sundeep; Roberts, Patrick; Arthurs, Milton; Murphy, Trevor; Bonadie, Kimon O; Crandon, Ivor W; Harding, Hyacinth E; Abu Hilal, Mohammed; Pearce, Neil W

2014-01-01

By providing a structured forum to exchange information and ideas, multidisciplinary team meetings improve working relationships, expedite investigations, promote evidence-based treatment, and ultimately improve clinical outcomes. This discursive paper reports the introduction of a multidisciplinary team approach to manage hepatobiliary diseases in Jamaica, focusing on the challenges encountered and the methods used to overcome these obstacles. Despite multiple challenges in resource-limited environments, a multidisciplinary team approach can be incorporated into clinical practice in developing nations. Policy makers should make it a priority to support clinical, operational, and governance aspects of the multidisciplinary teams.

Teaching of anatomical sciences: A blended learning approach.

PubMed

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

Lessons from Lithuania: A Pedagogical Approach in Teaching Improvisation

ERIC Educational Resources Information Center

Hedden, Debra

2017-01-01

The purpose of this study was to uncover the approach that a professor in Lithuania utilized in successfully teaching undergraduate music education majors how to improvise during a one-semester course. The research questions focused on the participant's philosophy of teaching and learning, his methods for motivating students, the learning…

A Living Theory Approach to Teaching in Higher Education

ERIC Educational Resources Information Center

Walton, Joan

2011-01-01

Schon contends that Boyer's vision for a new paradigm of scholarship, which includes research, teaching, application and integration, requires a new epistemology of practice that would take the form of action research. This article explores the validity of Schon's assertion through the use of a living theory approach to teaching "active…

The Keys to Successful Co-Teaching.

ERIC Educational Resources Information Center

Arnold, Jane; Jackson, Ina

1996-01-01

Techniques for successful team teaching, drawn from an informal survey of Middlesex Community College (Massachusetts) instructors with team teaching experience, are outlined. Issues addressed include techniques for beginning class, taking attendance, seating, forms of address, passing out material, grading assignments, working together in the…

Team Learning: Collective Reflection Processes in Teacher Teams

ERIC Educational Resources Information Center

Ohlsson, Jon

2013-01-01

Purpose: The purpose of this paper is to contribute to further studies of theoretical and conceptual understanding of teachers' team learning processes, with a main focus on team work, team atmosphere, and collective reflections. Design/methodology/approach: The empirical study was designed as a multi-case study in a research and development…

Work in Progress: The Seven Rs of Team Building

ERIC Educational Resources Information Center

Brunelli, Jean; Schneider, Elaine Fogel

2004-01-01

This article argues that supportive teams--including professionals, paraprofessionals, and parents--can teach staff members how to identify and implement best practices in early intervention settings. The authors describe "the seven Rs of team building" distilled from their many years of team building and maintenance: 1) Reading cues; 2) Regular…

Near-peer teaching in anatomy: an approach for deeper learning.

PubMed

Evans, Darrell J R; Cuffe, Tracy

2009-10-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near-peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near-peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first- and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first- and second-year students, who themselves view the inclusion of near-peer teachers as a positive element in their learning.

The Joint Agency Commercial Imagery Evaluation Team and Product Characterization Approach

NASA Technical Reports Server (NTRS)

Zanoni, Vicki; Pagnutti, Mary; Ryan, Robert E.; Snyder, Greg; Lehman, William; Roylance, Spencer

2003-01-01

The Joint Agency Commercial Imagery Evaluation (JACIE) team is a collaborative interagency group focused on the characterization of commercial remote sensing data products. The team members - the National Aeronautics and Space Administration (NASA), the National Imagery and Mapping Agency (NIMA), and the U.S. Geological Survey (USGS) - each have a vested interest in the purchase and use of commercial imagery to support government research and operational applications. For both research and applications, commercial products must be well characterized for precision, accuracy, and repeatability. Since commercial systems are built and operated with no government insight or oversight, the JACIE team provides an independent product characterization of delivered image and image-derived end products. End product characterization differs from the systems calibration approach that is typically used with government systems, where detailed system design information is available. The product characterization approach addresses three primary areas of product performance: geopositional accuracy, image quality, and radiometric accuracy. The JACIE team utilizes well-characterized test sites to support characterization activities. To characterize geopositional accuracy, the team utilizes sites containing several "photo-identifiable" targets and compares their precisely known locations with those defined by the commercial image product. In the area of image quality, spatial response is characterized using edge targets and pulse targets to measure edge response and to estimate image modulation transfer function. Additionally, imagery is also characterized using the National Imagery Interpretability Rating Scale, a means of quantifying the ability to identify certain targets (e.g., rail-cars, airplanes) within an image product. Radiometric accuracy is characterized using reflectance-based vicarious calibration methods at several uniform sites. Each JACIE agency performs an aspect of

Coherent Teaching and Need-Based Learning in Science: An Approach to Teach Engineering Students in Basic Physics Courses

ERIC Educational Resources Information Center

Kurki-Suonio, T.; Hakola, A.

2007-01-01

In the present paper, we propose an alternative, based on constructivism, to the conventional way of teaching basic physics courses at the university level. We call this approach "coherent teaching" and the underlying philosophy of teaching science and engineering "need-based learning". We have been applying this philosophy 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.…

A Comprehensive Approach To Teaching Foreign Business Practices.

ERIC Educational Resources Information Center

Mendez, Deirdre

An approach to teaching foreign business practices combines two common approaches already used. It introduces the student to cultural patterns responsible for the way business is conducted abroad, and makes recommendations concerning appropriate behavior for specific situations. However, it also treats general culture and specific behavior as…

Teaching Strategies of the van Dijk Curricular Approach.

ERIC Educational Resources Information Center

MacFarland, S. Z. C.

1995-01-01

This article presents 14 major teaching strategies for implementing the Jan van Dijk curricular approach with children who are deaf-blind. The theory underlying the approach is reported, and guidelines for implementing instructional strategies in the areas of communication, socialization, conceptualization, and movement are discussed. (Author/DB)

Engaging pre-service teachers to teach science contextually with scientific approach instructional video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning (CTL) present new concepts in real experiences and situations, where students can find out the meaningful relationship between abstract ideas and practical applications. Implementation of CTL using scientific approach fosters teachers to find constructive ways of delivering and organizing science contents in science classroom settings. An instructional video for modelling by using a scientific approach in CTL was then developed. Questionnaires with open-ended questions were used to, asking whether modelling through instructional video could help them to teach science contextually with a scientific approach or not. Data for pre-service teachers’ views were analyzed descriptively. The aims of this research are to engage pre-service teachers in learning how to teach CTL and to show how their responses to learning and how to teach CTL using the video. The study showed that ten pre-service teachers in science department were involved, all observed through videos that demonstrated a combined material of CTL and scientific approach and completed worksheets to analyze the video contents. The results show that pre-service teachers could learn to teach contextual teaching and make use of scientific approach in science classroom settings with the help of model in the video.

A New Approach to Teaching Technical Subjects in Training Restoration Architects

ERIC Educational Resources Information Center

Pukharenko, Yurii Vladimirovich; Petrov, Vladimir Markovich; Norina, Natalia Vladimirovna; Norin, Veniamin Aleksandrovich

2017-01-01

The paper is devoted to teaching engineering subjects in the field of study "Restoration and renovation of architectural heritage." It demonstrates the necessity of changing the existing approach to teaching engineering design and construction to renovation architects. Based on our experience of teaching Building mechanics, we have…

From Group to Team: Skilled Facilitation Moves a Group from a Collection of Individuals to an Effective Team

ERIC Educational Resources Information Center

Lee, Ginny V.

2009-01-01

School-based learning depends on teachers' capacity to engage with each other around central issues of teaching and learning. While such collaboration is readily welcomed by some educators, others remain wedded to an "independent contractor" concept of teaching. Supporting teachers to view themselves as team members and to perform effectively as a…

Teaching Programming to Novices: A Review of Approaches and Tools.

ERIC Educational Resources Information Center

Brusilovsky, P.; And Others

Three different approaches to teaching introductory programming are reviewed: the incremental approach, the sub-language approach, and the mini-language approach. The paper analyzes all three approaches, providing a brief history of each and describing an example of a programming environment supporting this approach. In the incremental approach,…

Preparing Students for Flipped or Team-Based Learning Methods

ERIC Educational Resources Information Center

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

Serving up Success! Team Nutrition Days, 1997.

ERIC Educational Resources Information Center

Food and Nutrition Service (USDA), Washington, DC.

This publication presents success stories and actual activities from Team Nutrition Days 1997 to serve as a starting point for other schools wanting to create their own nutrition education activities. Team Nutrition Days was a 1-week celebration that used innovative, interactive activities to teach children that nutrition is the link between…

OUTCOME OF IMPLEMENTATION OF A MULTIDISCIPLINARY TEAM APPROACH TO THE CARE OF PATIENTS AFTER TRANSSPHENOIDAL SURGERY.

PubMed

Carminucci, Arthur S; Ausiello, John C; Page-Wilson, Gabrielle; Lee, Michelle; Good, Laura; Bruce, Jeffrey N; Freda, Pamela U

2016-01-01

Transsphenoidal surgery (TS) for sellar lesions is an established and safe procedure, but complications can occur, particularly involving the neuroendocrine system. We hypothesized that postoperative care of TS patients would be optimized when performed by a coordinated team including a pituitary neurosurgeon, endocrinologists, and a specialty nurse. We implemented a formalized, multidisciplinary team approach and standardized postoperative protocols for the care of adult patients undergoing TS by a single surgeon (J.N.B.) at our institution beginning in July 2009. We retrospectively compared the outcomes of 214 consecutive TS-treated cases: 113 cases prior to and 101 following the initiation of the team approach and protocol implementation. Outcomes assessed included the incidence of neurosurgical and endocrine complications, length of stay (LOS), and rates of hospital readmission and unscheduled clinical visits. The median LOS decreased from 3 days preteam to 2 days postteam (P<.01). Discharge occurred on postoperative day 2 in 46% of the preteam group patients compared to 69% of the postteam group (P<.01). Rates of early postoperative diabetes insipidus (DI) and readmissions within 30 days for syndrome of inappropriate antidiuretic hormone (SIADH) or other complications did not differ between groups. Implementation of a multidisciplinary team approach was associated with a reduction of LOS. Despite earlier discharge, postoperative outcomes were not compromised. The endocrinologist is central to the success of this team approach, which could be successfully applied to care of patients undergoing TS, as well as other types of endocrine surgery at other centers.

Applying athletic principles to medical rounds to improve teaching and patient care.

PubMed

Southwick, Frederick; Lewis, Michelle; Treloar, Dina; Cherabuddi, Kartikeya; Radhakrishnan, Nila; Leverence, Robert; Han, Xiaoxia; Cottler, Linda

2014-07-01

Teaching hospital multidisciplinary work rounds are often inefficient, delaying the completion of patient care tasks and detracting from teaching. Participants often act as working groups rather than interdependent teams. Athletic principles were used to train multidisciplinary rounding teams to adopt the systems used by manufacturing to improve the efficiency and quality of patient care, as well as teamwork and didactic teaching. Experimental groups of general medical rounding teams-faculty member, house staff, medical students, bedside nurses, pharmacists, and a case manager-were introduced to individual job descriptions (playbooks), key customer-supplier relation ships, and efficient communication protocols, accompanied by weekly feed back (game films). A two-phase pilot 11-month prospective trial (February to July 2009 and September 2011 to January 2012) compared the experimental and control rounding teams on the basis of length of stay, 30-day readmission rates, and physician, student, and patient satisfaction. These interventions resulted in a 30% reduction in 30-day readmissions and, in the 2011-2012 phase, an 18% shorter length of stay. Anonymous surveys documented greater satisfaction of faculty, residents, and medical students, and student ratings of teaching were markedly improved. Patient satisfaction did not change. The new rounding system has the potential to reduce waste and improve the quality of patient care while improving caregiver satisfaction and medical student teaching. Adaptive leadership skills will be required to overcome resistance to change. The use of athletic analogies can improve teamwork and facilitate the adoption of a systems approach to the delivery of patient care.

Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

PubMed

Armstrong, Deborah K; Asselin, Marilyn E

Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.

Designing Simulations for Athletic Training Students through Interprofessional Teaching Collaboration

ERIC Educational Resources Information Center

Tivener, Kristin Ann; Gloe, Donna Sue

2015-01-01

Context: While multidisciplinary team approaches to education and practice have been promoted for decades, literature on collaborative efforts in athletic training and nursing remains sparse. Objective: The goal of this article is to provide an example of an interprofessional teaching collaboration in which a simulation scenario was developed…

Build a Creative Leadership Team: Take a Unified Approach to Fostering Arts Education in Your School

ERIC Educational Resources Information Center

Principal, 2012

2012-01-01

Becoming a champion of arts education means establishing a culture that embraces a team approach toward integrating the arts. This article offers some practical guidance for developing a creative leadership team--and cultivating creativity in the whole school.

Teaching Modern Dance: A Conceptual Approach

ERIC Educational Resources Information Center

Enghauser, Rebecca Gose

2008-01-01

A conceptual approach to teaching modern dance can broaden the awareness and deepen the understanding of modern dance in the educational arena in general, and in dance education specifically. This article describes a unique program that dance teachers can use to introduce modern dance to novice dancers, as well as more experienced dancers,…

A Network Approach to Curriculum Quality Assessment

ERIC Educational Resources Information Center

Jordens, J. Zoe; Zepke, Nick

2009-01-01

This paper argues for an alternative approach to quality assurance in New Zealand universities that locates evaluation not with external auditors but with members of the teaching team. In the process, aspects of network theories are introduced as the basis for an approach to quality assurance. From this, the concept of networks is extended to…

Pioneering the Transdisciplinary Team Science Approach: Lessons Learned from National Cancer Institute Grantees

PubMed Central

Vogel, Amanda L; Stipelman, Brooke A; Hall, Kara L; Nebeling, Linda; Stokols, Daniel; Spruijt-Metz, Donna

2014-01-01

The National Cancer Institute has been a leader in supporting transdisciplinary (TD) team science. From 2005-2010, the NCI supported Transdisciplinary Research on Energetic and Cancer I (TREC I), a center initiative fostering the TD integration of social, behavioral, and biological sciences to examine the relationships among obesity, nutrition, physical activity and cancer. In the final year of TREC I, we conducted qualitative in-depth-interviews with 31 participating investigators and trainees to learn more about their experiences with TD team science, including challenges, facilitating factors, strategies for success, and impacts. Five main challenges emerged: (1) limited published guidance for how to engage in TD team science, when TREC I was implemented; (2) conceptual and scientific challenges inherent to efforts to achieve TD integration; (3) discipline-based differences in values, terminology, methods, and work styles; (4) project management challenges involved in TD team science; and (5) traditional incentive and reward systems that do not recognize or reward TD team science. Four main facilitating factors and strategies for success emerged: (1) beneficial attitudes and beliefs about TD research and team science; (2) effective team processes; (3) brokering and bridge-building activities by individuals holding particular roles in a research center; and (4) funding initiative characteristics that support TD team science. Broad impacts of participating in TD team science in the context of TREC I included: (1) new positive attitudes about TD research and team science; (2) new boundary-crossing collaborations; (3) scientific advances related to research approaches, findings, and dissemination; (4) institutional culture change and resource creation in support of TD team science; and (5) career advancement. Funding agencies, academic institutions, and scholarly journals can help to foster TD team science through funding opportunities, institutional policies on

Shared knowledge or shared affordances? Insights from an ecological dynamics approach to team coordination in sports.

PubMed

Silva, Pedro; Garganta, Júlio; Araújo, Duarte; Davids, Keith; Aguiar, Paulo

2013-09-01

Previous research has proposed that team coordination is based on shared knowledge of the performance context, responsible for linking teammates' mental representations for collective, internalized action solutions. However, this representational approach raises many questions including: how do individual schemata of team members become reformulated together? How much time does it take for this collective cognitive process to occur? How do different cues perceived by different individuals sustain a general shared mental representation? This representational approach is challenged by an ecological dynamics perspective of shared knowledge in team coordination. We argue that the traditional shared knowledge assumption is predicated on 'knowledge about' the environment, which can be used to share knowledge and influence intentions of others prior to competition. Rather, during competitive performance, the control of action by perceiving surrounding informational constraints is expressed in 'knowledge of' the environment. This crucial distinction emphasizes perception of shared affordances (for others and of others) as the main communication channel between team members during team coordination tasks. From this perspective, the emergence of coordinated behaviours in sports teams is based on the formation of interpersonal synergies between players resulting from collective actions predicated on shared affordances.

Comparison of lecture and team-based learning in medical ethics education.

PubMed

Ozgonul, Levent; Alimoglu, Mustafa Kemal

2017-01-01

Medical education literature suggests that ethics education should be learner-centered and problem-based rather than theory-based. Team-based learning is an appropriate method for this suggestion. However, its effectiveness was not investigated enough in medical ethics education. Is team-based learning effective in medical ethics education in terms of knowledge retention, in-class learner engagement, and learner reactions? This was a prospective controlled follow-up study. We changed lecture with team-based learning method to teach four topics in a 2-week medical ethics clerkship, while the remaining topics were taught by lectures. For comparison, we formed team-based learning and lecture groups, in which the students and instructor are the same, but the topics and teaching methodologies are different. We determined in-class learner engagement by direct observation and student satisfaction by feedback forms. Student success for team-based learning and lecture topics in the end-of-clerkship exam and two retention tests performed 1 year and 2 years later were compared. Ethical considerations: Ethical approval for the study was granted by Akdeniz University Board of Ethics on Noninvasive Clinical Human Studies Ethics committee. Short-term knowledge retention did not differ; however, team-based learning was found superior to lecture at long-term retention tests. Student satisfaction was high with team-based learning and in-class engagement was better in team-based learning sessions. Our results on learner engagement and satisfaction with team-based learning were similar to those of previous reports. However, knowledge retention results in our study were contrary to literature. The reason might be the fact that students prepared for the end-of-clerkship pass/fail exam (short term) regardless of the teaching method. But, at long-term retention tests, they did not prepare for the exam and answered the questions just using the knowledge retained in their memories. Our

[Team Development in Medical Rehabilitation: Concept and Evaluation of a Team Intervention].

PubMed

Körner, M; Luzay, L; Becker, S; Rundel, M; Müller, C; Zimmermann, L

2016-04-01

Interprofessional collaboration is a main precondition of successful treatment in rehabilitation. In order to improve interprofessional collaboration, a clinic-specific, goal- and solution-oriented and systemic team development approach was designed. The aim of the study is the evaluation of this approach. A multi-centre cluster-randomized controlled study with staff questionnaires. The team development could be implemented successfully in 4 of 5 clinics and led to significant improvements in team organisation, willingness to accept responsibility and knowledge integration. The effects are small and are caused by the opposed development of intervention and control group. The team development approach can be recommended for rehabilitation practice. A train-the-trainer approach will be developed and further studies are planned in order to disseminate the approach and to investigate the conditions of implementation. © Georg Thieme Verlag KG Stuttgart · New York.

We Gain More Than We Give: Teaming in Middle Schools.

ERIC Educational Resources Information Center

Dickinson, Thomas S., Ed.; Erb, Thomas O., Ed.

Despite increases in the number of middle school using interdisciplinary team teaching, many are struggling to articulate a clear defense of their teaming work in light of confounding and conflicting public demands. This compilation examines teaming in middle schools--its characteristics, knowledge base, current concerns and future adaptations.…

Approach to Teaching Research Methodology for Information Technology

ERIC Educational Resources Information Center

Steenkamp, Annette Lerine; McCord, Samual Alan

2007-01-01

The paper reports on an approach to teaching a course in information technology research methodology in a doctoral program, the Doctor of Management in Information Technology (DMIT), in which research, with focus on finding innovative solutions to problems found in practice, comprises a significant part of the degree. The approach makes a…

Modern Approaches to Foreign Language Teaching: World Experience

ERIC Educational Resources Information Center

Shumskyi, Oleksandr

2016-01-01

The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that…

Importance of an Interprofessional Team Approach in Achieving Improved Management of the Dizzy Patient.

PubMed

Rodriguez, Amanda I; Zupancic, Steven; Song, Michael M; Cordero, Joehassin; Nguyen, Tam Q; Seifert, Charles

2017-03-01

Because of its multifaceted nature, dizziness is difficult for clinicians to diagnose and manage independently. Current treatment trends suggest that patients are often referred to the otolaryngologist for intervention despite having a nonotologic disorder. Additionally, many individuals with atypical presentations are often misdiagnosed and spend a significant amount of time waiting for consultation by the otolaryngologist. Few studies have alluded that implementation of an interprofessional team approach in the diagnosis and management of the dizzy patient can improve clinical decision-making. However, to the authors' knowledge, there is no information specifically quantifying the outcomes and potential benefits of using an interprofessional balance care team approach. To compare dizziness diagnoses trends and referral practices with and without the use of an interprofessional management approach within a university healthcare system. Over the course of a 3-yr period, a retrospective review of the diagnosis and management of dizziness was performed with and without implementation of an interprofessional team. To observe potential differences, year 3 incorporated the interprofessional management approach while years 1-2 did not. The two periods were then compared to each other. A total of 134 patients referred to a university hearing clinic for a vestibular and balance function evaluation. Diagnoses and management trends were examined with descriptive statistics (percentages and frequencies). Fisher's exact tests, analysis of contingency tables, were conducted to evaluate the influence of interprofessional management on dizziness diagnoses and treatment patterns. Results demonstrated that before implementation of an interprofessional team approach, (1) referring clinicians used unspecific dizziness diagnosis codes (e.g., dizziness and giddiness), (2) a low number of patients with dizziness were referred for balance function testing, (3) diagnoses remained

An interdisciplinary approach to teaching in a multi-disciplinary context - A model for teaching geociences?

NASA Astrophysics Data System (ADS)

Salmun, H.

2015-12-01

As a major component of an NSF-funded STEM program, a seminar-style course called the Catalyst Seminar was developed and offered over three consecutive semesters. The program included undergraduate students in the geosciences, computer science, mathematics and physics. The Catalyst Seminar was designed to expose scholars to the interdisciplinary research options and careers in these disciplines. The Seminar also provided a venue for scholars to meet regularly, build a sense of community and to engage in research projects that would enhance their preparation for multi and interdisciplinary careers in the sciences. The first semester of the Seminar was devoted to Exposure and Connections, accomplished through lectures by invited speakers on topics related to the disciplines participating in the Program. Scholars were required to read journal articles related to the lectures and to write a final short paper reflecting on the experience, all activities that are known to students at this level. Overall, this was a somewhat passive learning approach to research in classrooms. In the following two semesters a more active approach to engage students in interdisciplinary research was used. Students were asked to take ownership of their learning process through disciplinary and interdisciplinary engagement in a project. In one semester this process was guided by the seminar coordinator who was in charge of selecting and leading the 'research project' which although challenging to scholars, was 'safe' enough that answers were readily available. In the other semester the approach was student-centered, with a coordinator that merely facilitated the formation of interdisciplinary research teams that took complete charge of the entire research enterprise. I will discuss our observations and assessment of the outcomes of this instructional experience with relation to the teaching of geoscience, in particular to attracting students into this field.

Teaching Sam to Read: An Integrated Team Approach with One Child with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Coulter, Gail; Sasnett, Roger

2016-01-01

Few evidence-based practices are available to guide educators in teaching reading to children with Autism Spectrum Disorder who have complex learning and behavioral needs associated with the symptoms of ASD and common co-occurring conditions, such as Attention Deficit/Hyperactive Disorder and Specific Learning Disability. Some researchers have…

Risk and ReORIENTations: An Asianist Approach to Teaching Afro-Haitian Dance

ERIC Educational Resources Information Center

Young, Angeline

2018-01-01

I present an action research study that enacts an Asianist somatic movement education approach to teaching Afro-Haitian dance at Arizona State University as a response to my Chinese American body's experience of hegemony in postsecondary dance curriculum. My pedagogical framework uses an intercultural teaching approach that applies a somatic…

Using anonymized reflection to teach ethics: a pilot study.

PubMed

Kyle, Gaye

2008-01-01

Anonymized reflection was employed as an innovative way of teaching ethics in order to enhance students' ability in ethical decision making during a Care of the Dying Patient and Family' module. Both qualitative and quantitative data were collected from the first two student cohorts who experienced anonymized reflection ( n = 24). The themes identified were the richness and relevance of scenarios, small-group work and a team approach to teaching. Students indicated that they preferred this style of teaching. This finding was verified by a postal questionnaire conducted four months later. The conclusions drawn from this study suggest that using anonymized reflection is an effective method for teaching ethics to nurses and indicates that learning about ethical issues in this way reduces uncertainties.

Patient Activities Planning and Progress Noting a Humanistic Integrated-Team Approach.

ERIC Educational Resources Information Center

Muilenburg, Ted

This document outlines a system for planning recreation therapy, documenting progress, and relating the entire process to a team approach which includes patient assessment and involvement. The recreation program is seen as therapeutic, closely related to the total medical treatment program. The model is designed so that it can be adapted to almost…

Mediating the Message: The Team Approach to Developing Interdisciplinary Science Exhibitions

NASA Astrophysics Data System (ADS)

Stauffer, B. W.; Starrs, S. K.

2005-05-01

Museum exhibition developers can take advantage of a wide range of methods and media for delivering scientific information to a general audience. But, determining what information to convey and which medium is the best means of conveying it can be an arduous process. How do you design an exhibition so a visiting fifth grade school group learns basic scientific concepts while an amateur naturalist finds enough rich content to warrant coming back in a few months? How much or how little media should be included? What forms of media are most appropriate? Answering these questions requires intensive and iterative collaboration and compromise among a team of educators, scientists and designers. The National Museum of Natural History's Forces of Change Program uses a unique team approach that includes scientific, exhibit design, and education experts to create interdisciplinary science exhibitions. Exhibit topics have explored the dynamics of a grasslands ecosystem, global impacts of El Nino, climate change in the Arctic, the functions of the atmosphere, and soil composition. Exhibition-related products include publications, scavenger hunts, interactive computer kiosks, educational CD-ROMs, animated cartoons, web sites, and school group activities. Team members will describe the team process and the iterative discussions involved in developing these products so they are as scientifically sound and engaging as possible.

Teaching Analytical Chemistry to Pharmacy Students: A Combined, Iterative Approach

ERIC Educational Resources Information Center

Masania, Jinit; Grootveld, Martin; Wilson, Philippe B.

2018-01-01

Analytical chemistry has often been a difficult subject to teach in a classroom or lecture-based context. Numerous strategies for overcoming the inherently practical-based difficulties have been suggested, each with differing pedagogical theories. Here, we present a combined approach to tackling the problem of teaching analytical chemistry, with…

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

ERIC Educational Resources Information Center

Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Teaching Methodologies for Population Education: Inquiry/Discovery Approach, Values Clarification.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

Divided into two sections, this booklet demonstrates how the discovery/inquiry approach and values clarification can be used to teach population education. Each part presents a theoretical discussion of a teaching method including its definition, its relevance to population education, some outstanding characteristics that make it suitable for…

The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

PubMed Central

Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

Teaching Science to Students with Limited English Proficiency through Nested Spiral Approach.

ERIC Educational Resources Information Center

Chyu, Chi-oy W.

The Nested Spiral Approach (NSA) is a teaching technique designed for students of limited English proficiency that integrates four aspects of motivated learning: contents, language, culture, and real life experiences. The approach consists of: (1) effective use of student strengths; (2) three teaching cycles for each lesson; and (3) five steps in…

When Teams Fail to Self-Regulate: Predictors and Outcomes of Team Procrastination Among Debating Teams.

PubMed

Van Hooft, Edwin A J; Van Mierlo, Heleen

2018-01-01

Models of team development have indicated that teams typically engage in task delay during the first stages of the team's life cycle. An important question is to what extent this equally applies to all teams, or whether there is variation across teams in the amount of task delay. The present study introduces the concept of team procrastination as a lens through which we can examine whether teams collectively engage in unplanned, voluntary, and irrational delay of team tasks. Based on theory and research on self-regulation, team processes, and team motivation we developed a conceptual multilevel model of predictors and outcomes of team procrastination. In a sample of 209 student debating teams, we investigated whether and why teams engage in collective procrastination as a team, and what consequences team procrastination has in terms of team member well-being and team performance. The results supported the existence of team procrastination as a team-level construct that has some stability over time. The teams' composition in terms of individual-level trait procrastination, as well as the teams' motivational states (i.e., team learning goal orientation, team performance-approach goal orientation in interaction with team efficacy) predicted team procrastination. Team procrastination related positively to team members' stress levels, especially for those low on trait procrastination. Furthermore, team procrastination had an indirect negative relationship with team performance, through teams' collective stress levels. These findings add to the theoretical understanding of self-regulatory processes of teams, and highlight the practical importance of paying attention to team-level states and processes such as team goal orientation and team procrastination.

Teaching nuclear science: A cosmological approach

DOE Office of Scientific and Technical Information (OSTI.GOV)

Viola, V.E.

1994-10-01

Theories of the origin of the chemical elements can be used effectively to provide a unifying theme in teaching nuclear phenomena to chemistry students. By tracing the element-producing steps that are thought to characterize the chemical evolution of the universe, one can introduce the basic principles of nuclear nomenclature, structure, reactions, energetics, and decay kinetics in a self-consistent context. This approach has the additional advantage of giving the student a feeling for the origin of the elements and their relative abundances in the solar system. Further, one can logically introduce all of the basic forces and particles of nature, asmore » well as the many analogies between nuclear and atomic systems. The subjects of heavy-element synthesis, dating, and the practical applications of nuclear phenomena fit naturally in this scheme. Within the nucleosynthesis framework it is possible to modify the presentation of nuclear behavior to suit the audience--ranging from an emphasis on description for the beginning student to a quantitative theoretical approach for graduate students. The subject matter is flexible in that the basic principles can be condensed into a few lecture as part of a more general course of expanded into an entire course. The following sections describe this approach, with primary emphasis on teaching at the elementary level.« less

The enhancement of students' mathematical self-efficacy through teaching with metacognitive scaffolding approach

NASA Astrophysics Data System (ADS)

Prabawanto, S.

2018-05-01

This research aims to investigate the enhancement of students’ mathematical self- efficacy through teaching with metacognitive scaffolding approach. This research used a quasi- experimental design with pre-post respon control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 students who acquire teaching mathematics under metacognitive approach, while the control group consists of 58 students who acquire teaching mathematics under direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical self-efficacy instruments. By using mean difference test, two conclusions of the research: (1) there is a significant difference in the enhancement of mathematical self-efficacy between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and (2) there is no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students’ mathematical self-efficacy.

Collaborative Team Model: Design for Successful Special Education

ERIC Educational Resources Information Center

Bishop, Ellis Norman

2016-01-01

This study examined the academic impact in reading and mathematics when Collaborative, Co-Teaching Team Model of high incidence special education student service delivery implemented in a suburban school district. This study hypothesized that the implementation of an inclusive collaborative co-teaching model of service delivery could possibly…

The Development of Interdisciplinary Teaching Approaches among Pre-service Science and Mathematics Teachers

NASA Astrophysics Data System (ADS)

Miranda Martins, Dominique

This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and emerging ideas about interdisciplinarity and their ability to plan interdisciplinary teaching activities. The provincial curriculum and issues related to time greatly shaped students' conceptions about interdisciplinarity in the classroom and constrained their ability to plan for and envision the enactment of interdisciplinary lessons in secondary science and mathematics classes. In addition, images of themselves as content-specialists, self-efficacy beliefs in relation to interdisciplinary teaching, and student learning as a source of teacher motivation emerged as key factors promoting or interrupting the development of interdisciplinary teaching approaches. Examination of these factors highlights the need for teacher-education programs to provide opportunities for pre-service teachers to explore how they see themselves as educators, increase their instructional self-efficacy beliefs, and motivate them to teach in an interdisciplinary fashion. Keywords: interdisciplinary teaching, student-teachers, curriculum, teacher-education program, self-efficacy, motivation.

Variations in Decision-Making Approach to Tertiary Teaching: A Case Study in Vietnam

ERIC Educational Resources Information Center

Nguyen, Thanh Tien

2016-01-01

Although the question of what to teach and how to teach has received much attention from the literature, little was known about the way in which academics in teaching groups make decision on what and how to teach. This paper reports an analysis of variations in the decision-making approach to tertiary teaching through academics' practices of…

Staff perceptions of a patient at risk team: A survey design.

PubMed

Wood, Tania; Pirret, Alison; Takerei, Susan; Harford, Joanne

2017-12-01

Whilst research demonstrates the benefits of critical care outreach, limited research describes staffs' perspective of these teams. This study examined ward nurses' and doctors' perceptions of the service provided by a nurse-led 24hours a day, seven days a week Patient at Risk team. Using an exploratory survey research design and a previously used instrument, data were collected between January and March (2016). The instruments' reliability was assessed using Cronbach's alpha (a=0.90). 339 participants, including 255 nurses and 84 doctors, completed the questionnaire (70.48% response rate). Most participants agreed the Patient at Risk team 1) were accessible and approachable, 2) recognised deterioration and reduced serious events, 3) provided ward staff teaching and coaching and 4) aided allied health referral and improved transfer of patients from critical care. More nurses than doctors perceived the team's role more positively in some aspects of the service they provided. Whilst most comments were positive, some comments identified improvements could be made to the service. Ward nurses' and doctors' perceived the Patient at Risk team contributed to improving care of deteriorating ward patients. The instrument used in this study may be useful to other outreach teams to identify service improvements. Copyright © 2017 Elsevier Ltd. All rights reserved.

Space Missions Trade Space Generation and Assessment Using JPL Rapid Mission Architecture (RMA) Team Approach

NASA Technical Reports Server (NTRS)

Moeller, Robert C.; Borden, Chester; Spilker, Thomas; Smythe, William; Lock, Robert

2011-01-01

The JPL Rapid Mission Architecture (RMA) capability is a novel collaborative team-based approach to generate new mission architectures, explore broad trade space options, and conduct architecture-level analyses. RMA studies address feasibility and identify best candidates to proceed to further detailed design studies. Development of RMA first began at JPL in 2007 and has evolved to address the need for rapid, effective early mission architectural development and trade space exploration as a precursor to traditional point design evaluations. The RMA approach integrates a small team of architecture-level experts (typically 6-10 people) to generate and explore a wide-ranging trade space of mission architectures driven by the mission science (or technology) objectives. Group brainstorming and trade space analyses are conducted at a higher level of assessment across multiple mission architectures and systems to enable rapid assessment of a set of diverse, innovative concepts. This paper describes the overall JPL RMA team, process, and high-level approach. Some illustrative results from previous JPL RMA studies are discussed.

The values underlying team decision-making in work rehabilitation for musculoskeletal disorders.

PubMed

Loisel, Patrick; Falardeau, Marlène; Baril, Raymond; José-Durand, Marie; Langley, Ann; Sauvé, Sandrine; Gervais, Julie

2005-05-20

This paper presents the results of a qualitative study on the values underlying the decision-making process of an interdisciplinary team working in a work rehabilitation facility of a Québec teaching hospital. In order to document the values underlying the decision-making process, a single case observational study was conducted. Interdisciplinary team weekly discussions on ongoing cases of 22 workers absent from work due to musculoskeletal disorders were videotaped. All discourses were transcribed and analyzed following an inductive and iterative approach. The values identified were validated by feedback from team members. Ten common decision values emerged from the data: (1) team unity and credibility, (2) collaboration with stakeholders, (3) worker's internal motivation, (4) worker's adherence to the program, (5) worker's reactivation, (6) single message, (7) reassurance, (8) graded intervention, (9) pain management and (10) return to work as a therapy. The analysis of these values led to the design of a model describing interrelations between them. This study throws light on some mechanisms underlying the decisions made by the team and determining its action. This improves understanding of the actions taken by an interdisciplinary team in work rehabilitation and may facilitate knowledge transfer in the training of other teams.

Internal Medicine Residents' Perceptions of Team-Based Care and its Educational Value in the Continuity Clinic: A Qualitative Study.

PubMed

Soones, Tacara N; O'Brien, Bridget C; Julian, Katherine A

2015-09-01

In order to teach residents how to work in interprofessional teams, educators in graduate medical education are implementing team-based care models in resident continuity clinics. However, little is known about the impact of interprofessional teams on residents' education in the ambulatory setting. To identify factors affecting residents' experience of team-based care within continuity clinics and the impact of these teams on residents' education. This was a qualitative study of focus groups with internal medicine residents. Seventy-seven internal medicine residents at the University of California San Francisco at three continuity clinic sites participated in the study. Qualitative interviews were audiotaped and transcribed. The authors used a general inductive approach with sensitizing concepts in four frames (structural, human resources, political and symbolic) to develop codes and identify themes. Residents believed that team-based care improves continuity and quality of care. Factors in four frames affected their ability to achieve these goals. Structural factors included communication through the electronic medical record, consistent schedules and regular team meetings. Human resources factors included the presence of stable teams and clear roles. Political and symbolic factors negatively impacted team-based care, and included low staffing ratios and a culture of ultimate resident responsibility, respectively. Regardless of the presence of these factors or resident perceptions of their teams, residents did not see the practice of interprofessional team-based care as intrinsically educational. Residents' experiences practicing team-based care are influenced by many principles described in the interprofessional teamwork literature, including understanding team members' roles, good communication and sufficient staffing. However, these attributes are not correlated with residents' perceptions of the educational value of team-based care. Including residents in

Exploring the Relationship between Goal Orientations for Teaching of Tertiary Teachers and Their Teaching Approaches in China

ERIC Educational Resources Information Center

Han, Jiying; Yin, Hongbiao; Wang, Wenlan

2015-01-01

This study addresses a paucity of research into teacher motivation in higher education by exploring the relationship between tertiary teachers' goal orientations for teaching and their approaches to teaching in China. A questionnaire gathered responses from 262 Chinese tertiary teachers, and the results showed these teachers reporting higher…

Factors Influencing Team Behaviors in Surgery: A Qualitative Study to Inform Teamwork Interventions.

PubMed

Aveling, Emma-Louise; Stone, Juliana; Sundt, Thoralf; Wright, Cameron; Gino, Francesca; Singer, Sara

2018-07-01

Surgical excellence demands teamwork. Poor team behaviors negatively affect team performance and are associated with adverse events and worse outcomes. Interventions to improve surgical teamwork focusing on frontline team members' nontechnical skills have proliferated but shown mixed results. Literature on teamwork in organizations suggests that team behaviors are also contingent on psychosocial, cultural, and organizational factors. This study examined factors influencing surgical team behaviors to inform more contextually sensitive and effective approaches to optimizing surgical teamwork. This qualitative study of cardiac surgical teams in a large United States teaching hospital included 34 semistructured interviews. Thematic network analysis was used to examine perceptions of ideal teamwork and factors influencing team behaviors in the operating room. Perceptions of ideal teamwork were largely shared, but team members held discrepant views of which team and leadership behaviors enhanced or undermined teamwork. Other factors affecting team behaviors were related to the local organizational culture, including management of staff behavior, variable case demands, and team members' technical competence, and fitness of organizational structures and processes to support teamwork. These factors affected perceptions of what constituted optimal interpersonal and team behaviors in the operating room. Team behaviors are contextually contingent and organizationally determined, and beliefs about optimal behaviors are not necessarily shared. Interventions to optimize surgical teamwork require establishing consensus regarding best practice, ability to adapt as circumstances require, and organizational commitment to addressing contextual factors that affect teams. Copyright © 2018 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Assessment of Teaching Approaches in an Introductory Astronomy College Classroom

NASA Astrophysics Data System (ADS)

Alexander, William R.

In recent years, there have been calls from the astronomy education research community for the increased use of learner-centered approaches to teaching, and systematic assessments of various teaching approaches using such tools as the Astronomy Diagnostic Test 2.0 (ADT 2.0). The research presented is a response to both calls. The ADT 2.0 was used in a modified form to obtain baseline assessments of introductory college astronomy classes that were taught in a traditional, mostly didactic manner. The ADT 2.0 (modified) was administered both before and after the completion of the courses. The courses were then altered to make modest use of learner-centered lecture tutorials. The ADT 2.0 (modified) was again administered before and after completion of the modified courses. Overall, the modest learner-centered approach showed mixed statistical results, with an increase in effect size (from medium to large), but no change in normalized gain index (both were low). Additionally, a mathematically rigorous approach showed no statistically significant improvements in conceptual understanding compared with a mathematically nonrigorous approach. This study will interpret the results from a variety of perspectives. The overall implementation of the lecture tutorials and their implications for teaching will also be discussed.

Teaching French Vocabulary to English Speaking Students. A Comprehensive and Eclectic Approach.

ERIC Educational Resources Information Center

Howlett, Frederick G.

The greatest need of language teachers today is a workable approach to teaching vocabulary. This is essential if students are to be enabled to achieve communicative competence, that is, to make a transfer from the textbook to the real world of French, as reflected in the French media. An effective and comprehensive approach to teaching vocabulary…

Protocol for a randomised controlled trial for Reducing Arthritis Fatigue by clinical Teams (RAFT) using cognitive-behavioural approaches.

PubMed

Hewlett, S; Ambler, N; Almeida, C; Blair, P S; Choy, E; Dures, E; Hammond, A; Hollingworth, W; Kirwan, J; Plummer, Z; Rooke, C; Thorn, J; Tomkinson, K; Pollock, J

2015-08-06

Rheumatoid arthritis (RA) fatigue is distressing, leading to unmanageable physical and cognitive exhaustion impacting on health, leisure and work. Group cognitive-behavioural (CB) therapy delivered by a clinical psychologist demonstrated large improvements in fatigue impact. However, few rheumatology teams include a clinical psychologist, therefore, this study aims to examine whether conventional rheumatology teams can reproduce similar results, potentially widening intervention availability. This is a multicentre, randomised, controlled trial of a group CB intervention for RA fatigue self-management, delivered by local rheumatology clinical teams. 7 centres will each recruit 4 consecutive cohorts of 10-16 patients with RA (fatigue severity ≥ 6/10). After consenting, patients will have baseline assessments, then usual care (fatigue self-management booklet, discussed for 5-6 min), then be randomised into control (no action) or intervention arms. The intervention, Reducing Arthritis Fatigue by clinical Teams (RAFT) will be cofacilitated by two local rheumatology clinicians (eg, nurse/occupational therapist), who will have had brief training in CB approaches, a RAFT manual and materials, and delivered an observed practice course. Groups of 5-8 patients will attend 6 × 2 h sessions (weeks 1-6) and a 1 hr consolidation session (week 14) addressing different self-management topics and behaviours. The primary outcome is fatigue impact (26 weeks); secondary outcomes are fatigue severity, coping and multidimensional impact, quality of life, clinical and mood status (to week 104). Statistical and health economic analyses will follow a predetermined plan to establish whether the intervention is clinically and cost-effective. Effects of teaching CB skills to clinicians will be evaluated qualitatively. Approval was given by an NHS Research Ethics Committee, and participants will provide written informed consent. The copyrighted RAFT package will be freely available. Findings

Protocol for a randomised controlled trial for Reducing Arthritis Fatigue by clinical Teams (RAFT) using cognitive–behavioural approaches

PubMed Central

Hewlett, S; Ambler, N; Almeida, C; Blair, P S; Choy, E; Dures, E; Hammond, A; Hollingworth, W; Kirwan, J; Plummer, Z; Rooke, C; Thorn, J; Tomkinson, K; Pollock, J

2015-01-01

Introduction Rheumatoid arthritis (RA) fatigue is distressing, leading to unmanageable physical and cognitive exhaustion impacting on health, leisure and work. Group cognitive–behavioural (CB) therapy delivered by a clinical psychologist demonstrated large improvements in fatigue impact. However, few rheumatology teams include a clinical psychologist, therefore, this study aims to examine whether conventional rheumatology teams can reproduce similar results, potentially widening intervention availability. Methods and analysis This is a multicentre, randomised, controlled trial of a group CB intervention for RA fatigue self-management, delivered by local rheumatology clinical teams. 7 centres will each recruit 4 consecutive cohorts of 10–16 patients with RA (fatigue severity ≥6/10). After consenting, patients will have baseline assessments, then usual care (fatigue self-management booklet, discussed for 5–6 min), then be randomised into control (no action) or intervention arms. The intervention, Reducing Arthritis Fatigue by clinical Teams (RAFT) will be cofacilitated by two local rheumatology clinicians (eg, nurse/occupational therapist), who will have had brief training in CB approaches, a RAFT manual and materials, and delivered an observed practice course. Groups of 5–8 patients will attend 6×2 h sessions (weeks 1–6) and a 1 hr consolidation session (week 14) addressing different self-management topics and behaviours. The primary outcome is fatigue impact (26 weeks); secondary outcomes are fatigue severity, coping and multidimensional impact, quality of life, clinical and mood status (to week 104). Statistical and health economic analyses will follow a predetermined plan to establish whether the intervention is clinically and cost-effective. Effects of teaching CB skills to clinicians will be evaluated qualitatively. Ethics and dissemination Approval was given by an NHS Research Ethics Committee, and participants will provide written

Personal paper: medicine in the 1990s needs a team approach.

PubMed Central

English, T.

1997-01-01

Health care increasingly emphasises the team approach in which doctors, nurses, and other health workers adapt and develop new skills. Before changes of this kind are widely accepted, however, there must be clarity about the training, status, authority, working relationships, career structure, and remuneration of those who undertake responsibilities well beyond their traditional roles. PMID:9066483

The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong

With the rapid growth of online courses in higher education institutions, research on quality of learning for online courses is needed. However, there is a notable lack of research in the cited literature providing evidence that online distance education promotes the quality of independent learning to which it aspires. Previous studies focused on academic outcomes and technology applications which do not monitor students' learning processes, such as their approaches to learning. Understanding students' learning processes and factors influencing quality of learning will provide valuable information for instructors and institutions in providing quality online courses and programs. The purpose of this study was to identify and investigate college biology teachers' approaches to teaching and students' learning styles, and to examine the impact of approaches to teaching and learning styles on students' approaches to learning via online instruction. Data collection included eighty-seven participants from five online biology courses at a community college in the southern area of Texas. Data analysis showed the following results. First, there were significant differences in approaches to learning among students with different learning styles. Second, there was a significant difference in students' approaches to learning between classes using different approaches to teaching. Three, the impact of learning styles on students' approaches to learning was not influenced by instructors' approaches to teaching. Two conclusions were obtained from the results. First, individuals with the ability to perceive information abstractly might be more likely to adopt deep approaches to learning than those preferring to perceive information through concrete experience in online learning environments. Second, Teaching Approach Inventory might not be suitable to measure approaches to teaching for online biology courses due to online instructional design and technology limitations. Based on

Towards a Class-Centred Approach to EFL Teaching in the Palestinian Context

ERIC Educational Resources Information Center

Ayyash, Adnan I. Abu

2011-01-01

The teaching article attempts to highlight the significance of introducing a class-centred approach (henceforth CCA) to L2 teaching in the Palestinian context. Additionally, it aims to pinpoint that experienced teachers can make their teaching strategies more motivating and more communicative, through intertwining their learners' pedagogical and…

Approaches to Teaching Plant Nutrition. Children's Learning in Science Project.

ERIC Educational Resources Information Center

Leeds Univ. (England). Centre for Studies in Science and Mathematics Education.

During the period 1984-1986, over 30 teachers from the Yorkshire (England) region have worked in collaboration with the Children's Learning in Science Project (CLIS) developing and testing teaching schemes in the areas of energy, particle theory, and plant nutrition. The project is based upon the constructivist approach to teaching. This document…

Comparing Top-Down with Bottom-Up Approaches: Teaching Data Modeling

ERIC Educational Resources Information Center

Kung, Hsiang-Jui; Kung, LeeAnn; Gardiner, Adrian

2013-01-01

Conceptual database design is a difficult task for novice database designers, such as students, and is also therefore particularly challenging for database educators to teach. In the teaching of database design, two general approaches are frequently emphasized: top-down and bottom-up. In this paper, we present an empirical comparison of students'…

[Palliative care support teams and the commitment of primary care teams to terminally ill patients in their homes].

PubMed

Rocafort Gil, Javier; Herrera Molina, Emilio; Fernández Bermejo, Félix; Grajera Paredes María, María Eulalia; Redondo Moralo, María José; Díaz Díez, Fátima; Espinosa Rojas, José Armando

2006-10-15

To find out if the activity of palliative care support teams (PCST) does not negatively influences the performance of the primary care "care of terminally ill patients" service. Terminally ill patients cared for at home. Multicentre observational study. The observed variable is the increase in the number of registered patients in primary care, and the number of patients covered between the years 2002 and 2003 and the 4 intervention variables are: total visits, joint visits, assessments, and teaching sessions. The number of patients covered in 2002 was 41.19%, increasing to 45.44% in 2003. The activity rate of the PCST for each 100 000 inhabitants was 526 home visits in 2003, 86.15 joint visits, 313.68 professional assessments, and 23.14 teaching sessions. The joint visits and the teaching sessions were strongly associated with an improvement in the coverage of primary care (Pearson correlation of 0.784 and 0.759, respectively). The total visits were moderately associated (0.525) and the assessments were weakly associated (0.245). Joint visits and teaching sessions of a PCST are associated to an increase in the activity of primary care teams. Assessments and total visits did not have a negative influence.

Broadening ethics teaching in engineering: beyond the individualistic approach.

PubMed

Conlon, Eddie; Zandvoort, Henk

2011-06-01

There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate why the individualistic approach to the teaching of ethics to engineering students is inadequate in view of preparing them for ethical, professional and social responsibility; (2) Examine the existing literature regarding the possible contribution of Science, Technology and Society (STS) scholarship in addressing the inadequacies of the individualistic approach; and (3) Assess this possible contribution of STS in order to realise desired learning outcomes regarding the preparation of students for ethical and social responsibility.

A Microeconomic Approach to the Issue of Quality in the Teaching Force.

ERIC Educational Resources Information Center

Kim, Hye-Sook

This study approaches the issue of quality in the teaching force using a microeconomic framework that applies the concept of "opportunity cost." As teaching is a low-paid profession, accepting a teaching position may be associated with high opportunity costs (foregone benefits) for more academically talented college students because they could…

Transformation of a Traditional, Freshman Biology, Three-Semester Sequence, to a Two-Semester, Integrated Thematically Organized, and Team-Taught Course

ERIC Educational Resources Information Center

Soto, Julio G.; Everhart, Jerry

2016-01-01

Biology faculty at San José State University developed, piloted, implemented, and assessed a freshmen course sequence based on the macro-to micro-teaching approach that was team-taught, and organized around unifying themes. Content learning assessment drove the conceptual framework of our course sequence. Content student learning increased…

When Teams Fail to Self-Regulate: Predictors and Outcomes of Team Procrastination Among Debating Teams

PubMed Central

Van Hooft, Edwin A. J.; Van Mierlo, Heleen

2018-01-01

Models of team development have indicated that teams typically engage in task delay during the first stages of the team’s life cycle. An important question is to what extent this equally applies to all teams, or whether there is variation across teams in the amount of task delay. The present study introduces the concept of team procrastination as a lens through which we can examine whether teams collectively engage in unplanned, voluntary, and irrational delay of team tasks. Based on theory and research on self-regulation, team processes, and team motivation we developed a conceptual multilevel model of predictors and outcomes of team procrastination. In a sample of 209 student debating teams, we investigated whether and why teams engage in collective procrastination as a team, and what consequences team procrastination has in terms of team member well-being and team performance. The results supported the existence of team procrastination as a team-level construct that has some stability over time. The teams’ composition in terms of individual-level trait procrastination, as well as the teams’ motivational states (i.e., team learning goal orientation, team performance-approach goal orientation in interaction with team efficacy) predicted team procrastination. Team procrastination related positively to team members’ stress levels, especially for those low on trait procrastination. Furthermore, team procrastination had an indirect negative relationship with team performance, through teams’ collective stress levels. These findings add to the theoretical understanding of self-regulatory processes of teams, and highlight the practical importance of paying attention to team-level states and processes such as team goal orientation and team procrastination. PMID:29674991

Qualitative Variation in Approaches to University Teaching and Learning in Large First-Year Classes

ERIC Educational Resources Information Center

Prosser, Michael; Trigwell, Keith

2014-01-01

Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to…

The Teaching Approach of Henry Schaefer-Simmern.

ERIC Educational Resources Information Center

Abrahamson, Roy E.

1980-01-01

This description of the teaching approach of Henry Schaefer-Simmern emphasizes his use of questioning to evoke student self-evaluation and to develop clarity of vision and interfunctional unity in students' art products and their mental, artistic conceiving. Two case reports of his work with elementary students are included. (Author/SJL)

A TRANS-DISCIPLINARY APPROACH FOR TEACHING IMPLEMENTATION RESEARCH AND PRACTICE IN PUBLIC HEALTH

PubMed Central

Alonge, Olakunle; Frattaroli, Shannon; Davey-Rothwell, Melissa; Baral, Stefan

2016-01-01

The trans-disciplinary approach for teaching implementation research and practice (IR&P) in public health seeks to present related concepts on IR&P from multiple perspectives without paying an exclusive service to a specific home discipline. It is a response to the demand for a pedagogical approach to teaching that promotes a unity of knowledge around a subject that extends beyond the disciplinary boundaries within public health. Based on the experience of establishing a flagship course in IR&P at a graduate school of public health, we draw from existing theories and offer practical steps for developing and delivering content for IR&P from a trans-disciplinary perspective. The potential of this teaching approach is its ability to demonstrate the pervasiveness and easy transfer of relevant concepts in IR&P across multiple disciplines and settings. This teaching approach has relevance for influencing the overall technique to graduate level instruction in the health professions where multiple disciplines intersect. PMID:27795985

Using the Everest Team Simulation to Teach Threshold Concepts

ERIC Educational Resources Information Center

Nichols, Elizabeth; Wright, April L.

2015-01-01

This resource review focuses on "Leadership and Team Simulation: Everest V2" released by Harvard Business Publishing. The review describes the simulation's story line of a commercial team expedition climbing to the summit of Mount Everest along with the simulation's architecture and key features. Building on Wright and Gilmore's (2012)…

Integrating a Project Management Approach to E-Business Application Course

ERIC Educational Resources Information Center

Chen, Kuan C.; Chuang, Keh-Wen

2008-01-01

Teaching students project managements requires a hands-on approach. Incorporating project management concepts and processes into a student team Web development project adds a dimension that exposes students to the realities of effective Web development. This paper will describe the project management approach used in a Web development course in…

Whats the story? Information needs of trauma teams.

PubMed

Sarcevic, Aleksandra; Burd, Randall S

2008-11-06

This paper reports on information needs of trauma teams based on an ethnographic study in an urban teaching hospital. We focus on questions posed by trauma team members during ten trauma events. We identify major categories of questions, as well as information seekers and providers. In addition to categories known from other critical care settings, we found categories unique to trauma settings. Based on these findings, we discuss implications for information technology support for trauma teams.

Effects of implementation of a team model on physician and staff perceptions of a clinic's organizational and learning environments.

PubMed

Roth, Linda M; Markova, Tsveti; Monsur, Joseph C; Severson, Richard K

2009-06-01

Although teamwork is widely promoted by the Institute of Medicine, the American Academy of Family Physicians, and the Future of Family Medicine project, the health care literature does not provide clear direction on how to create or maintain high-functioning teams in ambulatory residency education. In 2004, we reorganized the clinical operation of our family medicine residency clinic into teams, each consisting of faculty, residents, and nursing and administrative staff. We hypothesized that operating within teams would have a positive effect on employees' job satisfaction and perceptions of our clinic's organizational and learning environments. We administered a confidential survey to faculty, residents, and staff annually over 5 years (2002-2006). Using questionnaire data from 2002-2003 as a baseline and data from 2004-2006 as a post-intervention measurement, we performed Mann-Whitney tests to assess the effect of the implementation of teams on employees' ratings of job satisfaction, individual autonomy, organizational commitment, goal attainment, physical characteristics and personnel arrangements within the clinic, learning opportunities for residents, teaching behaviors of faculty, roles of staff, and learning organization characteristics. After the implementation of teams, there was an improvement in ratings of learning opportunities and quality of teaching, job satisfaction, employee autonomy, staff roles, and staff attitudes toward residents. Implementing a team approach in a residency clinic can improve measures of physician and staff satisfaction and organizational function.

Galactic Structure: A Constructivist Approach to Teaching Astronomy.

ERIC Educational Resources Information Center

Domenech, Antonio; Casasus, Elena

1991-01-01

An astrophysics course based on the constructivist approach to science teaching is described. The study of galactic structure is given as an example. Direct experiences and observations, representative-symbolic language, organized knowledge, and formal strategies are emphasized. (KR)

Evaluating Views of Lecturers on the Consistency of Teaching Content with Teaching Approach: Traditional versus Reform Calculus

ERIC Educational Resources Information Center

Sevimli, Eyup

2016-01-01

This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both…

Ethnic vs. Evangelical Religions: Beyond Teaching the World Religion Approach.

ERIC Educational Resources Information Center

Tishken, Joel E.

2000-01-01

Offers background information on the formation of comparative religion. Demonstrates that the world religion approach is inadequate by examining case studies of Mithraism, Santeria, Mormonism, and Baha'i to illustrate the shortcomings of this approach. Advocates the use of an ethnic versus evangelical religion approach to teaching global…

The Impact of a Multifaceted Approach to Teaching Research Methods on Students' Attitudes

ERIC Educational Resources Information Center

Ciarocco, Natalie J.; Lewandowski, Gary W., Jr.; Van Volkom, Michele

2013-01-01

A multifaceted approach to teaching five experimental designs in a research methodology course was tested. Participants included 70 students enrolled in an experimental research methods course in the semester both before and after the implementation of instructional change. When using a multifaceted approach to teaching research methods that…

Wittgenstein's Contextualist Approach to Judging "Sound" Teaching: Escaping Enthrallment in Criteria-Based Assessments

ERIC Educational Resources Information Center

Stickney, Jeff Alan

2009-01-01

Comparing the early, analytic attempt to define "sound" teaching with the current use of criteria-based rating schemes, Jeff Stickney turns to Wittgenstein's holistic, contextualist approach to judging teaching against its complex "background" within our "form of life." To exemplify this approach, Stickney presents cases of classroom practice…

A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

NASA Astrophysics Data System (ADS)

Mack, Michael Ryan

Chemistry education researchers have not adequately studied teaching and learning experiences at all levels in the undergraduate chemistry curriculum leaving gaps in discipline-based STEM education communities understanding about how the upper- division curricula works (National Research Council, 2012b; Towns, 2013). This study explored faculty approaches to teaching in upper-division physical chemistry course settings using an interview-based methodology. Two conceptualizations of approaches to teaching emerged from a phenomenographic analysis of interview transcripts: (1) faculty beliefs about the purposes for teaching physical chemistry and (2) their conceptions of their role as an instructor in these course settings. Faculty who reported beliefs predominantly centered on helping students develop conceptual knowledge and problem-solving skills in physical chemistry often worked with didactic models of teaching, which emphasized the transfer of expert knowledge to students. When faculty expressed beliefs that were more inclusive of conceptual, epistemic, and social learning goals in science education they often described more student-centered models of teaching and learning, which put more responsibilities on them to facilitate students' interactive engagement with the material and peers during regularly scheduled class time. Knowledge of faculty thinking, as evinced in a rich description of their accounts of their experience, provides researchers and professional developers with useful information about the potential opportunities or barriers that exist for helping faculty align their beliefs and goals for teaching with research-based instructional strategies.

A collaborative approach to team building between staff and students in long-term care.

PubMed

Freiburger, O A

1996-01-01

Nursing staff and student interactions were not facilitating a system of care that reflected a team effort. Nursing staff and students were involved in efforts to resolve issues that influenced their professional relationships through use of a problem-solving approach. Team-building strategies were implemented, relationships improved, and collaboration increased between nursing staff members and students. Results of this project have implications for the socialization of nursing students and the development of professional relationships in clinical settings.

Clarifying Public Controversy: An Approach to Teaching Social Studies.

ERIC Educational Resources Information Center

Newmann, Fred M.; Oliver, Donald W.

This book presents a rational discussion process approach to the teaching of specific social controversies in the social studies in secondary schools. The authors provide an in-depth analysis of this approach which includes both theory and application. The introductory chapters place the discussion process framework within terms of American values…

A Linear Algebraic Approach to Teaching Interpolation

ERIC Educational Resources Information Center

Tassa, Tamir

2007-01-01

A novel approach for teaching interpolation in the introductory course in numerical analysis is presented. The interpolation problem is viewed as a problem in linear algebra, whence the various forms of interpolating polynomial are seen as different choices of a basis to the subspace of polynomials of the corresponding degree. This approach…

Teaching Borges's "Garden": A Three-Tiered Approach.

ERIC Educational Resources Information Center

Christensen, Maggie

2002-01-01

Describes how "The Garden of Forking Paths" presents teaching challenges that ultimately yield benefits worth the effort for students and instructors. Discusses a three-tiered approach: spy story, family history and character, and ideas of time and timelessness. Concludes that the three layers provide a structure to get the discussion started and…

Implementation of Different Teaching Approaches in Early Childhood Education Practices in Estonia

ERIC Educational Resources Information Center

Kimer, Merilin; Tuul, Maire; Õun, Tiia

2016-01-01

The aim of this study was to describe the activities of Estonian preschool teachers in the context of different teaching approaches and to compare the assessments of teachers of their own teaching with the assessments of observers of their teaching. For the data collection, the Early Childhood Classroom Observation Measure (ECCOM) and a structured…

Developing students’ ideas about lens imaging: teaching experiments with an image-based approach

NASA Astrophysics Data System (ADS)

Grusche, Sascha

2017-07-01

Lens imaging is a classic topic in physics education. To guide students from their holistic viewpoint to the scientists’ analytic viewpoint, an image-based approach to lens imaging has recently been proposed. To study the effect of the image-based approach on undergraduate students’ ideas, teaching experiments are performed and evaluated using qualitative content analysis. Some of the students’ ideas have not been reported before, namely those related to blurry lens images, and those developed by the proposed teaching approach. To describe learning pathways systematically, a conception-versus-time coordinate system is introduced, specifying how teaching actions help students advance toward a scientific understanding.

Debriefing of the medical team after emergencies on cruise ships.

PubMed

Dahl, Eilif

2017-01-01

Done to improve safety and patient outcome but not to lay blame, debriefings on cruise ships should preferably be conducted as standard practice in the medical facility immediately after all critical events aboard. The key questions to be asked are: What went well, what could have gone better and what must participants do to improve care? Post-debriefing the ship's doctor might have to deal with team members' mental stress resulting both from the event and from debriefing it. Required by most cruise companies, standardised advanced life support courses teach effective high-performance team dynamics. They provide the multinational medical staff with a clearer understanding of the rescue sequence, which again will reduce the risk of mistakes and simplify post-event debriefings. Their systematic approach to the chain of survival is also helpful for post-event debriefings if something went wrong.

Teaching psychiatry in a new medical school: a multimedia approach.

PubMed

Baskett, S J

1978-12-01

As a developing department in a new medical school, we were able to improve our curriculum by using a multimedia approach to teaching psychiatry. We relied heavily on a programmed self-instructional text with videotaped clinical examples (PLS), learning objectives, formal classroom presentations, small group discussions, self-assessment exercises, an affective approach to the patient-doctor relationship using role-playing and videotaped patient vignettes, and finally live patient interviews. We believe we have been able to present the widely agreed upon content in the basic science years, using a wide variety of teaching materials and technics which maintain the interest of most students.

Serving-Maids and Literacy: An Approach to Teaching Literacy through History and Music.

ERIC Educational Resources Information Center

Turner-Bisset, R.

2001-01-01

Presents a case study of an integrated approach to teaching history, literacy and music, in a Year 6 class. Suggests success was due to use of varied teaching approaches including storytelling, drama, singing and discussion. Emphasizes links between genuine historical tasks, and activities in the National Literacy Strategy. Suggests how music…

A Model for Applying Lexical Approach in Teaching Russian Grammar.

ERIC Educational Resources Information Center

Gettys, Serafima

The lexical approach to teaching Russian grammar is explained, an instructional sequence is outlined, and a classroom study testing the effectiveness of the approach is reported. The lexical approach draws on research on cognitive psychology, second language acquisition theory, and research on learner language. Its bases in research and its…

Teaching through Trade Books: Teaming Up

ERIC Educational Resources Information Center

Royce, Christine Anne

2017-01-01

This column includes activities inspired by children's literature. This month's trade books teach students about external and internal structures that allow animals and humans to survive. This months trade books are: (1) "Creature Features" (Steve Jenkins and Robin Page); and (2) "Body Actions" (Shelley Rotner and David A.…

Self-Managed Career Services: A Team Approach.

ERIC Educational Resources Information Center

Nonnamaker, John; Hagenbaugh, Stacie; Grote, Ann DiMeola; Denon, Gregory; Jessup, Kara

2001-01-01

Taking a lead from corporate culture, many colleges and universities are experimenting with the self-managed team model, an alternative to traditional hierarchical structures. This article discusses Boston's Emerson College career services staff's experience with becoming a self-managed team. They were able to improve service delivery, reduce…

A Structured Approach to End-of-Life Decision Making Improves Quality of Care for Patients With Terminal Illness in a Teaching Hospital in Ghana.

PubMed

Edwin, Ama Kyerewaa; Johnson McGee, Summer; Opare-Lokko, Edwina Addo; Gyakobo, Mawuli Kotope

2016-03-01

To determine whether a structured approach to end-of-life decision-making directed by a compassionate interdisciplinary team would improve the quality of care for patients with terminal illness in a teaching hospital in Ghana. A retrospective analysis was done for 20 patients who consented to participate in the structured approach to end-of-life decision-making. Twenty patients whose care did not follow the structured approach were selected as controls. Outcome measures were nociceptive pain control, completing relationships, and emotional response towards dying. These measures were statistically superior in the study group compared to the control group. A structured approach to end-of-life decision-making significantly improves the quality of care for patients with terminal illness in the domains of pain control, completing relationships and emotional responses towards dying. © The Author(s) 2014.

The Use of Modeling Approach for Teaching Exponential Functions

NASA Astrophysics Data System (ADS)

Nunes, L. F.; Prates, D. B.; da Silva, J. M.

2017-12-01

This work presents a discussion related to the teaching and learning of mathematical contents related to the study of exponential functions in a freshman students group enrolled in the first semester of the Science and Technology Bachelor’s (STB of the Federal University of Jequitinhonha and Mucuri Valleys (UFVJM). As a contextualization tool strongly mentioned in the literature, the modelling approach was used as an educational teaching tool to produce contextualization in the teaching-learning process of exponential functions to these students. In this sense, were used some simple models elaborated with the GeoGebra software and, to have a qualitative evaluation of the investigation and the results, was used Didactic Engineering as a methodology research. As a consequence of this detailed research, some interesting details about the teaching and learning process were observed, discussed and described.

Service and Education: The Association Between Workload, Patient Complexity, and Teaching on Internal Medicine Inpatient Services.

PubMed

Ratcliffe, Temple A; Crabtree, Meghan A; Palmer, Raymond F; Pugh, Jacqueline A; Lanham, Holly J; Leykum, Luci K

2018-04-01

Attending rounds remain the primary venue for formal teaching and learning at academic medical centers. Little is known about the effect of increasing clinical demands on teaching during attending rounds. To explore the relationships among teaching time, teaching topics, clinical workload, and patient complexity variables. Observational study of medicine teaching teams from September 2008 through August 2014. Teams at two large teaching hospitals associated with a single medical school were observed for periods of 2 to 4 weeks. Twelve medicine teaching teams consisting of one attending, one second- or third-year resident, two to three interns, and two to three medical students. The study examined relationships between patient complexity (comorbidities, complications) and clinical workload variables (census, turnover) with educational measures. Teams were clustered based on clinical workload and patient complexity. Educational measures of interest were time spent teaching and number of teaching topics. Data were analyzed both at the daily observation level and across a given patient's admission. We observed 12 teams, 1994 discussions (approximately 373 h of rounds) of 563 patients over 244 observation days. Teams clustered into three groups: low patient complexity/high clinical workload, average patient complexity/low clinical workload, and high patient complexity/high clinical workload. Modest associations for team, patient complexity, and clinical workload variables were noted with total time spent teaching (9.1% of the variance in time spent teaching during a patient's admission; F[8,549] = 6.90, p < 0.001) and number of teaching topics (16% of the variance in the total number of teaching topics during a patient's admission; F[8,548] = 14.18, p < 0.001). Clinical workload and patient complexity characteristics among teams were only modestly associated with total teaching time and teaching topics.

Team development interventions: Evidence-based approaches for improving teamwork.

PubMed

Lacerenza, Christina N; Marlow, Shannon L; Tannenbaum, Scott I; Salas, Eduardo

2018-01-01

The rate of teamwork and collaboration within the workforce has burgeoned over the years, and the use of teams is projected to continue increasing. With the rise of teamwork comes the need for interventions designed to enhance teamwork effectiveness. Successful teams produce desired outcomes; however, it is critical that team members demonstrate effective processes to achieve these outcomes. Team development interventions (TDIs) increase effective team competencies and processes, thereby leading to improvements in proximal and distal outcomes. The effectiveness of TDIs is evident across domains (e.g., education, health care, military, aviation), and they are applicable in a wide range of settings. To stimulate the adoption and effective use of TDIs, the current article provides a review of four types of evidence-based TDIs including team training, leadership training, team building, and team debriefing. In doing so, we aim to provide psychologists with an understanding of the scientific principles underlying TDIs and their impact on team dynamics. Moreover, we provide evidence-based recommendations regarding how to increase the effectiveness of TDIs as well as a discussion on future research needed within this domain. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Three Different Teaching Approaches in Pre-Calculus Bridging Mathematics

ERIC Educational Resources Information Center

Miller-Reilly, Barbara

2007-01-01

During the past decade three different bridging mathematics courses have been offered at the University of Auckland. A case study approach was used to investigate the effectiveness of these courses: two larger courses and one individual study programme. A different teaching approach, by committed experienced teachers, was used in each course. The…

Interpreting Evidence: An Approach to Teaching Human Evolution in the Classroom

ERIC Educational Resources Information Center

DeSilva, Jeremy

2004-01-01

Paleoanthropology, which is the study of human evolution through fossil records, can be used as a tool for teaching human evolution in the classrooms. An updated approach to teaching human evolution and a model for explaining what is science and how it is done, is presented.

Beyond Proficiency: An Asset-Based Approach to International Teaching Assistant Training

ERIC Educational Resources Information Center

Swan, Lisa M.; Kramer, Sabrina; Gopal, Anita; Shi, Lijuan; Roth, Stephen M.

2017-01-01

This study assesses an asset-based approach to international teaching assistant (ITA) training at a public research institution. The program is a peer mentorship-based learning community that facilitates ITAs' cultural awareness and pedagogic development. Survey results indicate the program positively impacted participants' teaching skills,…

From Seeing to Believing: Using Instructional Video to Develop Culturally Responsive Teaching

ERIC Educational Resources Information Center

Fullam, Jordan P.

2017-01-01

Purpose: This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU's Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally…

Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

ERIC Educational Resources Information Center

Dündar, Sahin

2015-01-01

This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary…

The enhancement of students' mathematical problem solving ability through teaching with metacognitive scaffolding approach

NASA Astrophysics Data System (ADS)

Prabawanto, Sufyani

2017-05-01

This research aims to investigate the enhancement of students' mathematical problem solving through teaching with metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 studentswho acquire teaching mathematicsunder metacognitive scaffolding approach, while the control group consists of 58 studentswho acquire teaching mathematicsunder direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical problem solving test instruments. By usingmean difference test, two conclusions of the research:(1) there is a significant difference in the enhancement of mathematical problem solving between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and(2) thereis no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students' mathematical problem solving.

Comparison of Traditional and ADRI Based Teaching Approaches in an Introductory Programming Course

ERIC Educational Resources Information Center

Malik, Sohail Iqbal; Coldwell-Neilson, Jo

2017-01-01

Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the…

Collaborative transdisciplinary team approach for dementia care

PubMed Central

Galvin, James E; Valois, Licet; Zweig, Yael

2015-01-01

SUMMARY Alzheimer's disease (AD) has high economic impact and places significant burden on patients, caregivers, providers and healthcare delivery systems, fostering the need for an evaluation of alternative approaches to healthcare delivery for dementia. Collaborative care models are team-based, multicomponent interventions that provide a pragmatic strategy to deliver integrated healthcare to patients and families across a wide range of populations and clinical settings. Healthcare reform and national plans for AD goals to integrate quality care, health promotion and preventive services, and reduce the impact of disease on patients and families reinforcing the need for a system-level evaluation of how to best meet the needs of patients and families. We review collaborative care models for AD and offer evidence for improved patient- and family-centered outcomes, quality indicators of care and potential cost savings. PMID:25531688

Exploring Parental Involvement Strategies Utilized by Middle School Interdisciplinary Teams

ERIC Educational Resources Information Center

Robbins, Chris; Searby, Linda

2013-01-01

Adolescents present a unique collection of characteristics and challenges which middle school interdisciplinary teams were designed to address. This article describes a research study which explored parental involvement strategies employed by interdisciplinary teaching teams from three very different middle schools: an affluent suburban school, a…

Teaching, Learning and Governance in Science Education and Physical Education: A Comparative Approach

ERIC Educational Resources Information Center

Östman, Leif; Öhman, Marie; Lundqvist, Eva; Lidar, Malena

2015-01-01

Teaching, learning and motivation are the major concerns for educators. In this article we approach these issues from a Foucauldian power and governance perspective in order to understand that attention is drawn to certain knowledge and values and not others that would be equally possible in a teaching practice. The approach suggests that the…

Views about Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2008-01-01

Physics teachers' approaches to teaching physics are generally considered to be linked to their views about physics. In this qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were explored and compared with the views held by physics teachers who used conceptual change approaches.…

Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures

ERIC Educational Resources Information Center

Dhindsa, Harkirat S.; Makarimi-Kasim; Anderson, O. Roger

2011-01-01

This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample…

The Task-Based Approach in Language Teaching

ERIC Educational Resources Information Center

Sánchez, Aquilino

2004-01-01

The Task-Based Approach (TBA) has gained popularity in the field of language teaching since the last decade of the 20th Century and significant scholars have joined the discussion and increased the amount of analytical studies on the issue. Nevertheless experimental research is poor, and the tendency of some of the scholars is nowadays shifting…

"Structured Discovery": A Modified Inquiry Approach to Teaching Social Studies.

ERIC Educational Resources Information Center

Lordon, John

1981-01-01

Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

The Effects of Different Teaching Approaches in Introductory Financial Accounting

ERIC Educational Resources Information Center

Chiang, Bea; Nouri, Hossein; Samanta, Subarna

2014-01-01

The purpose of the research is to examine the effect of the two different teaching approaches in the first accounting course on student performance in a subsequent finance course. The study compares 128 accounting and finance students who took introductory financial accounting by either a user approach or a traditional preparer approach to examine…

The effectiveness of student team-achievement division (STAD) for teaching high school chemistry in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Balfakih, Nagib M. A.

2003-05-01

Education in the United Arab Emirates (UAE) faces major problems which may hinder its future development. These include low achievement in science and a negative attitude toward science subjects, which have resulted in a high number of student dropouts from the science track in high school. It is believed among UAE educators that the main reason is the way science that has been taught in its schools. A solution to this problem depends on finding effective teaching methods, which maintain student achievement, improve students' attitude and provide opportunities to develop essential scientific skills. The effectiveness of Student Team-Achievement Division (STAD) for teaching science to high school classes in the UAE was investigated. The sample was selected randomly. A representative group of UAE high school students was chosen from the northern province, which includes urban areas, and from the eastern province, which includes rural areas. The study involved sixteen tenth grade classes. During the second semester of the academic year 1998/1999, three units in the chemistry curriculum were covered. This study was designed to investigate the effectiveness of STAD in teaching high school chemistry in the UAE and to find out which groups, gender, area, and ability benefitted most.

Teaching Assistants Talking

ERIC Educational Resources Information Center

McLachlan, Benita

2016-01-01

Local Authorities (LAs) in Britain traditionally employ Visual Impairment (VI) teams as integrative statutory Special Educational Needs and Inclusion (SENI) provision. Teaching Assistants (TAs) work alongside Qualified Teachers (QTs) in VI teams to support children and young people (CYP) with VI. The VI TA has a broad role in covering early years,…

Teaching Introductory Programming to IS Students: The Impact of Teaching Approaches on Learning Performance

ERIC Educational Resources Information Center

Zhang, Xihui; Zhang, Chi; Stafford, Thomas F.; Zhang, Ping

2013-01-01

Introductory programming courses are typically required for undergraduate students majoring in Information Systems. Instructors use different approaches to teaching this course: some lecturing and assigning programming exercises, others only assigning programming exercises without lectures. This research compares the effects of these two teaching…

Partner Teaching: A Promising Model

ERIC Educational Resources Information Center

Bronson, Carroll E.; Dentith, Audrey M.

2014-01-01

This paper describes an ethnographic case study of a partner or co-teaching classroom in an urban preschool classroom. As part of a larger project that evaluated classroom size and team teaching structures in Kindergarten classrooms in several high poverty urban schools, one successful co-teaching classroom was studied further. Systematic…

SU-F-E-15: Initial Experience Implementing a Case Method Teaching Approach to Radiation Oncology Physics Residents, Graduate Students and Doctorate of Medical Physics Students

DOE Office of Scientific and Technical Information (OSTI.GOV)

Gutierrez, A

Purpose: Case Method Teaching approach is a teaching tool used commonly in business school to challenge students with real-world situations—i.e. cases. The students are placed in the role of the decision maker and have to provide a solution based on the multitude of information provided. Specifically, students must develop an ability to quickly make sense of a complex problem, provide a solution incorporating all of the objectives (at time conflicting) and constraints, and communicate that solution in a succinct, professional and effective manner. The validity of the solution is highly dependent on the auxiliary information provided in the case andmore » the basic didactic knowledge of the student. A Case Method Teaching approach was developed and implemented into an on-going course focused on AAPM Task Group reports at UTHSCSA. Methods: A current course at UTHSCSA reviews and discusses 15 AAPM Task Group reports per semester. The course is structured into three topic modules: Imaging QA, Stereotactic Radiotherapy, and Special Patient Measurements—i.e. pacemakers, fetal dose. After a topic module is complete, the students are divided into groups (2–3 people) and are asked to review a case study related to the module topic. Students then provide a solution presented in an executive summary and class presentation. Results: Case studies were created to address each module topic. Through team work and whole-class discussion, a collaborative learning environment was established. Students additionally learned concepts such vendor relations, financial negotiations, capital project management, and competitive strategy. Conclusion: Case Method Teaching approach is an effective teaching tool to further enhance the learning experience of radiation oncology physics students by presenting them with though-provoking dilemmas that require students to distinguish pertinent from peripheral information, formulate strategies and recommendations for action, and confront

[Application of portfolio in teaching dermatology clinic: an experience in teaching of medicine].

PubMed

de Cabalier, M E; Chalub, D M

2009-01-01

We present a learning experience conducted in the Chair of Dermatology Clinic of the Faculty of Medical Sciences, National University of Cordoba in the context of curriculum change. For comprehension,present a theoretical framework and practical from the conceptualization of the "portfolio" teaching and its role teaching and learning paradigms sustained constructivist medical education. The portfolio Teach-ing is not a collection of papers, but a coherent set of experiences led thoughtful learning between teachers and students. This resource allows to account for the "qualitative achievements" of students from their work produced, sorted and evaluated in a carefully planned sequence of experiences and case Dermatology Clinic. To introduce the teaching portfolio, the planned new student grouping shapes and a sequence of learning experiences for the construction of this resource, namely: "The development of theoretical material iconographic resources and working guidelines for students. "The clinical reasoning on a case or laboratory experience-Clinical case Discussion and bibliography. -The development of records to from observation of patients. "The study of clinical cases: diagnosis and evolution of clinical cases. Interconsultations-Registration and referrals. "The magazine room and sharing experiences. In each of these, production, tutorial feedback Team teaching and assessment tasks allowed assessment approach to learning and improving he achievements of the students to the approval of the subject.

InTeGrate: Transforming the Teaching of Geoscience and Sustainability

NASA Astrophysics Data System (ADS)

Blockstein, D.; Manduca, C. A.; Bralower, T. J.; Castendyk, D.; Egger, A. E.; Gosselin, D. C.; Iverson, E. A.; Matson, P. A.; MacGregor, J.; Mcconnell, D. A.; Mogk, D. W.; Nevle, R. J.; Oches, E. A.; Steer, D. N.; Wiese, K.

2012-12-01

InTeGrate is an NSF-funded community project to improve geoscience literacy and build a workforce that can apply geoscience principles to address societal issues. Three workshops offered this year by InTeGrate and its partner, On the Cutting Edge, addressed strategies for bringing together geoscience and sustainability within geoscience courses and programs, in interdisciplinary courses and programs, and in courses and programs in other disciplines or schools including arts and humanities, health science, and business. Participants in all workshops described the power of teaching geoscience in the context of sustainability and the utility of this approach in engaging students with geoscience, including student populations not traditionally represented in the sciences. Faculty involved in both courses and programs seek to teach important skills including the ability to think about systems and to make connections between local observations and challenges and global phenomena and issues. Better articulation of these skills, including learning outcomes and assessments, as well as documenting the relationship between these skills and employment opportunities were identified as important areas for further work. To support widespread integration of geoscience and sustainability concepts, these workshops initiated collections describing current teaching activities, courses, and programs. InTeGrate will continue to build these collections in collaboration with On the Cutting Edge and Building Strong Geoscience Departments, and through open contributions by individual faculty and programs. In addition, InTeGrate began developing new teaching modules and courses. Materials for use in introductory geoscience and environmental science/studies courses, distance learning courses, and courses for education majors are being developed and tested by teams of faculty drawn from at least three institutions, including several members from two-year colleges. An assessment team is

Gauging Goodness of Fit: Teachers' Responses to Their Instructional Teams in High-Poverty Schools

ERIC Educational Resources Information Center

Charner-Laird, Megin; Ng, Monica; Johnson, Susan Moore; Kraft, Matthew A.; Papay, John P.; Reinhorn, Stefanie K.

2017-01-01

Teacher teams are increasingly common in urban schools. In this study, we analyze teachers' responses to teams in six high-poverty schools. Teachers used two criteria to assess teams' goodness of fit in meeting the demands of their work: whether their teams helped them teach better and whether the team contributed to a better school. Their…

Clinical interdisciplinary health team care: an educational experiment.

PubMed

Mazur, H; Beeston, J J; Yerxa, E J

1979-09-01

With increasing concern for teamwork in clinical practice in health care settings, the need to identify the concepts, methods, and learning processes for improving interdisciplinary team skills is apparent. This paper describes patient-centered, clinical-research-demonstration programs for teams of students, preceptors, and faculty members from six disciplines who provided patient care in a long-term rehabilitation setting. The teams were involved in the theory and practice of team-building, including weekly sessions on leadership styles, communication, group decision-making, and team effectiveness assessment. Objective and subjective measurements were administered throughout the program. The results indicate that task-oriented patient care favors the learning of team skills, especially when all levels of administration support and participate in the processes. Question are raised concerning the effect of clinical teams on the quality of patient care, their cost-effectiveness, and the low priority given to teaching interdisciplinary team skills in professional education.

[Multiprofessional team working in palliative medicine].

PubMed

Osaka, Iwao

2013-04-01

Now, more than ever, palliative medicine has been gaining recognition for its essential role in cancer treatment. Since its beginning, it has emphasized the importance of collaboration among multidisciplinary professionals, valuing a comprehensive and holistic philosophy, addressing a wide range of hopes and suffering that patients and families experience. There are three models (approaches) for the medical teams: multidisciplinary, interdisciplinary, and transdisciplinary. Palliative care teams often choose the interdisciplinary team model, and the teams in the palliative care units may often choose the transdisciplinary team model. Recently, accumulating research has shown the clinical benefits of the interdisciplinary/transdisciplinary approach in palliative care settings. Clarifying appropriate functions and ideal features of physicians in the health care team, and enforcing the suitable team approach will contribute to improve the quality of whole medical practice beyond the framework of "palliative medicine".

Exploring Scholarship of Teaching and Learning Approaches to Business Communication Research

ERIC Educational Resources Information Center

Pope-Ruark, Rebecca

2012-01-01

With our core focus on teaching and scholarship, business communication teacher-scholars are well placed to become leaders in the international Scholarship of Teaching and Learning (SoTL) movement. In this article, SoTL is defined and contextualized, three SoTL research approaches are introduced, and disciplinary research projects are suggested. A…