Motivational, Parental, and Cultural Influences on Achievement and Persistence in Basic Skills Mathematics at the Community College

ERIC Educational Resources Information Center

Nordstrom, Donna E.

2012-01-01

The purpose of this study was to address the gap in the current literature on community college students in basic math courses by examining motivational, parental and cultural factors as predictors of achievement and persistence of students enrolled in basic skills mathematics courses at a community college. More specifically, this study…

Twelve tips for postgraduate or undergraduate medics building a basic microsurgery simulation training course.

PubMed

Mason, Katrina A; Theodorakopoulou, Evgenia; Pafitanis, Georgios; Ghanem, Ali M; Myers, Simon R

2016-09-01

Microsurgery is used in a variety of surgical specialties, including Plastic Surgery, Maxillofacial Surgery, Ophthalmic Surgery, Otolaryngology and Neurosurgery. It is considered one of the most technically challenging fields of surgery. Microsurgical skills demand fine, precise and controlled movements, and microsurgical skill acquisition has a steep initial learning curve. Microsurgical simulation provides a safe environment for skill acquisition before operating clinically. The traditional starting point for anyone wanting to pursue microsurgery is a basic simulation training course. We present twelve tips for postgraduate and undergraduate medics on how to set up and run a basic ex-vivo microsurgery simulation training course suitable for their peers.

Have Basic Mathematical Skills Grown Obsolete in the Computer Age: Assessing Basic Mathematical Skills and Forecasting Performance in a Business Statistics Course

ERIC Educational Resources Information Center

Noser, Thomas C.; Tanner, John R.; Shah, Situl

2008-01-01

The purpose of this study was to measure the comprehension of basic mathematical skills of students enrolled in statistics classes at a large regional university, and to determine if the scores earned on a basic math skills test are useful in forecasting student performance in these statistics classes, and to determine if students' basic math…

The Effect of Instructional Method on Cardiopulmonary Resuscitation Skill Performance: A Comparison Between Instructor-Led Basic Life Support and Computer-Based Basic Life Support With Voice-Activated Manikin.

PubMed

Wilson-Sands, Cathy; Brahn, Pamela; Graves, Kristal

2015-01-01

Validating participants' ability to correctly perform cardiopulmonary resuscitation (CPR) skills during basic life support courses can be a challenge for nursing professional development specialists. This study compares two methods of basic life support training, instructor-led and computer-based learning with voice-activated manikins, to identify if one method is more effective for performance of CPR skills. The findings suggest that a computer-based learning course with voice-activated manikins is a more effective method of training for improved CPR performance.

Electronics Technology. Performance Objectives. Basic Course.

ERIC Educational Resources Information Center

Campbell, Guy

Several intermediate performance objectives and corresponding criterion measures are listed for each of 20 terminal objectives for a basic electronics technology course. The materials were developed for a two-semester course (2 hours daily) designed to include instruction in basic electricity and electronic fundamentals, and to develop skills and…

Grades 1-3: Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

Provided as a framework for use in curriculum development are Arkansas' course content guides for the primary grades one, two, and three. At each grade level, language arts, mathematics, and reading skills have been identified at three instructional levels: basic, developmental, and extensional. Basic skills are those which all students must…

Basic Automotive Responsibilities. Life Skills. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This teacher's guide is designed for use in presenting a four-unit course in basic automotive responsibilities that is part of a life skills series intended to help students become more self-sufficient in their personal and professional lives. The course's four instructional units cover these topics: purchasing a motor vehicle, maintaining a motor…

Skills and Content: Coordinating the Classroom.

ERIC Educational Resources Information Center

Erlich, Howard; Kennedy, Mary Lynch

1983-01-01

Describes Ithaca College's project incorporating basic skills development in traditional liberal arts courses. Explains the techniques used to develop skills in reading and studying, writing, speaking and listening, and language and reasoning in courses from nine disciplines. (DMM)

Disaster Day! Integrating Speech Skills though Impromptu Group Research and Presentation

ERIC Educational Resources Information Center

Pruim, Douglas E.

2016-01-01

Courses: Disaster Day (DD) is a single-class activity designed for public speaking classrooms, but could also be applied to courses addressing small group communication. Objectives: DD integrates fundamental skills of the basic speech course, fosters participation through group work, and introduces new concepts and skills. By the end of the…

Basic Math Skills and Performance in an Introductory Statistics Course

ERIC Educational Resources Information Center

Johnson, Marianne; Kuennen, Eric

2006-01-01

We identify the student characteristics most associated with success in an introductory business statistics class, placing special focus on the relationship between student math skills and course performance, as measured by student grade in the course. To determine which math skills are important for student success, we examine (1) whether the…

Effluent Monitoring Procedures: Basic Laboratory Skills. Staff Guide for Conducting the Course.

ERIC Educational Resources Information Center

Engel, William T.; And Others

This manual is designed for use by instructors who will have to teach others the basic laboratory skills needed to perform National Pollution Discharge Elimination System (NPDES) Analyses. It includes topics related to the presentation of training courses in which the NPDES analyses would be taught. These topics include: examples of course…

Workplace Basic Skills Curriculum for the Financial Services Industry.

ERIC Educational Resources Information Center

Center--Resources for Education, Des Plaines, IL.

This curriculum guide contains the materials required to teach 16 workplace basic skills courses for bank employees. The guide begins with an overview of the project during which the courses were developed through a partnership between First Chicago/NBD and a training provider and used to provide training to 1,699 participants. Presented next is a…

Success in Institutionalizing Basic Computer Skills Courses at a Community College Level.

ERIC Educational Resources Information Center

Dodge, Lucy

This article outlines the development of basic computer literacy skills courses under the auspices of the Title III Grant awarded to San Jose City College (SJCC) of San Jose, California by the United States Department of Education (Grant no. PO31A980093, Strengthening Institutions, 1998-2003). The grant has been in effect for 3 years, and grant…

Electrical Trades. Suggested Basic Course Outline.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

This course outline is intended to assist vocational instructors in developing and teaching a course in the electrical trades. Addressed in the individual sections of the outline are the following topics: orientation (a course overview, job orientation, safety, first aid, and Vocational Industrial Clubs of America); basic skills (mathematics,…

Plastic Surgery Undergraduate Training: How a Single Local Event Can Inspire and Educate Medical Students.

PubMed

Khatib, Manaf; Soukup, Benjamin; Boughton, Oliver; Amin, Kavit; Davis, Christopher R; Evans, David M

2015-08-01

Plastic surgery teaching has a limited role in the undergraduate curriculum. We held a 1-day national course in plastic surgery for undergraduates. Our aim was to introduce delegates to plastic surgery and teach basic plastic surgical skills. We assessed change in perceptions of plastic surgery and change in confidence in basic plastic surgical skills. The day consisted of consultant-led lectures followed by workshops in aesthetic suturing, local flap design, and tendon repair. A questionnaire divided into 3 sections, namely, (1) career plans, (2) perceptions of plastic surgery, and (3) surgical skills and knowledge, was completed by 39 delegates before and after the course. Results were presented as mean scores and the standard error of the mean used to calculate data spread. Data were analyzed using the Mann-Whitney U test for nonparametric data. Career plans: Interest in pursuing a plastic surgery career significantly increased over the course of the day by 12.5% (P < 0.0005).Perceptions: Statistically significant changes were observed in many categories of plastic surgery, including the perception of the role of plastic surgeons in improving patient quality of life, increased by 18.31% (P = 0.063). Before the course 10% of delegates perceived plastic surgery to be a superficial discipline and 20% perceived that plastic surgeons did not save lives. After completing the course, no delegates held those views.Surgical skills: Confidence to perform subcuticular and deep dermal sutures improved by 53% (P < 0.0001) and 57% (P < 0.0001), respectively. Delegates' subjective understanding of the basic geometry of local flaps improved by 94% (P < 0.0001). Interestingly, before the course, 2.5% of delegates drew an accurate modified Kessler suture compared with 87% of on completion of the course. A 1-day intensive undergraduate plastic surgery course can significantly increase delegates' desire to pursue a career in plastic surgery, dispel common misconceptions about this field, and increase their confidence in performing the taught skills. The results of this course demonstrate that a 1-day course is an effective means of teaching basic plastic surgery skills to undergraduates and highlights the potential role for local plastic surgery departments in advancing plastic surgery education.

The Class Debate: A Project to Revitalize the Basic Course.

ERIC Educational Resources Information Center

Vallin, Marlene Boyd

Teaching the basic course in speech communication can be challenging in many ways. A class debate revitalizes the course, while offering an excellent means for evaluating learning at the end of a semester course. Proficient use of interpersonal skills is necessary to organize group members and control group discussion; sufficient knowledge of…

CPR in Basic Health Education.

ERIC Educational Resources Information Center

Foulk, David; And Others

1979-01-01

The American Heart Association's Heartsaver Program, including instruction in cardiopulmonary resuscitation skills, has been integrated into the basic Personal Health and Safety course at the University of Arkansas. An outline of the course content is provided. (JMF)

Techniques of Differentiation and Integration, Mathematics (Experimental): 5297.27.

ERIC Educational Resources Information Center

Forrester, Gary B.

This guidebook on minimum course content was designed for students who have mastered the skills and concepts of analytic geometry. It is a short course in the basic techniques of calculus recommended for the student who has need of these skills in other courses such as beginning physics, economics or statistics. The course does not intend to teach…

Basic Science Living Skills for Today's World. Teacher's Edition.

ERIC Educational Resources Information Center

Zellers (Robert W.) Educational Services, Johnstown, PA.

This document is a teacher's edition of a basic skills curriculum in science for adult basic education (ABE) students. The course consists of 25 lessons on basic science concepts, designed to give students a good understanding of the biological and physical sciences. Suggested activities and experiments that the student can do are also included.…

An undergraduate course, and new textbook, on ``Physical Models of Living Systems''

NASA Astrophysics Data System (ADS)

Nelson, Philip

2015-03-01

I'll describe an intermediate-level course on ``Physical Models of Living Systems.'' The only prerequisite is first-year university physics and calculus. The course is a response to rapidly growing interest among undergraduates in several science and engineering departments. Students acquire several research skills that are often not addressed in traditional courses, including: basic modeling skills, probabilistic modeling skills, data analysis methods, computer programming using a general-purpose platform like MATLAB or Python, dynamical systems, particularly feedback control. These basic skills, which are relevant to nearly any field of science or engineering, are presented in the context of case studies from living systems, including: virus dynamics; bacterial genetics and evolution of drug resistance; statistical inference; superresolution microscopy; synthetic biology; naturally evolved cellular circuits. Publication of a new textbook by WH Freeman and Co. is scheduled for December 2014. Supported in part by EF-0928048 and DMR-0832802.

Masonry. Basic Course. Career Education.

ERIC Educational Resources Information Center

Muldrow, Oliver

Several intermediate performance objectives and corresponding criterion measures are listed for each of 22 terminal objectives for a basic masonry course. The materials were developed for a 36-week course (2 hours daily). Organized subject matter and practical experiences are designed to prepare students for entry level skills in the masonry…

A Suggested Basic Course Outline for Industrial Electronics.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

This course outline for industrial electronics, one of a series for teaching vocational industrial shop subjects in public schools, includes basic skills and technical information for the course. It should be supplemented with other complementary and necessary areas of related instruction. Fifteen major blocks, divided into 2 years of instruction,…

Construction Upgrade. A Pack To Improve Communication, Numerical and IT Skills for NVQ.

ERIC Educational Resources Information Center

Rylands, Judy

This pack of materials is designed to help students working to improve their basic skills as part of their carpentry and joinery course. An introduction lists relevant core skills units and basic skills standards. The six individual sections of the pack are divided into task sheets and fact sheets. The fact sheets give information and teaching…

Teaching Skills to Promote Clinical Reasoning in Early Basic Science Courses

ERIC Educational Resources Information Center

Elizondo-Omana, Rodrigo Enrique; Morales-Gomez, Jesus Alberto; Morquecho-Espinoza, Orlando; Hinojosa-Amaya, Jose Miguel; Villarreal-Silva, Eliud Enrique; Garcia-Rodriguez, Maria de los Angeles; Guzman-Lopez, Santos

2010-01-01

Basic and superior reasoning skills are woven into the clinical reasoning process just as they are used to solve any problem. As clinical reasoning is the central competence of medical education, development of these reasoning skills should occur throughout the undergraduate medical curriculum. The authors describe here a method of teaching…

Community Living Skills Guide: Beginning Woodworking.

ERIC Educational Resources Information Center

Miller, Steve; Smith, Don

This is one of twenty course guides in the Community Living Skills Guide for the College for Living series which provides guidelines and workbook activities for the course, Beginning Woodworking, Use of Basic Hand Tools and Shop Safety. The series of courses for developmentally disabled adults is intended to supplement residential programs and to…

75 Hour Nurse Aide Course.

ERIC Educational Resources Information Center

Iowa Univ., Iowa City. Coll. of Education.

This 75-hour nurse aide course has been designed to meet the training requirements of the Omnibus Budget Reconciliation Act of 1987 for aides working in nursing facilities and skilled nursing facilities. Emphasis in the course is on students achieving a basic level of knowledge and demonstrating skills to provide safe, effective resident care. The…

Pre-Service Teachers' Opinions about the Course on Scientific Research Methods and the Levels of Knowledge and Skills They Gained in This Course

ERIC Educational Resources Information Center

Tosun, Cemal

2014-01-01

The purpose of this study was to ascertain whether the pre-service teachers taking the Scientific Research Methods course attained basic research knowledge and skills. In addition, the impact of the process, which is followed while implementing the course, on the students' anxiety and attitude during the course is examined. Moreover, the study…

ISD Designed Medical Specialist Training.

ERIC Educational Resources Information Center

Rock, Samuel K., Jr.; Chagalis, George P.

The Basic Medical Specialist course has one of the largest enrollments of the U.S. Army's Academy of Health Sciences; 11,000 soldiers were trained in this course in 1977 and 1978. Training encompasses both emergency first aid (for field medics) and basic nursing skills. A task force working to improve Army training developed this course, in…

Basic Training Program for Emergency Medical Technician Ambulance: Course Guide.

ERIC Educational Resources Information Center

Fucigna, Joseph T.; And Others

In an effort to upgrade or further develop the skills levels of all individuals involved in the emergency medical care service, this training program was developed for the National Highway Safety Bureau. This specific course is an attempt to organize, conduct, and standardize a basic training course for emergency medical technicians (EMTs). The…

Basic Wiring. Third Edition. Teacher Edition [and] Student Edition.

ERIC Educational Resources Information Center

Kaltwasser, Stan; Flowers, Gary; Blasingame, Don; Batson, Larry; Ipock, Dan; Carroll, Charles; Friesen, Wade; Fleming, Glenn

This publication contains both a teacher edition and a student edition of materials for a foundation course in an electrical wiring program. The course introduces basic concepts and skills that are prerequisites to residential wiring and commercial and industrial wiring courses. The contents of the materials are tied to measurable and observable…

Using Sport Education in a University Physical Activity Course

ERIC Educational Resources Information Center

Blocker, Danielle; Wahl-Alexander, Zachary

2018-01-01

At a majority of colleges and universities around the country, basic activity courses are taught predicated on teaching students basic skills and instilling healthy habits. The purpose of this article is to outline and describe a physical conditioning course that utilized the sport education (SE) model and emphasized outside engagement to instill…

The Development of Clinical Reasoning Skills: A Major Objective of the Anatomy Course

ERIC Educational Resources Information Center

Elizondo-Omana, Rodrigo E.; Lopez, Santos Guzman

2008-01-01

Traditional medical school curricula have made a clear demarcation between the basic biomedical sciences and the clinical years. It is our view that a comprehensive medical education necessarily involves an increased correlation between basic science knowledge and its clinical applications. A basic anatomy course should have two main objectives:…

Framework and implementation for improving physics essential skills via computer-based practice: Vector math

NASA Astrophysics Data System (ADS)

Mikula, Brendon D.; Heckler, Andrew F.

2017-06-01

We propose a framework for improving accuracy, fluency, and retention of basic skills essential for solving problems relevant to STEM introductory courses, and implement the framework for the case of basic vector math skills over several semesters in an introductory physics course. Using an iterative development process, the framework begins with a careful identification of target skills and the study of specific student difficulties with these skills. It then employs computer-based instruction, immediate feedback, mastery grading, and well-researched principles from cognitive psychology such as interleaved training sequences and distributed practice. We implemented this with more than 1500 students over 2 semesters. Students completed the mastery practice for an average of about 13 min /week , for a total of about 2-3 h for the whole semester. Results reveal large (>1 SD ) pretest to post-test gains in accuracy in vector skills, even compared to a control group, and these gains were retained at least 2 months after practice. We also find evidence of improved fluency, student satisfaction, and that awarding regular course credit results in higher participation and higher learning gains than awarding extra credit. In all, we find that simple computer-based mastery practice is an effective and efficient way to improve a set of basic and essential skills for introductory physics.

Administrators' Perceptions of Community College Students' Computer Literacy Skills in Beginner Courses

ERIC Educational Resources Information Center

Ragin, Tracey B.

2013-01-01

Fundamental computer skills are vital in the current technology-driven society. The purpose of this study was to investigate the development needs of students at a rural community college in the Southeast who lacked the computer literacy skills required in a basic computer course. Guided by Greenwood's pragmatic approach as a reformative force in…

The Impact of the Digital Divide on First-Year Community College Students

ERIC Educational Resources Information Center

Mansfield, Malinda

2017-01-01

Some students do not possess the learning management system (LMS) and basic computer skills needed for success in first-year experience (FYE) courses. The purpose of this quantitative study, based on the Integrative Learning Design Framework and theory of transactional distance, was to identify what basic computer skills and LMS skills are needed…

Teaching Basic Caregiver Skills.

ERIC Educational Resources Information Center

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

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

Benefits and shortcomings of mandatory first aid and basic life support courses for learner drivers.

PubMed

Adelborg, Kasper; Thim, Troels; Secher, Niels; Grove, Erik Lerkevang; Løfgren, Bo

2011-05-01

Annually, more than 127,000 people are killed and at least 2.4 million people injured in road accidents in Europe. Consequently, in half of all countries in the European Union a first aid and basic life support course has become mandatory for learner drivers. The aim of this study was to evaluate the effect of this course on participants' knowledge and self-assessed first aid and basic life support skills. Participants were given a questionnaire before and after course. In total, 115 participants (response rate 98%) were included in the study. Mean age was 20 years (46% female and 54% male). Out of 12 questions, the average number of correct answers increased from 5.6 before the course to 8.7 after the course (p < 0.001). Upon completion of the course, 95% or more of the participants knew how to prioritise treatment of several casualties, knew how to relieve a foreign body airway obstruction, and knew the recommended compression-ventilation ratio during CPR (p < 0.001 for all). Despite significant improvements after the course only 64% knew how to diagnose cardiac arrest, 44% knew when to activate an automatic external defibrillator and 23% were aware of when to activate the emergency medical services. Participants significantly increased their self-confidence in own skills after the course (p < 0.001). A mandatory course for learner drivers significantly improves participants' knowledge and their self-assessed skills in first aid and basic life support. However, improvements of the course should be considered on a number of key topics. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Beginning Skin and Scuba Diving, Physical Education: 5551.69.

ERIC Educational Resources Information Center

Roberts, Millie

This course outline is a guide for teaching the principles and basic fundamentals of beginning skin and scuba diving in grades 7-12. The course format includes lectures, skills practice, films, and tests that focus on mastery of skills and understanding correct usage of skin and scuba equipment. Course content includes the following: (a) history,…

Robotic surgery basic skills training: Evaluation of a pilot multidisciplinary simulation-based curriculum

PubMed Central

Foell, Kirsten; Finelli, Antonio; Yasufuku, Kazuhiro; Bernardini, Marcus Q.; Waddell, Thomas K.; Pace, Kenneth T.; Honey, R. John D.’A.; Lee, Jason Y.

2013-01-01

Purpose: Simulation-based training improves clinical skills, while minimizing the impact of the educational process on patient care. We present results of a pilot multidisciplinary, simulation-based robotic surgery basic skills training curriculum (BSTC) for robotic novices. Methods: A 4-week, simulation-based, robotic surgery BSTC was offered to the Departments of Surgery and Obstetrics & Gynecology (ObGyn) at the University of Toronto. The course consisted of various instructional strategies: didactic lecture, self-directed online-training modules, introductory hands-on training with the da Vinci robot (dVR) (Intuitive Surgical Inc., Sunnyvale, CA), and dedicated training on the da Vinci Skills Simulator (Intuitive Surgical Inc., Sunnyvale, CA) (dVSS). A third of trainees participated in competency-based dVSS training, all others engaged in traditional time-based training. Pre- and post-course skill testing was conducted on the dVR using 2 standardized skill tasks: ring transfer (RT) and needle passing (NP). Retention of skills was assessed at 5 months post-BSTC. Results: A total of 37 participants completed training. The mean task completion time and number of errors improved significantly post-course on both RT (180.6 vs. 107.4 sec, p < 0.01 and 3.5 vs. 1.3 sec, p < 0.01, respectively) and NP (197.1 vs. 154.1 sec, p < 0.01 and 4.5 vs. 1.8 sec, p = 0.04, respectively) tasks. No significant difference in performance was seen between specialties. Competency-based training was associated with significantly better post-course performance. The dVSS demonstrated excellent face validity. Conclusions: The implementation of a pilot multidisciplinary, simulation-based robotic surgery BSTC revealed significantly improved basic robotic skills among novice trainees, regardless of specialty or level of training. Competency-based training was associated with significantly better acquisition of basic robotic skills. PMID:24381662

A new course and textbook on Physical Models of Living Systems, for science and engineering undergraduates

NASA Astrophysics Data System (ADS)

Nelson, Philip

2015-03-01

I'll describe an intermediate-level course on ``Physical Models of Living Systems.'' The only prerequisite is first-year university physics and calculus. The course is a response to rapidly growing interest among undergraduates in a broad range of science and engineering majors. Students acquire several research skills that are often not addressed in traditional courses: Basic modeling skills Probabilistic modeling skills Data analysis methods Computer programming using a general-purpose platform like MATLAB or Python Dynamical systems, particularly feedback control. These basic skills, which are relevant to nearly any field of science or engineering, are presented in the context of case studies from living systems, including: Virus dynamics Bacterial genetics and evolution of drug resistance Statistical inference Superresolution microscopy Synthetic biology Naturally evolved cellular circuits. Work supported by NSF Grants EF-0928048 and DMR-0832802.

The Use of Classroom Assessment to Explore Problem Solving Skills Based on Pre-Service Teachers’ Cognitive Style Dimension in Basic Physics Course

NASA Astrophysics Data System (ADS)

Rahmawati; Rustaman, Nuryani Y.; Hamidah, Ida; Rusdiana, Dadi

2017-02-01

The aim of this study was to explore the use of assessment strategy which can measure problem solving skills of pre-service teachers based on their cognitive style in basic physics course. The sample consisted of 95 persons (male = 15, female = 75). This study used an exploratory research with observation techniques by interview, questionnaire, and test. The results indicated that the lecturer only used paper-pencil test assessment strategy to measure pre-service teachers’ achievement and also used conventional learning strategy. It means that the lecturer did not measure pre-services’ thinking process in learning, like problem solving skills. One of the factors which can influence student problem solving skills is cognitive style as an internal factor. Field Dependent (FD) and Field Independent (FI) are two cognitive styles which were measured with using Group Embedded Figure Test (GEFT) test. The result showed that 82% of pre-service teachers were FD cognitive style and only 18% of pre-service teachers had FI cognitive style. Furthermore, these findings became the fundamental design to develop a problem solving assessment model to measure pre-service teachers’ problem solving skills and process in basic physics course.

Beyond the Computer Literacy.

ERIC Educational Resources Information Center

Streibel, Michael J.; Garhart, Casey

1985-01-01

Describes the approach taken in an education computing course for pre- and in-service teachers. Outlines the basic operational, analytical, and evaluation skills that are emphasized in the course, suggesting that these skills go beyond the attainment of computer literacy and can assist in the effective use of computers. (ML)

Military Curriculum Materials for Vocational and Technical Education. Masonry 3-4.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This independent, self-study course on masonry was developed from military sources for use in vocational education. The course provides basic instruction in the skills and knowledge required to enter the masonry trade. The course involves theory and is intended to be used with laboratory or on-the-job training. Some of the job skills included are…

Effect of basic laparoscopic skills courses on essential knowledge of equipment.

PubMed

van Hove, P Diederick; Verdaasdonk, Emiel G G; van der Harst, Erwin; Jansen, Frank Willem; Dankelman, Jenny; Stassen, Laurents P S

2012-12-01

This study aims to evaluate the effect of laparoscopic skills courses on the knowledge of laparoscopic equipment. A knowledge test on laparoscopic equipment was developed, and participants of 3 separate basic laparoscopic skills courses in the Netherlands completed the test at the beginning and end of these courses. All lectures and demonstrations during the courses were recorded on video to assess the matching of its contents with the items in the test. As a reference, the test was also completed by a group of laparoscopic experts by e-mail. In total, 36 participants (64.3%) completed both the pretest and posttest. Overall, the mean test score improved from 60.4% of the maximum possible score for the pretest to 68.4% for the posttest. There were no significant differences in test scores between the 3 separate courses. However, the actual content varied among the courses. The correspondence of the test items with the course content varied from 47% to 69%. Although 30% of the participants had already received training for laparoscopic equipment in their own hospital, 92.5% wanted to receive more training. 28 experts completed the test with a mean score of 75.7%, which was significantly better than the posttest score of the course participants. The laparoscopic skills courses evaluated in this study had a modest positive effect on the acquisition of knowledge about laparoscopic equipment. Variance exists among their contents.

Developing Student Presentation Skills in an Introductory-Level Chemistry Course with Audio Technology

ERIC Educational Resources Information Center

Fredricks, Susan M.; Tierney, John; Bodek, Matthew; Fredericks, Margaret

2016-01-01

The objective of this article is to explain and provide rubrics for science and communication faculty as a means to help nonscience students, in basic science classes, understand that proper communication and presentation skills are a necessity in all courses and future walks of life.

English Language for the Chemical Plant.

ERIC Educational Resources Information Center

Mercer County Community Coll., Trenton, NJ.

This document is one of a series of student workbooks developed for workplace skill development courses or workshops by Mercer County Community College (New Jersey) and its partners. Designed for chemical plant employees, the course covers basic English speaking and writing skills needed to communicate effectively at work and outside the…

Practical Arts. Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This guide outlines the basic, developmental, and extension skills that should be covered in practical arts courses (for grades 7 and 8) presented within the framework of agricultural, business, home economics, and industrial arts/technology education programs. The first section lists practical arts skills related to the following areas of…

An Experiential Research-Focused Approach: Implementation in a Nonlaboratory-Based Graduate-Level Analytical Chemistry Course

ERIC Educational Resources Information Center

Toh, Chee-Seng

2007-01-01

A project is described which incorporates nonlaboratory research skills in a graduate level course on analytical chemistry. This project will help students to grasp the basic principles and concepts of modern analytical techniques and also help them develop relevant research skills in analytical chemistry.

Uniting Traditions: Incorporating Group-Based Exercises in the Basic Public Speaking Course.

ERIC Educational Resources Information Center

Clowers, Marsha; And Others

This paper introduces the subject of communication apprehension and presents five group-based exercises for the basic public speaking course. The paper notes that communication apprehension can affect people's personal and occupational lives, and that visualization, skills training, and systematic desensitization are methods that can help control…

Basic Engineer Equipment Mechanic.

ERIC Educational Resources Information Center

Marine Corps Inst., Washington, DC.

This student guide, one of a series of correspondence training courses designed to improve the job performance of members of the Marine Corps, deals with the skills needed by basic engineer equipment mechanics. Addressed in the four individual units of the course are the following topics: mechanics and their tools (mechanics, hand tools, and power…

Using the Jazz Metaphor to Enhance Student Learning and Skill Development in the Marketing Research Course

ERIC Educational Resources Information Center

Mills, Michael Kenneth

2010-01-01

The marketing research course is often a very challenging one both for students and instructors. This article discusses how the jazz metaphor can aid the instructor in both facilitating students' learning of the more basic as well as the more specific skills that make up the course, in addition to contributing more to student enjoyment of the…

ABE/Pre-Vocational Skills Program. A Teacher's Guide and Curriculum for Pre-Clerical Training.

ERIC Educational Resources Information Center

Johnson, Brenda J.

This manual is designed for teacher use for a 10-week course to prepare chronically unemployed adults to enter traditional clerical courses or job training programs offered by temporary-employment-agencies. The competency-based curriculum provides adults with basic skills in grammar, usage, reading, writing, listening, mathematics, keyboarding,…

Auto Body Repair and Refinishing 2; Automotive Refinishing 1: 9035.04.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This course will provide the student with the general information, technical knowledge, basic skills, attitudes and values required for job entry as an auto body repair helper. Course content includes goals, specific objectives, orientation, service tools and bench skills, paint spray equipment, paint materials, and preparation of automobile body…

Integrating Sociological Research into Large Introductory Courses: Learning Content and Increasing Quantitative Literacy

ERIC Educational Resources Information Center

Atkinson, Maxine P.; Czaja, Ronald F.; Brewster, Zachary B.

2006-01-01

Sociologists can make meaningful contributions to quantitative literacy by teaching sociological research skills in sociology classes, including introductory courses. We report on the effectiveness of requiring a research module in a large introductory class. The module is designed to teach both basic research skills and to increase awareness of…

Occupational Safety: Orientation to the World of Work.

ERIC Educational Resources Information Center

Evans, Clarence; Wills, Richard

The guide is one of a series of 10 units composing an orientation to the world of work course designed especially for disadvantaged and handicapped students in the ninth and tenth grades. It is designed to provide basic and remedial instruction in personal development, math, and language skills while providing information and skills basic or…

Personal Development: Orientation to the World of Work.

ERIC Educational Resources Information Center

Nordloh, Mary J.

The guide is one of a series of 10 units composing an orientation to the world of work course designed especially for disadvantaged and handicapped students in the ninth and tenth grades. It is designed to provide basic and remedial instruction in personal development, math, and language skills while providing information and skills basic or…

American Mathematical Association of Two Year Colleges Reform Policies in Practice: Implementing Standards in Classroom Instruction for Basic Skills Mathematics at One Four-Year College in New Jersey

ERIC Educational Resources Information Center

Garruto, Patricia J.

2012-01-01

High school graduates continue to enter post-secondary education lacking in basic mathematical skills and thus not academically prepared to enroll in college-level mathematics courses (ACT, 2010). Although it can be argued that those mathematical concepts should have been mastered in grades K-12, educating those students in basic skills…

The Risks and Opportunities Associated with Weak Arithmatic Skills of Accounting Students

ERIC Educational Resources Information Center

Kerr, Stephen; Krull, George

2017-01-01

This paper explored the authors' concerns about students enrolled in their introductory accounting course. Anecdotal evidence suggested that students struggle with basic arithmetic concepts that underlie basic business transactions even though their math placement and ACT scores are high. A survey of 125 students in a first accounting course was…

Exercise Self-Efficacy and Perceived Wellness among College Students in a Basic Studies Course

ERIC Educational Resources Information Center

Sidman, Cara L.; D'Abundo, Michelle Lee; Hritz, Nancy

2009-01-01

University basic studies courses provide a valuable opportunity for facilitating the knowledge, skills, and beliefs that develop healthy behaviors to last a lifetime. Belief in one's ability to participate in physical activity, exercise self-efficacy, is a psychological construct that has had a documented impact on physical activity. Although…

Box- or Virtual-Reality Trainer: Which Tool Results in Better Transfer of Laparoscopic Basic Skills?-A Prospective Randomized Trial.

PubMed

Brinkmann, Christian; Fritz, Mathias; Pankratius, Ulrich; Bahde, Ralf; Neumann, Philipp; Schlueter, Steffen; Senninger, Norbert; Rijcken, Emile

Simulation training improves laparoscopic performance. Laparoscopic basic skills can be learned in simulators as box- or virtual-reality (VR) trainers. However, there is no clear recommendation for either box or VR trainers as the most appropriate tool for the transfer of acquired laparoscopic basic skills into a surgical procedure. Both training tools were compared, using validated and well-established curricula in the acquirement of basic skills, in a prospective randomized trial in a 5-day structured laparoscopic training course. Participants completed either a box- or VR-trainer curriculum and then applied the learned skills performing an ex situ laparoscopic cholecystectomy on a pig liver. The performance was recorded on video and evaluated offline by 4 blinded observers using the Global Operative Assessment of Laparoscopic Skills (GOALS) score. Learning curves of the various exercises included in the training course were compared and the improvement in each exercise was analyzed. Surgical Skills Lab of the Department of General and Visceral Surgery, University Hospital Muenster. Surgical novices without prior surgical experience (medical students, n = 36). Posttraining evaluation showed significant improvement compared with baseline in both groups, indicating acquisition of laparoscopic basic skills. Learning curves showed almost the same progression with no significant differences. In simulated laparoscopic cholecystectomy, total GOALS score was significantly higher for the box-trained group than the VR-trained group (box: 15.31 ± 3.61 vs. VR: 12.92 ± 3.06; p = 0.039; Hedge׳s g* = 0.699), indicating higher technical skill levels. Despite both systems having advantages and disadvantages, they can both be used for simulation training for laparoscopic skills. In the setting with 2 structured, validated and almost identical curricula, the box-trained group appears to be superior in the better transfer of basic skills into an experimental but structured surgical procedure. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Does simulation-based training facilitate the integration of human anatomy with surgery? A report of a novel Surgical Anatomy Course.

PubMed

Torres, K; Denisow-Pietrzyk, M; Pietrzyk, Ł; Maciejewski, R; Torres, A

2018-01-01

Knowledge of gross anatomy, as a basic core subject, is fundamental for medical students and essential to medical practitioners, particularly for those intending a surgical career. However, both medical students and clinical teachers have found a significant gap in teaching basic sciences and the transition into clinical skills. The authors present a Surgical Anatomy Course developed to teach the anatomical basis of surgical procedures with particular emphasis on laparo-scopic skills while incorporating medical simulation. An evaluation of the students' satisfaction of the Surgical Anatomy Course was completed using a mix of multiple choice and open-ended questions, and a six-point Likert Scale. Questions were asked about the students' perceived improvement in surgical and laparoscopic skills. Manual skills were assessed using a laparoscopic simulator. Both evaluation of the course structure and the general impression of the course were positive. Most students believed the course should be an integral part of a modern curriculum. The course supported the traditional surgical classes and improved anatomical knowledge and strengthened students' confidentiality and facilitated understanding and taking surgical rotations. A medical course combining the practical learning of anatomy and surgical-based approaches will bring out the best from the students. Medical students positively evaluated the Surgical Anatomy Course as useful and benefi-cial regarding understanding anatomical structure and relationship necessary for further surgical education. (Folia Morphol 2018; 77, 2: 279-285).

An Informed Approach to Improving Quantitative Literacy and Mitigating Math Anxiety in Undergraduates Through Introductory Science Courses

NASA Astrophysics Data System (ADS)

Follette, K.; McCarthy, D.

2012-08-01

Current trends in the teaching of high school and college science avoid numerical engagement because nearly all students lack basic arithmetic skills and experience anxiety when encountering numbers. Nevertheless, such skills are essential to science and vital to becoming savvy consumers, citizens capable of recognizing pseudoscience, and discerning interpreters of statistics in ever-present polls, studies, and surveys in which our society is awash. Can a general-education collegiate course motivate students to value numeracy and to improve their quantitative skills in what may well be their final opportunity in formal education? We present a tool to assess whether skills in numeracy/quantitative literacy can be fostered and improved in college students through the vehicle of non-major introductory courses in astronomy. Initial classroom applications define the magnitude of this problem and indicate that significant improvements are possible. Based on these initial results we offer this tool online and hope to collaborate with other educators, both formal and informal, to develop effective mechanisms for encouraging all students to value and improve their skills in basic numeracy.

A Nongraded Phase Elective Senior High English Curriculum.

ERIC Educational Resources Information Center

South Bend Community School Corp., IN.

The course content in this nongraded phase elective curriculum is classified into Phase 1, designed for students who find reading, writing, and speaking difficult, Phase 2 for students who need to improve and refine basic skills at a somewhat slower pace, Phase 3 for those who have an average command of basic language skills and want to advance at…

The Development of a Comprehensive Student Basic Skills Assessment Program at St. Louis Community College's Florissant Valley Campus.

ERIC Educational Resources Information Center

Webb, Mel

A comprehensive student basic skills assessment program was developed at St. Louis Community College (SLCC) at Florissant Valley to appraise student readiness to take courses, gather information for counseling and advising, diagnose student problems, and evaluate program efficiency and effectiveness. The steps taken in developing the program were:…

From Research to Practice: Basic Mathematics Skills and Success in Introductory Statistics

ERIC Educational Resources Information Center

Lunsford, M. Leigh; Poplin, Phillip

2011-01-01

Based on previous research of Johnson and Kuennen (2006), we conducted a study to determine factors that would possibly predict student success in an introductory statistics course. Our results were similar to Johnson and Kuennen in that we found students' basic mathematical skills, as measured on a test created by Johnson and Kuennen, were a…

MathPatch - Raising Retention and Performance in an Intro-geoscience Class by Raising Students' Quantitative Skills

NASA Astrophysics Data System (ADS)

Baer, E. M.; Whittington, C.; Burn, H.

2008-12-01

The geological sciences are fundamentally quantitative. However, the diversity of students' mathematical preparation and skills makes the successful use of quantitative concepts difficult in introductory level classes. At Highline Community College, we have implemented a one-credit co-requisite course to give students supplemental instruction for quantitative skills used in the course. The course, formally titled "Quantitative Geology," nicknamed "MathPatch," runs parallel to our introductory Physical Geology course. MathPatch teaches the quantitative skills required for the geology class right before they are needed. Thus, students learn only the skills they need and are given opportunities to apply them immediately. Topics include complex-graph reading, unit conversions, large numbers, scientific notation, scale and measurement, estimation, powers of 10, and other fundamental mathematical concepts used in basic geological concepts. Use of this course over the past 8 years has successfully accomplished the goals of increasing students' quantitative skills, success and retention. Students master the quantitative skills to a greater extent than before the course was implemented, and less time is spent covering basic quantitative skills in the classroom. Because the course supports the use of quantitative skills, the large number of faculty that teach Geology 101 are more comfortable in using quantitative analysis, and indeed see it as an expectation of the course at Highline. Also significant, retention in the geology course has increased substantially, from 75% to 85%. Although successful, challenges persist with requiring MathPatch as a supplementary course. One, we have seen enrollments decrease in Geology 101, which may be the result of adding this co-requisite. Students resist mandatory enrollment in the course, although they are not good at evaluating their own need for the course. The logistics utilizing MathPatch in an evening class with fewer and longer class meetings has been challenging. Finally, in order to better serve our students' needs, we began to offer on-line sections of MathPatch; this mode of instruction is not as clearly effective, although it is very popular. Through the new The Math You Need project, we hope to improve the effectiveness of the on-line instruction so it can provide comparable results to the face-to-face sections of this class.

Incorporating Applied Learning Techniques of Basic Skills into the Secondary Vocational Education Curriculum. Final Report.

ERIC Educational Resources Information Center

Jonesboro School District 1, AR.

The Jonesboro Area Vocational High School was the Arkansas pilot site for the Southern Regional Education Board (SREB) initiative to improve the basic competencies of high school vocational students. The project aimed to revise vocational courses to incorporate academic content, to revise course requirements, and to encourage vocational and…

Mountain Plains Learning Experience Guide: Drafting. Course: Basic Drawing. Revised Edition.

ERIC Educational Resources Information Center

Wetterling, C.; Wheatley, J.

One of two individualized courses included in a drafting curriculum, this course is designed to develop the fundamental skills of drafting using mechanical instruments. The course is comprised of thirteen units: (1) Mechanical Drawing, (2) Lettering, (3) Geometric Construction, (4) Shape Description, (5) Multiview Projection and Drawing…

Math 3007--Developmental Mathematics I. Course Outline.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This course is designed as the first of a two-semester sequence. Topics include operations with signed numbers; simple operations on monomials and…

The timing and importance of motor skills course in knee arthroscopy training.

PubMed

Çetinkaya, Engin; Çift, Hakan; Aybar, Ahmet; Erçin, Ersin; Güler, Gamze Babür; Poyanlı, Oğuz

2017-07-01

The aim of this prospective study is to evaluate the impact of the simulation training program in learning duration of arthroscopic motor skills. Furthermore, we investigated the difference between junior and experienced residents in the improvement of arthroscopic motor skills duration. We established 2 study groups according to participants' year of experience in orthopedic residency with junior group residents with three years or less than three years experience as group 1 and experienced group with over 3 years of experience as group 2. We calculated duration change of motor skill test results for each participant before and after the course. The tools used were; auto scoring mirror tracer(ASMT), 0'Conner the tweezer dexterity test(OCTDT), etch-a-sketch with overlay(ESOT), purdue the pegboard test(PPT), two-arm coordination test(TACT) and grooved pegboard test(GPT) which were all produced by Lafayette firm. These instruments were used to practice and measure the basic motor skills. All post-course test durations for participants decreased significantly when compared to pre-course. We calculated percentage change of motor skill test results for each participant before and after the course. All motor skill test percentage changes were similar between two groups. In comparison of participants according to their experiences, results revealed that there was no difference in test results of experienced and junior surgeons. Both groups had provided equal improvement in terms of motor skills. As our results revealed, residents will be able to act with a strong motivation to learn applications through basic arthroscopic information gained in early period of orthopedic training and will make more successful applications of real patients. Copyright © 2017 Turkish Association of Orthopaedics and Traumatology. Production and hosting by Elsevier B.V. All rights reserved.

Automotive Mechanics as Applied to Auto Body; Auto Body Repair and Refinishing 3: 9037.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This is a course in which the student will receive the general information, technical knowledge, basic skills, attitudes, and values required for job entry level as an auto body repair helper. Course content includes general and specific goals, orientation, instruction in service tools and bench skills, and auto mechanics as applied to auto body.…

Computer Literacy Teaching Using Peer Learning and under the Confucian Heritage Cultural Settings of Macao, China

ERIC Educational Resources Information Center

Wong, Kelvin; Neves, Ana; Negreiros, Joao

2017-01-01

University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses.…

Molecular Biology Masterclasses--Developing Practical Skills and Building Links with Higher Education in Years 12/13

ERIC Educational Resources Information Center

Hooley, Paul; Cooper, Phillippa; Skidmore, Nick

2008-01-01

A one day practical course in molecular biology skills suitable for year 12/13 students is described. Colleagues from partner schools and colleges were trained by university staff in basic techniques and then collaborated in the design of a course suitable for their own students. Participants carried out a transformation of "E.coli"…

Taxes Affecting the Worker: Orientation to the World of Work.

ERIC Educational Resources Information Center

Rankin, Lila T.

The guide is one of a series of 10 units composing an orientation to the world of work course designed especially for disadvantaged and handicapped students in the 9th and 10th grades. It is designed to provide basic and remedial instruction in personal development, math, and language skills while providing information and skills basic or common…

Does Prior Knowledge Affect College Students' Performance on a State Developed Reading Competency Test?

ERIC Educational Resources Information Center

Feeley, Joan T.; Wepner, Shelley B.

Using 33 college freshmen enrolled in a basic reading skills course as subjects, a study was conducted for two purposes: (1) to determine the effects of direct exposure to the topics of the selections in the New Jersey College Basic Skills Placement Test (NJCBSPT) on their posttest scores, and (2) to investigate whether students exposed to the…

The "Lost Boys" of Higher Education African American Males from Basic Skills through University Transfer

ERIC Educational Resources Information Center

Harvey, Marilyn Denise

2010-01-01

Ten African American men, who began their college career in Basic Skills courses at an urban community college in California and successfully transferred to a four-year college or university, share their life stories through that process in this case study. Their experiences differed from the literature in peer group interaction and definition, in…

Strategies for Searching. A Self-Paced Workbook for Basic Library Skills. Second Edition.

ERIC Educational Resources Information Center

Hales, Celia; And Others

This self-paced workbook is designed to help students at the University of North Carolina-Charlotte acquire basic skills in using a university library. The workbook, which is used in conjuction with course assignments, is divided into six sections: (l) Introduction; (2) How to Locate Background Information; (3) How to Locate Books; (4) How to…

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

DTIC Science & Technology

1985-08-01

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

Description of an Introductory Learning Strategies Course for the Job Skills Educational Program.

ERIC Educational Resources Information Center

Murphy, Debra Ann; Derry, Sharon J.

The Job Skills Educational Program (JSEP), currently under development for the Army Research Institute, embeds learner strategies training within the context of a basic skills computer-assisted instruction curriculum. The curriculum is designed for low-ability soldiers, and consists largely of instruction in the domain of intellectual skills. An…

Development of Curriculum Units as Basic Course for Calculus Provided for Freshmen with Low Academic Achievement

ERIC Educational Resources Information Center

Lue, Yuang-Tswong

2015-01-01

This study was to design, develop, and investigate instructional units for freshmen with low academic achievement to learn before they study calculus. Because the concepts, skills, and theories of function are fundamental for the calculus course but the below average students were not familiar with the basic knowledge and ability in function when…

Bilingual Skills Training Program. Auto Body Repair. Module 3.0: Basic Metal Repair.

ERIC Educational Resources Information Center

Northern New Mexico Community Coll., El Rito.

This module on basic metal repair is the third of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to…

Comparison of Two Modes of Delivery of First Aid Training Including Basic Life Support

ERIC Educational Resources Information Center

Lippmann, John; Livingston, Patricia; Craike, Melinda J.

2011-01-01

Aims: Flexible-learning first aid courses are increasingly common due to reduced classroom contact time. This study compared retention of first aid knowledge and basic life support (BLS) skills three months after a two-day, classroom-based first aid course (STD) to one utilizing on-line theory learning at home followed by one day of classroom…

Defense Language Institute French Basic Course. Volume II, Lessons 16-25. Volume III, Lessons 26-35.

ERIC Educational Resources Information Center

Defense Language Inst., Washington, DC.

The 20 lessons included in these two volumes are intended for the first four weeks of the intermediate phase of a 68-lesson intensive audiolingual basic French course developed recently by the Defense Language Institute to train native speakers of English to a Level 3 second language skill proficiency. Designed primarily to enable students to…

Applied Educational Computing: Putting Skills to Practice.

ERIC Educational Resources Information Center

Thomerson, J. D.

The College of Education at Valdosta State University (Georgia) developed a followup course to their required entry-level educational computing course. The introductory course covers word processing, spreadsheet, database, presentation, Internet, electronic mail, and operating system software and basic computer concepts. Students expressed a need…

Laboratory Activities for Developing Process Skills.

ERIC Educational Resources Information Center

Institute for Services to Education, Inc., Washington, DC.

This workbook contains laboratory exercises designed for use in a college introductory biology course. Each exercise helps the student develop a basic science skill. The exercises are arranged in a hierarchical sequence suggesting the scientific method. Each skill facilitates the development of succeeding ones. Activities include Use of the…

The Role of Translation in Second Language Acquisition.

ERIC Educational Resources Information Center

Cordero, Anne D.

A translation course on the intermediate college level of instruction is described. The author considers translation to be a skills course which should be among the options open to college students, and stresses the importance of the course. The course activities move from articles of a general scientific nature, basically concerned with…

Improving Basic Skills in the Workplace. A Core Course for the Catering and Hospitality Industries.

ERIC Educational Resources Information Center

Collins, Lorraine

This training pack is designed for use with employees in the catering and hospitality industries. The material takes common workplace procedures and terminology and uses these as the basis for improving reading, writing, oral communication, and math skills. The pack is designed as a complete course of 13 modules over a period of 32-48 hours, but…

Evaluation of Games in Games and Physical Activity Course Curriculum in Terms of Common Basic Skills

ERIC Educational Resources Information Center

Inan, Mehmet; Ozden, Bülent; Dervent, Fatih; Küçüktepe, Coskun

2016-01-01

The purpose of this study was to provide an overview of the games in the "I am Playing Games" (IPG) compilation booklet that was used in the Games and Physical Activity (GPA) curriculum. 257 games in IPG compilation booklet were coded whether they had elements that would enable development of common basic skills or not. Common basic…

Students' Confidence in the Ability to Transfer Basic Math Skills in Introductory Physics and Chemistry Courses at a Community College

ERIC Educational Resources Information Center

Quinn, Reginald

2013-01-01

The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month…

Mentor Texts Squared: Helping Students Explore Voice through Readings That Promote Critical Consciousness

ERIC Educational Resources Information Center

Molina, Sarina Chugani; Manasse, Mark

2015-01-01

Much research has been conducted documenting the reading and writing challenges students in pre-college courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses "developmental," "remedial," or "basic skills" courses. These "developmental" students comprise both US-born and immigrant…

Social Science: Course Proposal.

ERIC Educational Resources Information Center

Cook, Charles Gene

A proposal is presented for a Community College of Philadelphia course surveying basic social science skills and information, including scientific method, map usage, evolution, native peoples, social groups, and U.S. Government. Following a standard cover form, a statement of purpose for the course indicates that it is designed to provide…

Rubric Authoring Tool Supporting Cognitive Skills Assessment across an Institution

ERIC Educational Resources Information Center

Simper, Natalie

2018-01-01

This paper explores a method to support instructors in assessing cognitive skills in their course, designed to enable aggregation of data across an institution. A rubric authoring tool, "BASICS" (Building Assessment Scaffolds for Intellectual Cognitive Skills) was built as part of the Queen's University Learning Outcomes Assessment (LOA)…

What Spreadsheet and Database Skills Do Business Students Need?

ERIC Educational Resources Information Center

Coleman, Phillip D.; Blankenship, Ray J.

2017-01-01

The Principles of Information Systems course taught at a medium-sized Midwest University consists of Information Systems conceptual material plus Microsoft Excel and Access skills that the Information Systems faculty feel are most important to business students from all business disciplines. These skills range from using basic mathematic functions…

Investigation of Turkish Teacher Candidates Listening Skills

ERIC Educational Resources Information Center

Karagöz, Beytullah; Iscan, Adem; Baskin, Sami; Irsi, Aysegül

2017-01-01

As a basic skill of language, listening is an essential process at interpretation surroundings. Today listening is necessary in many cases such as school life, interfamilial communication, etc. Thanks to listening, people acquire comprehension skills and expressing themselves in all areas. 2005 and 2015 Turkish Course Syllabus include special…

A Program for Improving Undergraduate Psychology Students' Basic Writing Skills

ERIC Educational Resources Information Center

Fallahi, Carolyn R.; Wood, Rebecca M.; Austad, Carol Shaw; Fallahi, Hamid

2006-01-01

We examined the effects of in-class writing instruction, practice, peer review, and feedback on writing skills of undergraduates enrolled in a general psychology course. We rated writing for grammar, writing style, mechanics, and American Psychological Association referencing style. Significant differences emerged on the 4 writing skill domains (p…

Identifying student difficulties with basic scientific reasoning skills: An example from control of variables

NASA Astrophysics Data System (ADS)

Boudreaux, Andrew

2006-05-01

Current national and local standards for the science learning of K-12 students emphasize both basic concepts (such as density) and fundamental reasoning skills (such as proportional reasoning, the interpretation of graphs, and the use of control of variables). At Western Washington University (WWU) and the University of Washington (UW), an effort is underway to examine the ability of university students to apply these same concepts and skills. Populations include students in liberal arts physics courses, introductory calculus-based physics courses, and special courses for the preparation of teachers. One focus of the research has been on the idea of control of variables. This topic is studied by students at all levels, from the primary grades, in which the notion of a ``fair test,'' is sometimes used, to university courses. This talk will discuss research tasks in which students are expected to infer from experimental data whether a particular variable influences (i.e., affects) or by itself determines (i.e., predicts) a given result. Student responses will be presented to identify specific difficulties.

Peers versus professional training of basic life support in Syria: a randomized controlled trial.

PubMed

Abbas, Fatima; Sawaf, Bisher; Hanafi, Ibrahem; Hajeer, Mohammad Younis; Zakaria, Mhd Ismael; Abbas, Wafaa; Alabdeh, Fadi; Ibrahim, Nazir

2018-06-18

Peer training has been identified as a useful tool for delivering undergraduate training in basic life support (BLS) which is fundamental as an initial response in cases of emergency. This study aimed to (1) Evaluate the efficacy of peer-led model in basic life support training among medical students in their first three years of study, compared to professional-led training and (2) To assess the efficacy of the course program and students' satisfaction of peer-led training. A randomized controlled trial with blinded assessors was conducted on 72 medical students from the pre-clinical years (1st to 3rd years in Syria) at Syrian Private University. Students were randomly assigned to peer-led or to professional-led training group for one-day-course of basic life support skills. Sixty-four students who underwent checklist based assessment using objective structured clinical examination design (OSCE) (practical assessment of BLS skills) and answered BLS knowledge checkpoint-questionnaire were included in the analysis. There was no statistically significant difference between the two groups in delivering BLS skills to medical students in practical (P = 0.850) and BLS knowledge questionnaire outcomes (P = 0.900). Both groups showed statistically significant improvement from pre- to post-course assessment with significant statistical difference in both practical skills and theoretical knowledge (P-Value < 0.001). Students were satisfied with the peer model of training. Peer-led training of basic life support for medical students was beneficial and it provided a quality of education which was as effective as training conducted by professionals. This method is applicable and desirable especially in poor-resource countries and in crisis situation.

Lithographic Stripping; Printing 2: 9755.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course is one of a group which provides 11th grade students with the general information, technical knowledge, basic skills, attitudes, and values required for job entry level in printing. The course is 90 hours in length. Course content includes goals, specific objectives, orientation, safety in the stripping department, and a stripping…

Radio and Television Servicing. Intermediate Course.

ERIC Educational Resources Information Center

Campbell, Guy; And Others

Several intermediate performance objectives and corresponding criterion measures are listed for each of 32 terminal objectives for an intermediate (second year) radio/TV servicing course. This 1-year course (3 hours daily) was designed to provide the student with the basic skills and knowledges necessary for entry level employment in the Radio/TV…

Visual Representations of Academic Misconduct: Enhancing Information Literacy Skills

ERIC Educational Resources Information Center

Ivancic, Sonia R.; Hosek, Angela M.

2017-01-01

Courses: This unit activity is suited for courses with research and source citation components, such as the Basic Communication; Interpersonal, and Organizational Communication courses. Objectives: Students will (a) visually interpret and analyze instances of plagiarism; (b) revise their work to use proper citations and reduce instances of…

Math 3008--Developmental Mathematics II. Course Outline.

ERIC Educational Resources Information Center

New York Inst. of Tech., Old Westbury.

This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This is designed as the second of a two-semester sequence. Topics include performing operations with radicals and exponents; learning to solve equations;…

Evaluation as a Collaborative Activity to Learn Content Knowledge in a Graduate Course

ERIC Educational Resources Information Center

Hughes, Bob; Arbogast, Janet; Kafer, Lindsey; Chen, Julianna

2014-01-01

Teaching graduate students to conduct evaluations is typically relegated to evaluation methods courses. This approach misses an opportunity for students to collaboratively use evaluation skills to explore content. This article examines a graduate course, Issues in Adult Basic Education, in which students learned evaluation methods concurrently…

Nursing/LVN Course. Bilingual Vocational Instructional Materials.

ERIC Educational Resources Information Center

Lopez-Cox, Guadalupe

This course in licensed vocational nursing, one of a series of bilingual English-Spanish vocational education courses, is designed to teach basic nursing principles needed by nurses' aides to do nursing procedures and skills in the different health care institutions. It covers many areas, including the following: the health care system, personal…

Developing Basic Math Skills for Marketing. Student Manual and Laboratory Guide.

ERIC Educational Resources Information Center

Klewer, Edwin D.

Field tested with students in grades 10-12, this manual is designed to teach students in marketing courses basic mathematical concepts. The instructional booklet contains seven student assignments covering the following topics: why basic mathematics is so important, whole numbers, fractions, decimals, percentages, weights and measures, and dollars…

Distribution of pre-course BLS/AED manuals does not influence skill acquisition and retention in lay rescuers: a randomised study.

PubMed

Papadimitriou, Lila; Xanthos, Theodoros; Bassiakou, Eleni; Stroumpoulis, Kostantinos; Barouxis, Dimitrios; Iacovidou, Nicolleta

2010-03-01

The present study aims to investigate whether the distribution of the Basic Life Support and Automated External Defibrillation (BLS/AED) manual, 4 weeks prior to the course, has an effect on skill acquisition, theoretical knowledge and skill retention, compared with courses where manuals were not distributed. A total of 303 laypeople were included in the present study. The courses were randomised with sealed envelopes in 12 courses, where manuals were distributed to participants (group A) and in 12 courses, where manuals were not distributed to participants (group B). The participants were formally evaluated at the end of the course, and at 1, 3 and 6 months after each course. The evaluation procedure was the same at all time intervals and consisted of two distinct parts: a written test and a simulated cardiac arrest scenario. No significant difference was observed between the two groups in skill acquisition at the time of initial training. Furthermore, there was no significant difference between the groups in performing BLS/AED skills at 1, 3 and 6 months after initial training. Theoretical knowledge in either group at the specified time intervals did not exhibit any significant difference. Significant deterioration of skills was observed in both groups between initial training and at 1 month after the course, as well as between the first and third month after the course. The present study shows that distribution of BLS/AED manuals 1 month prior to the course has no effect on theoretical knowledge, skill acquisition and skill retention in laypeople. Copyright 2009 Elsevier Ireland Ltd. All rights reserved.

Self-directed versus traditional classroom training for neonatal resuscitation.

PubMed

Weiner, Gary M; Menghini, Karin; Zaichkin, Jeanette; Caid, Ann E; Jacoby, Carrie J; Simon, Wendy M

2011-04-01

Neonatal Resuscitation Program instructors spend most of their classroom time giving lectures and demonstrating basic skills. We hypothesized that a self-directed education program could shift acquisition of these skills outside the classroom, shorten the duration of the class, and allow instructors to use their time to facilitate low-fidelity simulation and debriefing. Novice providers were randomly allocated to self-directed education or a traditional class. Self-directed participants received a textbook, instructional video, and portable equipment kit and attended a 90-minute simulation session with an instructor. The traditional class included 6 hours of lectures and instructor-directed skill stations. Outcome measures included resuscitation skill (megacode assessment score), content knowledge, participant satisfaction, and self-confidence. Forty-six subjects completed the study. There was no significant difference between the study groups in either the megacode assessment score (23.8 [traditional] vs 24.5 [self-directed]; P = .46) or fraction that passed the "megacode" (final skills assessment) (56% [traditional] vs 65% [self-directed]; P = .76). There were no significant differences in content knowledge, course satisfaction, or postcourse self-confidence. Content knowledge, years of experience, and self-confidence did not predict resuscitation skill. Self-directed education improves the educational efficiency of the neonatal resuscitation course by shifting the acquisition of cognitive and basic procedural skills outside of the classroom, which allows the instructor to add low-fidelity simulation and debriefing while significantly decreasing the duration of the course.

Business Math without Tears.

ERIC Educational Resources Information Center

Merchant, Ronald

1980-01-01

Describes a new course at Spokane Falls Community College which builds on and reviews basic business math and electronic calculator skills. Material is self-paced and includes work with metrics. Discusses student evaluation of the course and type of equipment used. (CT)

Basic Skills--Identifying and Meeting Needs. Information for People Who Give Advice on Courses, Careers and Employment

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

There are very few jobs today that do not require basic literacy and numeracy skills. Even when the job itself is manual, employees need to read health and safety notices, fill in a job sheet and check their pay and overtime hours. Service industry jobs place even more demands on the workforce, with their emphasis on efficiently and rapidly…

Course-Taking Patterns, Policies, and Practices in Developmental Education in the California Community Colleges. A Report to the California Community Colleges Chancellor's Office

ERIC Educational Resources Information Center

Perry, Mary; Bahr, Peter Riley; Rosin, Matthew; Woodward, Kathryn Morgan

2010-01-01

The visibility of developmental education--or basic skills education as it is called most often in California--has increased in recent years. One major catalyst was a comprehensive community college strategic planning process completed in 2004 that listed basic skills as a critical area of focus. Another was an increase in the system's minimum…

Enhancing the Skill-Building Phase of Introductory Organic Chemistry Lab through a Reflective Peer Review Structure

ERIC Educational Resources Information Center

Pontrello, Jason K.

2016-01-01

Introductory organic laboratory courses frequently begin with a set of activities built around developing basic experimental skills and techniques, often with guided-inquiry components. A sequence of skill-based activities is described to promote reflection, analysis of, and interpersonal communication around science. A multistage process was used…

Effects of introducing a voluntary virtual patient module to a basic life support with an automated external defibrillator course: a randomised trial

PubMed Central

2012-01-01

Background The concept of virtual patients (VPs) encompasses a great variety of predominantly case-based e-learning modules with different complexity and fidelity levels. Methods for effective placement of VPs in the process of medical education are sought. The aim of this study was to determine whether the introduction of a voluntary virtual patients module into a basic life support with an automated external defibrillator (BLS-AED) course improved the knowledge and skills of students taking the course. Methods Half of the students were randomly assigned to an experimental group and given voluntary access to a virtual patient module consisting of six cases presenting BLS-AED knowledge and skills. Pre- and post-course knowledge tests and skills assessments were performed, as well as a survey of students' satisfaction with the VP usage. In addition, time spent using the virtual patient system, percentage of screen cards viewed and scores in the formative questions in the VP system throughout the course were traced and recorded. Results The study was conducted over a six week period and involved 226 first year medical students. The voluntary module was used by 61 (54%) of the 114 entitled study participants. The group that used VPs demonstrated better results in knowledge acquisition and in some key BLS-AED action skills than the group without access, or those students from the experimental group deliberately not using virtual patients. Most of the students rated the combination of VPs and corresponding teaching events positively. Conclusions The overall positive reaction of students and encouraging results in knowledge and skills acquisition suggest that the usage of virtual patients in a BLS-AED course on a voluntary basis is feasible and should be further investigated. PMID:22709278

Effects of introducing a voluntary virtual patient module to a basic life support with an automated external defibrillator course: a randomised trial.

PubMed

Kononowicz, Andrzej A; Krawczyk, Paweł; Cebula, Grzegorz; Dembkowska, Marta; Drab, Edyta; Frączek, Bartosz; Stachoń, Aleksandra J; Andres, Janusz

2012-06-18

The concept of virtual patients (VPs) encompasses a great variety of predominantly case-based e-learning modules with different complexity and fidelity levels. Methods for effective placement of VPs in the process of medical education are sought. The aim of this study was to determine whether the introduction of a voluntary virtual patients module into a basic life support with an automated external defibrillator (BLS-AED) course improved the knowledge and skills of students taking the course. Half of the students were randomly assigned to an experimental group and given voluntary access to a virtual patient module consisting of six cases presenting BLS-AED knowledge and skills. Pre- and post-course knowledge tests and skills assessments were performed, as well as a survey of students' satisfaction with the VP usage. In addition, time spent using the virtual patient system, percentage of screen cards viewed and scores in the formative questions in the VP system throughout the course were traced and recorded. The study was conducted over a six week period and involved 226 first year medical students. The voluntary module was used by 61 (54%) of the 114 entitled study participants. The group that used VPs demonstrated better results in knowledge acquisition and in some key BLS-AED action skills than the group without access, or those students from the experimental group deliberately not using virtual patients. Most of the students rated the combination of VPs and corresponding teaching events positively. The overall positive reaction of students and encouraging results in knowledge and skills acquisition suggest that the usage of virtual patients in a BLS-AED course on a voluntary basis is feasible and should be further investigated.

Mental skills training with basic combat training soldiers: A group-randomized trial.

PubMed

Adler, Amy B; Bliese, Paul D; Pickering, Michael A; Hammermeister, Jon; Williams, Jason; Harada, Coreen; Csoka, Louis; Holliday, Bernie; Ohlson, Carl

2015-11-01

Cognitive skills training has been linked to greater skills, self-efficacy, and performance. Although research in a variety of organizational settings has demonstrated training efficacy, few studies have assessed cognitive skills training using rigorous, longitudinal, randomized trials with active controls. The present study examined cognitive skills training in a high-risk occupation by randomizing 48 platoons (N = 2,432 soldiers) in basic combat training to either (a) mental skills training or (b) an active comparison condition (military history). Surveys were conducted at baseline and 3 times across the 10-week course. Multilevel mixed-effects models revealed that soldiers in the mental skills training condition reported greater use of a range of cognitive skills and increased confidence relative to those in the control condition. Soldiers in the mental skills training condition also performed better on obstacle course events, rappelling, physical fitness, and initial weapons qualification scores, although effects were generally moderated by gender and previous experience. Overall, effects were small; however, given the rigor of the design, the findings clearly contribute to the broader literature by providing supporting evidence that cognitive training skills can enhance performance in occupational and sports settings. Future research should address gender and experience to determine the need for targeting such training appropriately. (c) 2015 APA, all rights reserved).

Health Care Assistant Core. Instructor Manual.

ERIC Educational Resources Information Center

Feilner, Veronica; Robling, Jeannine

This document contains the core curriculum for a basic high school course for health care assistants. It is designed as a 1-semester course of study, after which students can take a course in an emphasis area, such as veterinary, nursing, pharmacology, or physical therapy, in which they learn skills for specific entry-level jobs. The curriculum…

Radio/Television Repair. Trade and Industrial Education Course of Study.

ERIC Educational Resources Information Center

Beaumont, George J.; And Others

This guide, intended to be used in teaching and learning, should enable students to master basic skills, acquire knowledge, and develop favorable attitudes in the areas emphasized. Contents of the guide are organized as follows: (1) Introductory section giving the course philosophy, general course objectives, instructional plan, and bibliography,…

Manufacturing Systems. Curriculum Guide for Technology Education.

ERIC Educational Resources Information Center

Lloyd, Theodore J.

This curriculum for a 1-semester or 1-year course in manufacturing is designed to give students experience in applying knowledge from other courses and some basic production skills as they become involved in a manufacturing enterprise. Course content is organized around the laboratory activities necessary to organize and operate a process to mass…

Course in Introduction to Cross-Cultural Communication. Adult Education in the Community.

ERIC Educational Resources Information Center

Corvell, Wendy; Gavin, Dorothy; Knight, Melinda; Lorey, Barb

Materials are provided for Introduction to Cross-Cultural Communication, a 75-hour course developed by teachers experienced in working with students in adult literacy and basic education and English as a second language classes. The course is designed to provide adults with the skills and understanding to enable them to communicate…

Advanced Typewriting Skill Building; Business Education: 7705.31.

ERIC Educational Resources Information Center

Schull, Amy P.

Intended for the student interested in obtaining high speed and control, the course includes drills that will enable the student to prepare more complex business forms and reports with a high degree of speed and accuracy. It is a culminating basic course for vocational competency, requiring the course Advanced Clerical Typewriting (7705.11) as a…

Applied Electronics and Optical Laboratory: an optimized practical course for comprehensive training on optics and electronics

NASA Astrophysics Data System (ADS)

Wang, Kaiwei; Wang, Xiaoping

2017-08-01

In order to enhance the practical education and hands-on experience of optoelectronics and eliminate the overlapping contents that previously existed in the experiments section adhering to several different courses, a lab course of "Applied Optoelectronics Laboratory" has been established in the College of Optical Science and Engineering, Zhejiang University. The course consists of two sections, i.e., basic experiments and project design. In section 1, basic experiments provide hands-on experience with most of the fundamental concept taught in the corresponding courses. These basic experiments including the study of common light sources such as He-Ne laser, semiconductor laser and solid laser and LED; the testing and analysis of optical detectors based on effects of photovoltaic effect, photoconduction effect, photo emissive effect and array detectors. In section 2, the course encourages students to build a team and establish a stand-alone optical system to realize specific function by taking advantage of the basic knowledge learned from section 1. Through these measures, students acquired both basic knowledge and the practical application skills. Moreover, interest in science has been developed among students.

Undergraduate Conductors' and Conducting Teachers' Perceptions of Basic Conducting Efficacy

ERIC Educational Resources Information Center

Silvey, Brian A.; Baumgartner, Christopher M.

2016-01-01

The purpose of this study was to examine undergraduate conductors' and conducting teachers' perceptions about basic conducting efficacy. At the beginning and end of the semester, undergraduate students (N = 19) enrolled in a basic conducting course (a) were surveyed about the importance of certain skills necessary for being an effective conductor…

Remediation Trends in an Undergraduate Anatomy Course and Assessment of an Anatomy Supplemental Study Skills Course

ERIC Educational Resources Information Center

Schutte, Audra Faye

2013-01-01

Anatomy A215: Basic Human Anatomy (Anat A215) is an undergraduate human anatomy course at Indiana University Bloomington (IUB) that serves as a requirement for many degree programs at IUB. The difficulty of the course, coupled with pressure to achieve grades for admittance into specific programs, has resulted in high remediation rates. In an…

Automotive Mechanics.

ERIC Educational Resources Information Center

Brown, Desmond

This curriculum guide provides materials for a competency-based course in automotive mechanics at the secondary level. The curriculum design uses the curriculum infused model for the teaching of basic skills as part of vocational education and demonstrates the relationship of vocationally related skills to communication, mathematics, and science…

Marine Trades.

ERIC Educational Resources Information Center

Abbott, Alan

This curriculum guide provides materials for a competency-based course in marine trades at the secondary level. The curriculum design uses the curriculum infused model for the teaching of basic skills as part of vocational education and demonstrates the relationship of vocationally related skills to communication, mathematics, and science…

Cosmetology/Hairstyling.

ERIC Educational Resources Information Center

Romano, Marie

This curriculum guide provides materials for a competency-based course in cosmetology/hairstyling at the secondary level. The curriculum design uses the curriculum infused model for the teaching of basic skills as part of vocational education and demonstrates the relationship of vocationally related skills to communication, mathematics, and…

Building Trades.

ERIC Educational Resources Information Center

Gudzak, Raymond

This curriculum guide provides materials for a competency-based course in building trades at the secondary level. The curriculum design uses the curriculum infused model for the teaching of basic skills as part of vocational education and demonstrates the relationship of vocationally related skills to communication, mathematics, and science…

Effects of an intensive clinical skills course on senior nursing students' self-confidence and clinical competence: A quasi-experimental post-test study.

PubMed

Park, Soohyun

2018-02-01

To foster nursing professionals, nursing education requires the integration of knowledge and practice. Nursing students in their senior year experience considerable stress in performing the core nursing skills because, typically, they have limited opportunities to practice these skills in their clinical practicum. Therefore, nurse educators should revise the nursing curricula to focus on core nursing skills. To identify the effect of an intensive clinical skills course for senior nursing students on their self-confidence and clinical competence. A quasi-experimental post-test study. A university in South Korea during the 2015-2016 academic year. A convenience sample of 162 senior nursing students. The experimental group (n=79) underwent the intensive clinical skills course, whereas the control group (n=83) did not. During the course, students repeatedly practiced the 20 items that make up the core basic nursing skills using clinical scenarios. Participants' self-confidence in the core clinical nursing skills was measured using a 10-point scale, while their clinical competence with these skills was measured using the core clinical nursing skills checklist. Independent t-test and chi-square tests were used to analyze the data. The mean scores in self-confidence and clinical competence were higher in the experimental group than in the control group. This intensive clinical skills courses had a positive effect on senior nursing students' self-confidence and clinical competence for the core clinical nursing skills. This study emphasizes the importance of reeducation using a clinical skills course during the transition from student to nursing professional. Copyright © 2017. Published by Elsevier Ltd.

Retention of first aid and basic life support skills in undergraduate medical students.

PubMed

de Ruijter, Pim A; Biersteker, Heleen A; Biert, Jan; van Goor, Harry; Tan, Edward C

2014-01-01

Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78%) and 69 (58%) participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.

Retention of first aid and basic life support skills in undergraduate medical students.

PubMed

de Ruijter, Pim A; Biersteker, Heleen A; Biert, Jan; van Goor, Harry; Tan, Edward C

2014-01-01

Background Undergraduate medical students follow a compulsory first aid (FA) and basic life support (BLS) course. Retention of BLS seems poor and only little information is provided on the retention of FA skills. This study aims at evaluating 1- and 2-year retention of FA and BLS training in undergraduate medical students. Methods One hundred and twenty students were randomly selected from first year (n=349) medical students who successfully followed a compulsory FA and BLS course. From these 120 students, 94 (78%) and 69 (58%) participated in retention tests of FA and BLS skills after 1 and 2 years, respectively. The assessment consisted of two FA stations and one BLS station. Results After 1 year, only 2% passed both FA and BLS stations and 68% failed both FA and BLS stations. After 2 years, 5% passed and 50% failed both FA and BLS stations. Despite the high failure rate at the stations, 90% adequately checked vital signs and started cardiopulmonary resuscitation appropriately. Conclusions The long-term retention of FA and BLS skills after a compulsory course in the first year is poor. Adequate check of vital signs and commencing cardiopulmonary resuscitation retained longer.

Hazardous Asteroids: Cloaking STEM Skills Training within an Attention-Grabbing Science/Math Course

NASA Astrophysics Data System (ADS)

Ryan, Eileen V.; Ryan, William H.

2015-11-01

A graduate-level course was designed and taught during the summer months from 2009 - 2015 in order to contribute to the training and professional development of K-12 teachers residing in the Southwest. The teachers were seeking Master’s degrees via the New Mexico Institute of Mining and Technology’s (NMT’s) Masters of Science Teaching (MST) program, and the course satisfied a science or math requirement. The MST program provides opportunities for in-service teachers to enhance their content backgrounds in science, mathematics, engineering, and technology (SMET). The ultimate goal is to assist teachers in gaining knowledge that has direct application in the classroom.The engaging topic area of near-Earth object (NEO) characterization studies was used to create a fun and exciting framework for mastering basic skills and concepts in physics and astronomy. The objective was to offer a class that had the appropriate science rigor (with an emphasis on mathematics) within a non-threatening format. The course, entitled “Hazardous Asteroids”, incorporates a basic planetary physics curriculum, with challenging laboratories that include a heavy emphasis on math and technology. Since the authors run a NASA-funded NEO research and follow-up program, also folded into the course is the use of the Magdalena Ridge Observatory’s 2.4-meter telescope so participants can take and reduce their own data on a near-Earth asteroid.In exit assessments, the participants have given the course excellent ratings for design and implementation, and the overall degree of satisfaction was high. This validates that a well-constructed (and rigorous) course can be effective in receptively reaching teachers in need of basic skills refreshment. Many of the teachers taking the course were employed in school districts serving at-risk or under-prepared students, and the course helped provide them with the confidence vital to developing new strategies for successful teaching.

[Effectiveness of Trauma Evaluation and Management course for Mexican senior medical students: When to implement it?].

PubMed

Delgado-Reyes, Luis; Gasca-González, Oscar Octavio; Delgado-Guerrero, Francisco; Reyes-Arellano, Wulfrano

2016-01-01

Trauma Evaluation and Management course was designed to develop trauma cognitive skills in senior medical students. Its effectiveness has been demonstrated in many regions, except in Latin America, where it has been poorly studied. The objective was to determine the Trauma Evaluation and Management course effectiveness, and whether greater effectiveness is achieved in basic- or clinic-cycle students, as well as student perception. Descriptive, observational, longitudinal and prospective study. Two tests were performed, pre- and post-course; the manual was read by the students prior to both tests. Students were divided into 2 groups: group A (consisting of 71 basic-cycle medical students) and group B (consisting of 44 clinical-cycle medical students). Group A achieved a 2.45 increase (p<0.01) in the post-course evaluation compared with pre-course test. Group B increased the mean score by 2.25 (p>0.05) from pre- to post-course tests. There was a significant difference between groups in both evaluations (pre-course test p<0.01 and post-course test p>0.05), with no difference in improvement (p>0.05). Using a questionnaire, 92.17% of the students totally agreed that the course improved their trauma knowledge, 76.52% that it increased their trauma clinical skills, with 94.78% being totally satisfied with the course, and 86.09% totally agreed that Trauma Evaluation and Management course should be in Medicine curriculum. Trauma Evaluation and Management course improves trauma cognitive skills, and undergraduate medical students in Mexico broadly accept it. Copyright © 2015 Academia Mexicana de Cirugía A.C. Published by Masson Doyma México S.A. All rights reserved.

Kodak Skills Enhancement Program Curriculum: Effective Written Communication in the Workplace. Report No. AEP-93-02.

ERIC Educational Resources Information Center

Beaudin, Bart P.; And Others

This teacher's guide is intended for use in presenting a course to help Kodak Corporation employees develop the basic reading skills required in their workplace. The following topics are covered in the modules: prewriting thinking skills; information identification and organization strategies; awareness of the receiver's characteristics and needs;…

Recreational Vehicle Trades.

ERIC Educational Resources Information Center

Felice, Michael

This curriculum guide provides materials for a competency-based course in recreational vehicle trades at the secondary level. The curriculum design uses the curriculum infused model for the teaching of basic skills as part of vocational education and demonstrates the relationship of vocationally related skills to communication, mathematics, and…

Medical Office Receptionist/Assistant.

ERIC Educational Resources Information Center

Gorman, Dolores

This curriculum guide provides materials for a competency-based course in medical office receptionist/assistant at the secondary level. The curriculum design uses the curriculum infused model for the teaching of basic skills as part of vocational education and demonstrates the relationship of vocationally related skills to communication,…

Teaching the Library at SIBL.

ERIC Educational Resources Information Center

Thornton, Ann

1999-01-01

Describes the curriculum of free training courses offered at the New York Public Library Science, Industry and Business Library (SIBL) that focus on information-seeking skills and information literacy. Classes offered include basic library skills, Internet and World Wide Web, business information, government information, and science information.…

More than a Picture: Helping Undergraduates Learn to Communicate through Scientific Images

PubMed Central

Watson, Fiona L.

2008-01-01

Images are powerful means of communicating scientific results; a strong image can underscore an experimental result more effectively than any words, whereas a poor image can readily undermine a result or conclusion. Developmental biologists rely extensively on images to compare normal versus abnormal development and communicate their results. Most undergraduate lab science courses do not actively teach students skills to communicate effectively through images. To meet this need, we developed a series of image portfolio assignments and imaging workshops in our Developmental Biology course to encourage students to develop communication skills using images. The improvements in their images over the course of the semester were striking, and on anonymous course evaluations, 73% of students listed imaging skills as the most important skill or concept they learned in the course. The image literacy skills acquired through simple lab assignments and in-class workshops appeared to stimulate confidence in the student's own evaluations of current scientific literature to assess research conclusions. In this essay, we discuss our experiences and methodology teaching undergraduates the basic criteria involved in generating images that communicate scientific content and provide a road map for integrating this curriculum into any upper-level biology laboratory course. PMID:18316805

The development and validation of testing materials for literacy, numeracy and digital skills in a Dutch context

NASA Astrophysics Data System (ADS)

de Greef, Maurice; Segers, Mien; Nijhuis, Jan; Lam, Jo Fond; van Groenestijn, Mieke; van Hoek, Frans; van Deursen, Alexander J. A. M.; Bohnenn, Ella; Tubbing, Marga

2015-10-01

Besides work-oriented training, most Dutch adult learning courses of formal and non-formal education focus on three basic skills: literacy, numeracy and problem solving in technology-rich environments. In the Netherlands, the Ministry of Education, Culture and Science recently initiated the development of a new adult education framework concerning literacy, numeracy and digital skills. In order to monitor the progress of literacy, numeracy and digital competencies, it is necessary to develop and validate testing materials for specific competencies. This study validates the testing materials which were developed to assess learners' proficiency in literacy (reading and writing), numeracy and digital skills based on the new Dutch framework. The outcome is that the materials proved valid and can be used in different courses referring to basic skills and adult learning, though there are still some limitations. Besides adult education professionals (such teachers and trainers), policy makers can also use the results of these tests in order to describe and monitor the impact of adult education on the lives of adult learners.

[Chances and Potential of a Modern Surgical Skills Lab as Substantial Practical Part of the Study of Human Medicine - "The Magdeburg Model"].

PubMed

Piatek, S; Altmann, S; Haß, H-J; Werwick, K; Winkler-Stuck, K; Zardo, P; von Daake, S; Baumann, B; Rahmanzadeh, A; Chiapponi, C; Reschke, K; Meyer, F

2017-02-01

Introduction: Surgical education of medical students within "skills labs" have not been standardised throughout Germany as yet; there is a substantial impact of available aspects such as personal and space at the various medical schools. Aim: The aim of this contribution is to illustrate the concept of a surgical skills lab in detail, including curricular teaching and integrated facultative courses at the Medical School, University of Magdeburg ("The Magdeburg Model") in the context of a new and reconstructed area for the skills lab at the Magdeburg's apprenticeship center for medical basic abilities (MAMBA). Method: We present an overview on the spectrum of curricular and facultative teaching activities within the surgical part of the skills lab. Student evaluation of this teaching concept is implemented using the programme "EvaSys" and evaluation forms adapted to the single courses. Results: By establishing MAMBA, the options for a practice-related surgical education have been substantially improved. Student evaluations of former courses presented within the skills lab and the chance of moving the skills lab into a more generous and reconstructed area led to a reorganisation of seminars and courses. New additional facultative courses held by student tutors have been introduced and have shown to be of great effect, in particular, because of their interdisciplinary character. Conclusion: Practice-related surgical education within a skills lab may have the potential to effectively prepare medical students for their professional life. In addition, it allows one to present and teach the most important basic skills in surgery, which need to be pursued by every student. An enthusiastic engagement of the Office for Student Affairs can be considered the crucial and indispensable link between clinical work and curricular as well as facultative teaching with regard to organisation and student evaluation. The practice-related teaching parts and contents at the surgical section of a skills lab should be integrated into the National Competence-based Catalogue of Teaching Aims in Medicine ("NKLM"). Georg Thieme Verlag KG Stuttgart · New York.

Clinical Correlations as a Tool in Basic Science Medical Education

PubMed Central

Klement, Brenda J.; Paulsen, Douglas F.; Wineski, Lawrence E.

2016-01-01

Clinical correlations are tools to assist students in associating basic science concepts with a medical application or disease. There are many forms of clinical correlations and many ways to use them in the classroom. Five types of clinical correlations that may be embedded within basic science courses have been identified and described. (1) Correlated examples consist of superficial clinical information or stories accompanying basic science concepts to make the information more interesting and relevant. (2) Interactive learning and demonstrations provide hands-on experiences or the demonstration of a clinical topic. (3) Specialized workshops have an application-based focus, are more specialized than typical laboratory sessions, and range in complexity from basic to advanced. (4) Small-group activities require groups of students, guided by faculty, to solve simple problems that relate basic science information to clinical topics. (5) Course-centered problem solving is a more advanced correlation activity than the others and focuses on recognition and treatment of clinical problems to promote clinical reasoning skills. Diverse teaching activities are used in basic science medical education, and those that include clinical relevance promote interest, communication, and collaboration, enhance knowledge retention, and help develop clinical reasoning skills. PMID:29349328

Breaking Down Barriers: Certificate in Workplace Language, Literacy and Numeracy Training. Second Edition.

ERIC Educational Resources Information Center

Holland, Chris, Ed.; Frank, Fiona, Ed.; Caunt, Jaine Chisholm, Ed.

This document is the course book of an accredited 3-day professional development course for qualified basic skills tutors in the United Kingdom who are interested in working in workplace settings. The course materials are organized into 17 sections grouped into 4 units as follows: (1) general concepts of workplace language, literacy, and numeracy…

Automotive Electrical and Electronic Systems I; Automotive Mechanics 2: 9045.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The automotive electrical and electronic system I course is designed as one of a group of quinmester courses offered in the field of automotive mechanics. General information will be given along with technical knowledge, basic skills, attitudes and values that are required for job entry level. The nine week (135 clock hour) course overcomes some…

A la Carte Grading: Providing Students Opportunities to Determine Their Own Paths to Success

ERIC Educational Resources Information Center

Thompson, James A.; Grabau, Larry J.

2004-01-01

One goal of most courses is to prepare students with basic knowledge and skills associated with the course content. Mastery learning can be a rewarding way to encourage greater student achievement by allowing students multiple attempts to demonstrate an understanding of course concepts. This may involve repeated submissions of individual…

Determining College Readiness in California's Community Colleges: A Survey of Assessment and Placement Policies

ERIC Educational Resources Information Center

Rodriguez, Olga; Mejia, Marisol Cuellar; Johnson, Hans

2016-01-01

Every year, California's community colleges identify hundreds of thousands of students as not ready for transfer-level courses in math and English. Since these courses are required to transfer to a four-year college, students deemed underprepared are placed in developmental (also known as remedial or basic-skills) courses to prepare for college…

Evaluation of an Assessment and Placement System for Entry-Level Courses.

ERIC Educational Resources Information Center

Astroth, Jonathan; Weber, Jerry

In fall 1987, a study was conducted at Lincoln Land Community College (LLCC) to examine the college's system of basic skills assessment for course placement. The study investigated the adequacy of established cut scores; placement evasion (i.e., the disregarding of a recommendation to take a developmental course) and its consequences; the use of…

Military Curriculum Materials for Vocational and Technical Education. Fundamentals of Electricity, 3-7.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This self-paced correspondence course for independent study in electricity was adapted from military curriculum materials for use in vocational education. This basic course is designed to provide the student with some fundamentals of electricity--not with specific job skills. The seven lessons of the course each have a lesson assignment sheet with…

Medical Terminology.

ERIC Educational Resources Information Center

Mercer County Community Coll., Trenton, NJ.

This document is one of a series of student workbooks developed for workplace skill development courses or workshops by Mercer County Community College (New Jersey) and its partners. Designed to help employees of medical establishments learn medical terminology, this course provides information on basic word structure, body parts, suffixes and…

A TEACHER'S GUIDE FOR ADULT BASIC EDUCATION.

ERIC Educational Resources Information Center

BROWN, ANTRONETTE

COMPILED AS AN IDEA AND INFORMATION GUIDE FOR TEACHERS OF ADULT BASIC EDUCATION, THIS DOCUMENT INCLUDES DETAILED TEACHING OBJECTIVES, METHODS, AND MATERIALS (FILMS, FILMSTRIPS, BOOKS, TRANSPARENCIES). THE COURSE INCLUDES (1) READING AND COMMUNICATION SKILLS--PHONICS, VOCABULARY, REFERENCE, AND SO ON, (2) SOCIAL STUDIES--GOVERNMENT, GEOGRAPHY,…

Development of a Course of Training Programs for Young Engineers at Work to Nurture the “Basic Competencies of Employees”

NASA Astrophysics Data System (ADS)

Itoh, Michiko; Jomura, Makoto; Hongo, Tetsuyuki; Chohji, Tetsuji

According to our feasibility study in 2005, many of small and medium-sized companies in and around Toyama city asked their young engineers for originality and strong will to try and solve problems positively in their workplaces. These skills have a lot in common with “Basic Competencies of Employees” advocated by the Ministry of Economy, Trade and Industry, Japan. Since Toyama National College of Technology has an accumulated educational know-how to nurture “Basic Competencies of Employees” , we have applied this to develop a course of training programs for young engineers. Through four year‧s practice and improvement, we have established and evaluated this training course. We show the details of our course in this report.

Extended score interval in the assessment of basic surgical skills.

PubMed

Acosta, Stefan; Sevonius, Dan; Beckman, Anders

2015-01-01

The Basic Surgical Skills course uses an assessment score interval of 0-3. An extended score interval, 1-6, was proposed by the Swedish steering committee of the course. The aim of this study was to analyze the trainee scores in the current 0-3 scored version compared to a proposed 1-6 scored version. Sixteen participants, seven females and nine males, were evaluated in the current and proposed assessment forms by instructors, observers, and learners themselves during the first and second day. In each assessment form, 17 tasks were assessed. The inter-rater reliability between the current and the proposed score sheets were evaluated with intraclass correlation (ICC) with 95% confidence intervals (CI). The distribution of scores for 'knot tying' at the last time point and 'bowel anastomosis side to side' given by the instructors in the current assessment form showed that the highest score was given in 31 and 62%, respectively. No ceiling effects were found in the proposed assessment form. The overall ICC between the current and proposed score sheets after assessment by the instructors increased from 0.38 (95% CI 0.77-0.78) on Day 1 to 0.83 (95% CI 0.51-0.94) on Day 2. A clear ceiling effect of scores was demonstrated in the current assessment form, questioning its validity. The proposed score sheet provides more accurate scores and seems to be a better feedback instrument for learning technical surgical skills in the Basic Surgical Skills course.

Extended score interval in the assessment of basic surgical skills.

PubMed

Acosta, Stefan; Sevonius, Dan; Beckman, Anders

2015-01-01

Introduction The Basic Surgical Skills course uses an assessment score interval of 0-3. An extended score interval, 1-6, was proposed by the Swedish steering committee of the course. The aim of this study was to analyze the trainee scores in the current 0-3 scored version compared to a proposed 1-6 scored version. Methods Sixteen participants, seven females and nine males, were evaluated in the current and proposed assessment forms by instructors, observers, and learners themselves during the first and second day. In each assessment form, 17 tasks were assessed. The inter-rater reliability between the current and the proposed score sheets were evaluated with intraclass correlation (ICC) with 95% confidence intervals (CI). Results The distribution of scores for 'knot tying' at the last time point and 'bowel anastomosis side to side' given by the instructors in the current assessment form showed that the highest score was given in 31 and 62%, respectively. No ceiling effects were found in the proposed assessment form. The overall ICC between the current and proposed score sheets after assessment by the instructors increased from 0.38 (95% CI 0.77-0.78) on Day 1 to 0.83 (95% CI 0.51-0.94) on Day 2. Discussion A clear ceiling effect of scores was demonstrated in the current assessment form, questioning its validity. The proposed score sheet provides more accurate scores and seems to be a better feedback instrument for learning technical surgical skills in the Basic Surgical Skills course.

Infusing Outdoor Field Experiences into the Secondary Biology Curriculum.

ERIC Educational Resources Information Center

Owens, Ginny

1984-01-01

To offer students biological field experiences, teachers should use their own basic skills, be enthusiastic motivators, participate in community programs/courses/workshops to acquire additional skills/knowledge for outdoor biological education, plan outdoor excursions with safety considerations in mind, and use available resources for classroom…

Assessing Student Learning Outcomes in Teaching Interpersonal Communication.

ERIC Educational Resources Information Center

Strohkirch, C. Sue

Fort Hays State Univesity offers a hybrid basic communication course. Competent speakers need to master public speaking skills (including suitable interpersonal skills), demonstrate nonverbal behaviors which support the verbal message, and be able to listen with literal and critical comprehension. However, increasing numbers of schools teach only…

The Case for Simulation-Based Mastery Learning Education Courses for Practicing Surgeons.

PubMed

Baumann, Lauren M; Barsness, Katherine A

2018-03-12

Pediatric surgeons rely on simulation courses to develop skills for safe minimally invasive repair of complex congenital anomalies. The majority of minimally invasive surgery (MIS) training courses occur during short "exposure courses" at annual conferences. Little data are available to support the benefit of these courses relative to the safe implementation of new skills. The purpose of this article is to determine the impact of an exposure course for advanced neonatal MIS on self-perceived comfort levels with independent performance of advanced MISs. Participants of a 4-hour hands-on course for neonatal MIS were surveyed regarding clinical practices and pre- and post-training perceived "comfort levels" of MIS skills for thoracoscopic esophageal atresia with tracheoesophageal fistula (tTEF) repair, thoracoscopic left upper lobe pulmonary lobectomy (tLobe), and laparoscopic duodenal atresia (lapDA) repair. Descriptive analyses were performed. Seventeen participants completed pre- and postcourse surveys. The majority of participants had no prior experience with tLobe (59%) or lapDA (53%), and 35% had no experience with tTEF repair. Similarly, the majority were "not comfortable" with these procedures. After the short course, the majority of surgeons reported that they were "likely to perform" these operations within 6 months, despite low levels of baseline experience and comfort levels. An exposure training course led to immediate perception of increased skills and confidence. However, these courses typically do not provide basic tenets of expert performance that demands deliberate practice. Future course design should transition to a mastery learning framework wherein regular skill assessments, milestones, and unlimited education time are prioritized before implementation of the new skills.

Technical skill improvement with surgical preparatory courses: What advantages are reflected in residency?

PubMed

Green, Courtney A; Huang, Emily; Zhao, Nina W; O'Sullivan, Patricia S; Kim, Edward; Chern, Hueylan

2017-11-01

Sustainability of skill acquisition gained from graduating medical student (GMS) preparatory courses remains uncertain. GMS skills were assessed before (T1) and after a preparatory course (T2) and then again 2 (T3) and 4 (T4) months into residency and compared to surgical interns without such a course. In April, GMS took the preparatory course. In July-August all interns participated in a basic skills curriculum. Learners completed four technical exercises pre/post each course. Three surgeons scored performances. GMS scores were compared across the 4 time points. Control interns were compared at T3 and T4. Thirty-two interns completed all pre/post course assessments (T3 and T4); seven of those were GMSs. GMS scores increased from 74.5%(T1) to 94.2%(T2) (p < 0.001), and were maintained into residency. Control interns also improved (65.8%(T3) to 91.8%(T4), p < 0.001). GMS-interns scored higher starting residency compared to control interns (T3, 89.08% vs 65.03%, p < 0.001). These findings support existing literature and demonstrate that students maintain their skills into residency. Preparatory courses provide a head start. Without such course, interns require a steep learning curve. Copyright © 2017 Elsevier Inc. All rights reserved.

The Effects of Intertextual Reading Approach on the Development of Creative Writing Skills

ERIC Educational Resources Information Center

Akdal, Deniz; Sahin, Ayfer

2014-01-01

Problem Statement: The aim of the first five years of primary school is to teach and help the students develop basic skills as stated in the Primary School Language Program and Guide. Creative thinking and intertextual reading are among these skills, and it is important to give these to the students during language courses. Purpose of Study: The…

Occupational Essentials: Skills and Attitudes for Employment. Third Edition.

ERIC Educational Resources Information Center

Richter, David J.

The student handbook teaches six skills which are basic to seeking employment, working on the job, and resigning from the job. These skills include matching talents to the job, locating job openings, securing a job, succeeding and advancing on the job, and how to "quit" a job. Although it is useful as a course in orientation to the world of work…

Residential Solar Systems.

ERIC Educational Resources Information Center

Fulkerson, Dan

This publication contains student and teacher instructional materials for a course in residential solar systems. The text is designed either as a basic solar course or as a supplement to extend student skills in areas such as architectural drafting, air conditioning and refrigeration, and plumbing. The materials are presented in four units…

Seminar Series Course to Teach Essential Knowledge and Skills Not Covered in the Traditional Pharmacy Curriculum

PubMed Central

2008-01-01

Objective To create a required seminar series that instructed students in both clinical and non-clinical subjects that were often difficult to incorporate into the traditional pharmacy curriculum. Design A required course was developed to introduce learners to basic professional skills, contemporary information, topics, and issues surrounding and influencing pharmacy practice Students were also required to take part in a mock board examination, construct a letter of intent and curriculum vitae, and prepare a 10-minute micro-teach on a clinical topic. Assessment Students rated this course favorably and reported increased confidence with regards to several skill sets as well as in terms of licensing examinations. Conclusion Through this required course students gained a better understanding of the external issues influencing and mitigating the profession of pharmacy. PMID:19002283

Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine

PubMed Central

Fritsche, L; Greenhalgh, T; Falck-Ytter, Y; Neumayer, H-H; Kunz, R

2002-01-01

Objective To develop and validate an instrument for measuring knowledge and skills in evidence based medicine and to investigate whether short courses in evidence based medicine lead to a meaningful increase in knowledge and skills. Design Development and validation of an assessment instrument and before and after study. Setting Various postgraduate short courses in evidence based medicine in Germany. Participants The instrument was validated with experts in evidence based medicine, postgraduate doctors, and medical students. The effect of courses was assessed by postgraduate doctors from medical and surgical backgrounds. Intervention Intensive 3 day courses in evidence based medicine delivered through tutor facilitated small groups. Main outcome measure Increase in knowledge and skills. Results The questionnaire distinguished reliably between groups with different expertise in evidence based medicine. Experts attained a threefold higher average score than students. Postgraduates who had not attended a course performed better than students but significantly worse than experts. Knowledge and skills in evidence based medicine increased after the course by 57% (mean score before course 6.3 (SD 2.9) v 9.9 (SD 2.8), P<0.001). No difference was found among experts or students in absence of an intervention. Conclusions The instrument reliably assessed knowledge and skills in evidence based medicine. An intensive 3 day course in evidence based medicine led to a significant increase in knowledge and skills. What is already known on this topicNumerous observational studies have investigated the impact of teaching evidence based medicine to healthcare professionals, with conflicting resultsMost of the studies were of poor methodological qualityWhat this study addsAn instrument assessing basic knowledge and skills required for practising evidence based medicine was developed and validatedAn intensive 3 day course on evidence based medicine for doctors from various backgrounds and training level led to a clinically meaningful improvement of knowledge and skills PMID:12468485

The effectiveness of using standardized patients to improve community physician skills in mammography counseling and clinical breast exam.

PubMed

Costanza, M E; Luckmann, R; Quirk, M E; Clemow, L; White, M J; Stoddard, A M

1999-10-01

Traditional didactic continuing education is relatively ineffective in improving physicians' clinical skills. We hypothesized that a centralized course including small group workshops utilizing standardized patients could improve clinical skills for a reasonable cost. We designed a 5-h course aimed at improving physicians' counseling skills (re: screening mammography) and clinical breast exam (CBE) skills. The course included lectures, demonstrations, and small group skills sessions utilizing standardized patients and was offered to 156 typical community-based primary care physicians. Pre- and postcourse evaluation included in-office assessments of physician CBE and counseling performance by standardized patients and a written test of knowledge and attitudes. A total of 54.5% of eligible physicians participated. They improved modestly in only one of three areas of counseling skills measured (providing counseling appropriate to the patient's readiness to accept mammography, P = 0.01). The overall CBE score increased substantially from 24.8 to 34.7 (P < 0.0001). Knowledge in all areas measured and confidence in counseling patients also increased. The basic course cost $202 per physician trained. Most community-based primary care physicians may find small group training and in-office evaluation involving standardized patients acceptable. Such training may be more effective in improving physical exam skills than complex communication skills.

Exploring Small Animal Care. Teacher's Guide.

ERIC Educational Resources Information Center

Livesey, Dennis W.

This course guide in small animal care is designed to give students seeking employment in veterinary hospitals, kennels, or pet shops an opportunity to (1) develop basic skills in small animal handling, sanitation of housing, and nutrition, (2) acquire skills in dog and cat grooming, including shop operation, (3) develop attitudes which contribute…

Industrial Communications.

ERIC Educational Resources Information Center

Lindsay, Dan

Intended for seniors planning a career in industry as skilled laborers, this specialized course in Industrial Communications offers the student basic communications skills which he will need in his work and in his daily life. Since class activities center around short, factual oral reports, class size will be limited to 20, providing a maximum of…

Critical Reading Deficiency: Cause, Scope, Remediation.

ERIC Educational Resources Information Center

Giordano, Gerald

The extent of deficiencies in critical reading skills among 153 entering college students enrolled in basic skills reading courses at New Mexico State University was studied. Forty-nine percent of the sample were Hispanic Americans. The students were administered the Nelson-Denny Reading Test and the scores were converted into grade equivalents.…

Competency-Based Business Math. Curriculum Guide. Bulletin No. 1814.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This is a curriculum guide for a course designed to enable students to master the necessary basic mathematics and business-related mathematics skills needed for entry into office and business occupations. The guide includes 11 instructional units: (1) "Fundamental Math Skills"; (2) "Fractions"; (3) "Decimals"; (4)…

MIA: Accuplacer Prep

ERIC Educational Resources Information Center

Kaplan, Gary

2014-01-01

Accuplacer is, like the SAT, a suite of tests. It assesses concrete English and math skills--things like decimals, percents, equations, reading comprehension and basic writing skills. Accuplacer tests are used by community colleges, state colleges and public universities in all New England states to place incoming students in the right courses.…

Using Self-Reflection To Increase Science Process Skills in the General Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-03-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video feedback and direct instruction were employed in a general chemistry laboratory course to improve students' mastery and understanding of basic and advanced process skills. Qualitative results and statistical analysis of quantitative data proved that self-reflection significantly helped students develop basic and advanced process skills, yet did not seem to influence the general understanding of the science content.

Health systems research training enhances workplace research skills: a qualitative evaluation.

PubMed

Adams, Jolene; Schaffer, Angela; Lewin, Simon; Zwarenstein, Merrick; van der Walt, Hester

2003-01-01

In-service education is a widely used means of enhancing the skills of health service providers, for example, in undertaking research. However, the transfer of skills acquired during an education course to the workplace is seldom evaluated. The objectives of this study were to assess learner, teacher, and health service manager perceptions of the usefulness, in the work setting, of skills taught on a health systems research education course in South Africa and to assess the extent to which the course stimulated awareness and development of health systems research in the work setting. The education course was evaluated using a qualitative approach. Respondents were selected for interview using purposive sampling. Interviews were conducted with 39 respondents, including all of the major stakeholders. The interviews lasted between 20 and 60 minutes and were conducted either face to face or over the telephone. Thematic analysis was applied to the data, and key themes were identified. The course demystified health systems research and stimulated interest in reading and applying research findings. The course also changed participants' attitudes to routine data collection and was reported to have facilitated the application of informal research or problem-solving methods to everyday work situations. However, inadequate support within the workplace was a significant obstacle to applying the skills learned. A 2-week intensive, experiential course in health systems research methods can provide a mechanism for introducing basic research skills to a wide range of learners. Qualitative evaluation is a useful approach for assessing the impacts of education courses.

Acquisition and retention of basic life support skills in an untrained population using a personal resuscitation manikin and video self-instruction (VSI).

PubMed

Nielsen, Anne Møller; Henriksen, Mikael J V; Isbye, Dan Lou; Lippert, Freddy K; Rasmussen, Lars Simon

2010-09-01

Video-based self-instruction (VSI) with a 24-min DVD and a personal resuscitation manikin solves some of the barriers associated with traditional basic life support (BLS) courses. No accurate assessment of the actual improvement in skills after attending a VSI course has been determined, and in this study we assess the skill improvement in laypersons undergoing VSI. The BLS skills of 68 untrained laypersons (high school students, their teachers and persons excluded from mainstream society) were assessed using the Laerdal ResusciAnne and PC Skill Reporting System 2.0 in a 3 min test. A total score (12-48 points) was calculated and 12 different variables were recorded. The participants attended a 24-min VSI course (MiniAnne, Laerdal) and took home the DVD and manikin for optional subsequent self-training. We repeated the test 3 1/2-4 months later. There was a significant increase in the total score (p<0.0001) from 26.5 to 34 points. The participants performed significantly better in checking responsiveness, opening the airway, checking for respiration and using the correct compression/ventilation ratio (all p-values<0.001). The compression depth improved from 38 mm to 49.5 mm and the total number of compressions increased from 67 to 141. The ventilation volume and the total number of ventilations increased, and total "hands-off" time decreased from 120.5 s to 85 s. Untrained laypersons attending a 24 min DVD-based BLS course have a significantly improved BLS performance after 3 1/2-4 months compared to pre-test skill performance. Especially the total number of compressions improved and the hands-off time decreased. Copyright 2010 Elsevier Ireland Ltd. All rights reserved.

V-TECS Guide for Tractor Mechanic.

ERIC Educational Resources Information Center

Benson, Robert T.

This guide contains a course outline for a tractor mechanic course. The outline is organized by 15 duties: performing general skills and maintaining and servicing storage battery, ignition circuit, the cooling system, the charging circuit, the starting circuit, gasoline fuel system, diesel fuel system, basic engine, lubrication system, clutches,…

A Management Development Course for Physicians

ERIC Educational Resources Information Center

Plovnick, Mark S.; And Others

1977-01-01

Developed and tested by the Health Management Project at the MIT Sloan School of Management, this course was designed to provide a more accurate understanding of the relevance and usefulness of management education to physicians and to train physicians in some basic management skills. Its content and field tests are described. (LBH)

Strategies for Assessment of the Basic Undergraduate Interpersonal Communication Course.

ERIC Educational Resources Information Center

Ratliffe, Sharon A.

Golden West College's (GWC's) Interpersonal Communication course was designed to help students develop communication skills, understand the criteria used in selecting the most appropriate way to communicate, implement these choices effectively through verbal and nonverbal means, and evaluate the effectiveness of these choices. Students learn the…

Clothing and Textiles II. Semester Course. Draft.

ERIC Educational Resources Information Center

Blanton, Harriet; And Others

The clothing and textiles guide for a second level semester course for grades 10-12 identifies objectives and learning experiences with basic reference to developmental tasks, needs, interests, capacities, and prior learning experiences of students. It was developed for use with students who exhibited skill and a high degree of satisfaction from…

Automotive Body Fillers; Auto Body Repair and Refinishing 2: 9035.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This course provides students with the general information, technical knowledge, basic skills, attitudes, and values required for job entry level as an auto body repair helper. Course content includes goals, specific objectives, orientation, filling with body solder, and plastic filler. A post-test sample is appended. (NH)

Platemaking; Printing 2: 9755.04.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course is one of a group which provides 11th grade students with the general information, technical knowledge, basic skills, attitudes, and values required for job entry level in the printing industry. Course content includes goals, specific objectives, orientation, types of lithographic plates, surface plates for offset, wipe-on plates,…

Integration of CAI into a Freshmen Liberal Arts Math Course in the Community College.

ERIC Educational Resources Information Center

McCall, Michael B.; Holton, Jean L.

1982-01-01

Discusses four computer-assisted-instruction programs used in a college-level mathematics course to introduce computer literacy and improve mathematical skills. The BASIC programs include polynomial functions, trigonometric functions, matrix algebra, and differential calculus. Each program discusses mathematics theory and introduces programming…

Hunter Education: Instructor Manual. Shooting Skills Series.

ERIC Educational Resources Information Center

Diebold, Louis, Comp.; And Others

Composed of three books (a procedures guide, the basic student manual, and lesson plans), the instructor's manual provides information to set up and conduct a Hunter Education Certification Course. Course topics include: an introduction, firearms and ammunition, hunting tradition and ethics, the hunter and conservation, safe firearms handling,…

Woods. Industrial Arts. Performance Objectives. Junior High School.

ERIC Educational Resources Information Center

Bunch, Edwood; And Others

Several intermediate performance objectives and corresponding criterion measures are listed for a woodworking course for seventh, eighth, and ninth grade students. The seventh grade section includes seven terminal objectives for a 9-week basic hand woodworking course which includes planning and layout, skill in the use of hand tools, construction…

Grades 4-6: Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

Provided as a framework for use in curriculum development are Arkansas' course content guides for the intermediate elementary grades four, five, and six. At each grade level, language arts, mathematics, reading, social studies, and science skills have been identified at three instructional levels: basic, developmental, and extensional. Basic…

Shaping and Conditioning Hair; Cosmetology 1: 9205.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This Quinmester course is presented in 135 clock hours of classroom laboratory instruction which are broken down into five blocks of instruction (basic hair shaping, hair shaping for current styles, scalp and hair treatment, development of manipulative skills, and Quinmester posttests). Upon completion of this course, the student will have an…

Mathematics for Drafting.

ERIC Educational Resources Information Center

Clary, Joseph R.; Nery, Karen P.

This set of three modules was designed for use primarily to help teach and reinforce the basic mathematics skills in drafting classes. The modules are based on the needs of drafting students in beginning courses as determined by a survey of teachers across North Carolina. Each module consists of basic information and examples and problem sheets…

Language Arts.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

The language arts course content guides presented in this manual cover English, oral communications, and journalism in grades 9-12 and provide a framework from which a curriculum can be built. Within each subject area and at each grade level, skills are identified at three instructional levels: basic, developmental, and extension. The basic skills…

Basic Writers as Critical Thinkers.

ERIC Educational Resources Information Center

Anstendig, Linda; Kimmel, Isabel

Teachers of a basic writing course broadened their theme approach from growth and change in adolescence to the theme of language and identity, developed sequenced writing assignments, and worked toward the culminating unit--a mini-research project through which all the language and thinking skills developed throughout the semester could be…

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States.

PubMed

Lein, Donald H; Lowman, John D; Eidson, Christopher A; Yuen, Hon K

2017-01-01

The purpose of this retrospective study was to evaluate students' academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001). Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry-level DPT patient/client management courses.

Development of a Curriculum to Teach the "Soft Skills" Necessary for the Future Deaf and Hard-of-Hearing Laboratory Technician Workforce

ERIC Educational Resources Information Center

Ross, Annemarie D.; Pagano, Todd

2009-01-01

There is often a particular void in the education of deaf and hard-of-hearing students who intend to become competent working laboratory technicians. Inasmuch as certain basic professional skills ("soft skills," in this case) are not generally taught in traditional science courses, a new curriculum has been developed in order to enforce…

Training of patient and consumer representatives in the basic competencies of evidence-based medicine: a feasibility study.

PubMed

Berger, Bettina; Steckelberg, Anke; Meyer, Gabriele; Kasper, Jürgen; Mühlhauser, Ingrid

2010-02-11

Evidence-based medicine (EBM) has become standard approach in medicine. Patients and health authorities increasingly claim active patient roles in decision making. Education to cope with these roles might be useful. We investigated the feasibility, acceptability and possible impact of EBM training courses for patient and consumer representatives. We designed a generic one-week EBM course based on previous experience with EBM courses for non-medical health professionals. A course specific competence test has been developed and validated to measure EBM skills. Formative and summative evaluation of the course comprised: 1) EBM skills; 2) individual learning goals; 3) self-reported implementation after six months using semi-structured interviews; 4) group-based feedback by content analysis. EBM skills' achievement was compared to results gathered by a group of undergraduate University students of Health Sciences and Education who had attended a comparable EBM seminar. Fourteen EBM courses were conducted including 161 participants without previous EBM training (n = 54 self-help group representatives, n = 64 professional counsellors, n = 36 patient advocates, n = 7 others); 71% had a higher education degree; all but five finished the course. Most participants stated personal learning goals explicitly related to practicing EBM such as acquisition of critical appraisal skills (n = 130) or research competencies (n = 67). They rated the respective relevance of the course on average with 80% (SD 4) on a visual analogue scale ranging from 0 to 100%.Participants passed the competence test with a mean score of 14.7 (SD 3.0, n = 123) out of 19.5 points. The comparison group of students achieved a mean score of 14.4 (SD 3.3, n = 43). Group-based feedback revealed increases of self confidence, empowerment through EBM methodology and statistical literacy, and acquisition of new concepts of patient information and counselling. Implementation of EBM skills was reported by 84 of the 129 (65%) participants available for follow-up interviews. Barriers included lack of further support, limited possibilities to exchange experiences, and feeling discouraged by negative reactions of health professionals. Training in basic EBM competencies for selected patient and consumer representatives is feasible and accepted and may affect counselling and advocacy activities. Implementation of EBM skills needs support beyond the training course.

An Attempt to Improve Students' Presentation Skills via Course of Graduation Research and its Educational Effects

NASA Astrophysics Data System (ADS)

Yamaguchi, Kenji; Ohtuka, Sigeru; Morita, Shinichi; Matsumoto, Itaru; Yakabe, Masaki; Hayamizu, Yasutaka; Ohtuka, Kouichi

The importance of presentation skills rapidly increases in engineering education in Japan. The authors have applied various teaching-method of presentation skills to the course of graduation research for the fifth-grade students of the mechanical engineering program in Yonago National College of Technology. The lectures including teachers' demonstration and basic skills in presentation have resulted in improvement of students' skills. The meeting for announcing the results of graduation research has been opened to the public in cooperation with the Yonago Chamber of Commerce and Industry to give the students incentives to graduation research as well as presentation. The students have mutually evaluated their presentation to get good opportunities for even self-evaluation. This paper discusses the effects and problems of our educational practice.

Pennsylvania Blue Shield Job Linked Skills Program. Teacher's Manual [and] Technical Manual.

ERIC Educational Resources Information Center

Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.

Two closely related publications from the same project, a Teacher's Manual" and a "Technical Manual", are combined here. These manuals are intended to accompany a work force literacy course designed to meet the basic skills needs of midliterate adults employed or preparing for employment in the health insurance industry.…

Changing Channels: A Guide to Functional Literacy for the Automated Workplace.

ERIC Educational Resources Information Center

Conklin, Nancy Faires; Reder, Stephen

This paper was designed to assist educators and employers as they plan curricula in language and communication skills for students and employees entering, or experiencing a transition to, automated work settings. The strategies presented in this paper may be adaptable to secondary school business skills and basic English courses, pre-employment…

GUIDE FOR COURSE OF STUDY FOR COOK (HOTEL AND RESTAURANT) (ENTRY).

ERIC Educational Resources Information Center

GUNN, VIRLAH

DESIGNED FOR TEACHER USE, THIS GUIDE FOR TRAINING COOKS IN HOTEL AND RESTAURANT OCCUPATIONS AIMS--(1) TO DEVELOP MANIPULATIVE SKILLS, (2) TO DEVELOP UNDERSTANDING OF THE BASIC PRINCIPLES OF SCIENCE, MATHEMATICS, AND RELATED KNOWLEDGE THAT CONDITION THESE SKILLS, (3) TO UNDERSTAND THE ADVANTAGES OF STEADY EMPLOYMENT, (4) TO DEVELOP HIGH STANDARDS…

Fruit and Nut Production. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach the fruit and nut production component of a competency-based horticulture course that is intended to provide students with technical skills and the basic business skills to run a successful operation or be a productive employee. The following topics are covered in the 12…

The Effects of Delivery Skills Instruction on Speech Anxiety.

ERIC Educational Resources Information Center

Neer, Michael R.; Kircher, W. Faye

A study tested a delivery skills method of instruction for reducing public speaking anxiety. Subjects were 59 male and 71 female undergraduates (ranging in age from 17-49) enrolled in a basic public speaking course at a midwestern university during the 1986-87 academic year. The Personal Report of Public Speaking Apprehension (PRPSA) which…

Use of a formal assessment instrument for evaluation of veterinary student surgical skills.

PubMed

Schnabel, Lauren V; Maza, Paul S; Williams, Kimberly M; Irby, Nita L; McDaniel, Carolyn M; Collins, Brian G

2013-05-01

To (1) evaluate the design and use of a global rating scale assessment instrument in veterinary medical education and; (2) examine the effectiveness of 2 surgical techniques courses for improving the surgical skills of veterinary students. Instrument development; observational; survey-based. Students (n = 16) registered for 2 elective surgical techniques courses were enrolled on a volunteer basis. A 5-point global rating scale instrument was designed for the evaluation of 12 basic surgical skills by faculty evaluators and used to obtain student start and end scores during the courses. Upon conclusion of the courses, students completed a survey from which their opinions on their improvement as well as their desire for feedback were obtained. All authors agreed the instrument was easy to use. As groups, 3rd year students, 4th year students, and all students combined had significantly higher total skill scores at the end of the courses compared to the start of the courses. Individually, 10 students (63%) had significant improvement in surgical skills as a result of their participation in the courses: 4 (100%) 3rd year and 6 (50%) 4th year students. Student survey responses revealed a strong desire for feedback as well as support of formal assessment methods. Only weak agreement was found between student opinions on their improvement and the authors' assessment scores. Assessment instruments are useful for (1) student evaluation and (2) for providing students with feedback on their surgical skills. © Copyright 2013 by The American College of Veterinary Surgeons.

Evaluation of the educational impact of the WHO Essential Newborn Care course in Zambia.

PubMed

McClure, E M; Carlo, W A; Wright, L L; Chomba, E; Uxa, F; Lincetto, O; Bann, C

2007-08-01

To evaluate the effectiveness of the World Health Organization (WHO) Essential Newborn Care (ENC) course in improving knowledge and skills of nurse midwives in low-risk delivery clinics in a developing country. The investigators identified the content specifications of the training material, developed both written and performance evaluations and administered the evaluations both before and after training clinical nurse midwives in Zambia. Based on these evaluations, both the knowledge and skills of the nurse midwives improved significantly following the course (from a mean of 65% correct pretraining to 84% correct post-training and from 65% to 77% correct on the performance and written evaluations, respectively). The ENC course written evaluation was validated and both tools allowed evaluation of the ENC course training. We found significant improvements in trainees' knowledge and skills in essential newborn care following the WHO ENC course; however, lack of basic resources may have limited the application of the ENC guidelines. Implementation of the ENC course should be undertaken in consideration with the local conditions available for newborn care.

Filling the Gap: Simulation-based Crisis Resource Management Training for Emergency Medicine Residents.

PubMed

Parsons, Jessica R; Crichlow, Amanda; Ponnuru, Srikala; Shewokis, Patricia A; Goswami, Varsha; Griswold, Sharon

2018-01-01

In today's team-oriented healthcare environment, high-quality patient care requires physicians to possess not only medical knowledge and technical skills but also crisis resource management (CRM) skills. In emergency medicine (EM), the high acuity and dynamic environment makes CRM skills of physicians particularly critical to healthcare team success. The Accreditation Council of Graduate Medicine Education Core Competencies that guide residency program curriculums include CRM skills; however, EM residency programs are not given specific instructions as to how to teach these skills to their trainees. This article describes a simulation-based CRM course designed specifically for novice EM residents. The CRM course includes an introductory didactic presentation followed by a series of simulation scenarios and structured debriefs. The course is designed to use observational learning within simulation education to decrease the time and resources required for implementation. To assess the effectiveness in improving team CRM skills, two independent raters use a validated CRM global rating scale to measure the CRM skills displayed by teams of EM interns in a pretest and posttest during the course. The CRM course improved leadership, problem solving, communication, situational awareness, teamwork, resource utilization and overall CRM skills displayed by teams of EM interns. While the improvement from pretest to posttest did not reach statistical significance for this pilot study, the large effect sizes suggest that statistical significance may be achieved with a larger sample size. This course can feasibly be incorporated into existing EM residency curriculums to provide EM trainees with basic CRM skills required of successful emergency physicians. We believe integrating CRM training early into existing EM education encourages continued deliberate practice, discussion, and improvement of essential CRM skills.

Voluntary attendance of small-group brainstorming tutoring courses intensify new clerk's "excellence in clinical care": a pilot study.

PubMed

Yang, Ling-Yu; Huang, Chia-Chang; Hsu, Hui-Chi; Yang, Ying-Ying; Chang, Ching-Chi; Chuang, Chiao-Lin; Lee, Wei-Shin; Liang, Jen-Feng; Cheng, Hao Min; Huang, Chin-Chou; Lee, Fa-Yauh; Ho, Shung-Tai; Kirby, Ralph

2017-01-06

Clerkship provides a unique way of transferring the knowledge and skills gathered during medical school's curriculum into real-ward clinical care environment. The annual program evaluation has indicated that the training of clerks in diagnostic and clinical reasoning skills needed to be enhanced. Recently, "clinical excellence" program have been promoted in our institution to augment the excellence in clinical care of new clerks. Current study aims to evaluate whether this pilot program improve the "clinical excellence" of new clerks. In a pilot study, groups of new clerks in years 2013 and 2014 voluntarily attended either a small-group brainstorming course or a didactic classroom tutoring courses as part of their 3-month internal medicine clinical rotation block. A third group of new clerks did not join either of the above courses and this group served as the control group. Pre-block/post-block self-assessment and post-block 5-station mini-Objective Subjective Clinical Examinations (OSCEs) were used to evaluate the effectiveness of these two additional courses that trained diagnostic and clinical reasoning skills. Overtime, the percentages of new clerks that attended voluntarily either the small-group brainstorming or classroom tutoring courses were increased. Higher post-block self-assessed diagnostic and clinical reasoning skill scores were found among individuals who attended the small-group brainstorming courses compared to either the didactic group or the control group. In a corresponding manner, the small-group brainstorming group obtained higher summary OSCE diag and OSCE reason scores than either the didactic group or control group. For all basic images/laboratory OSCE stations, the individual diagnostic skill (OSCE diag ) scores of the small-group brainstorming group were higher than those of the didactic group. By way of contrast, only the clinical reasoning skill (OSCE reason ) scores of the basic electrocardiogram and complete blood count + biochemistry OSCE station of thesmall-group brainstorming group were higher than those of the didactic group. Among the small-group brainstorming group, clerks with higher cumulative learning hours (>30-h) had significant higher OSCE diag and OSCE reason scores (>400) than those with less cumulative learning hours. Our pilot study provides a successful example of the use of a small-group tutoring courses for augmenting the diagnostic and clinical reasoning skills of new clerks. The positive results obtained during the initial 2-year long pilot "clinical excellence" program have encouraged the formal implementation of this course as part of the clerkship curriculum.

Military Curriculum Materials for Vocational and Technical Education. Drainage, 3-5.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This individualized, self-paced course for independent study in water drainage was adapted from military curriculum materials for use in vocational education. The course provides basic information for the design of simple drainage structures for roads and airfields. Some job skills included are designing and constructing ditches and culverts;…

Evaluating Reactions and Transfer of Skills from Blackboard Training

ERIC Educational Resources Information Center

Martin, Florence; Brooks, Robin Freeman; Gayford, Matthew C.; Hall, Herman A., IV; Whitfield, Kimberly Y.

2011-01-01

This article describes the methods that were used to evaluate the "Blackboard Basics" and "Teaching in Blackboard" courses that are currently being offered by the Office of e-Learning at a southeastern university in the United States. This report includes a description of the background of this course, the purpose of the…

Locating Asian Materials in the Meramec Library. Asian Studies Module.

ERIC Educational Resources Information Center

Finkelston, Candy

This curriculum guide introduces the different components of a library science course which provides students with the basic skills to search Asian sources and materials. The first part of the curriculum guide discusses the student objectives of the course, which is designed to provide students with expanded knowledge of searching CD-ROM programs…

Stair Types and Mathematics, Carpentry: 901896.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The curriculum guide outlines a course for grades 11 and 12 designed to provide instruction in the layout and construction of various types of stairs. Students completing the course will be expected to have skills and knowledge of building construction plans, concrete forms, walls, roofs and doors, in addition to a basic knowledge of mathematics…

Automotive Fuel and Carburetor; Automotive Mechanics 3: 9047.01.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This document presents an outline for a 135-hour course designed to help students become employable with the skills, knowledge, attitudes, and values necessary for performing the required services of the automotive fuel and carburetor systems mechanic. The course is an introduction to the automobile fuel and carburetion systems. Basic manipulative…

Basic Gas Welding; Welding 3: 9947.01.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The 135 hour course is designed to help the student become proficient in the technical and manipulative skills necessary to enter the various fields of industry and manufacturing. The necessary requirement for entering this course is the desire to use the acquired ability as a trade, in conjunction with another trade, or as background material for…

Curriculum Project: Intercultural Communication. Fulbright-Hays Summer Seminars Abroad Program, 2000 (Egypt and Israel).

ERIC Educational Resources Information Center

Yu, Yanmin

As the world becomes more global, communicating with people from other cultures becomes a necessity. The cultural mix challenges individuals to improve their knowledge and skills in intercultural communication. This course proposal describes a 3-credit course designed to introduce students to the basic concepts, theories, and practices of…

Career Orientation. Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This course content guide was developed in accordance with the Standards for Accreditation of Public Schools adopted by the Arkansas State Board of Education. The guide is offered as a framework upon which a curriculum can be built. The content guide identifies skills at three instructional levels: basic, developmental, and extensions. The basic…

Home Economics. Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This course content guide was developed in accordance with the Standards for Accreditation of Public Schools adopted by the Arkansas State Board of Education. The guide is offered as a framework upon which a curriculum can be built. Within each subject area, the content guide identifies skills at three instructional levels: basic, developmental,…

Building Trades II.

ERIC Educational Resources Information Center

Hamlin, Larry

This packet contains a curriculum guide, a set of lesson plans, a student manual, and a competency test packet for the Building Trades II course, the second year of a 2-year, 2-unit (350 hour) preemployment program for students in grades 11-12. This technical course is designed to develop the basic skills associated with builders. An additional…

A Curriculum Model: Engineering Design Graphics Course Updates Based on Industrial and Academic Institution Requirements

ERIC Educational Resources Information Center

Meznarich, R. A.; Shava, R. C.; Lightner, S. L.

2009-01-01

Engineering design graphics courses taught in colleges or universities should provide and equip students preparing for employment with the basic occupational graphics skill competences required by engineering and technology disciplines. Academic institutions should introduce and include topics that cover the newer and more efficient graphics…

Transistor Radio Receivers; Radio and Television Service, Intermediate: 9785.04.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course outlined is one of the required courses in the Radio and Television Service Curriculum. Mastery of the skills in Basic Radio Circuits and Vacuum Tube AM Troubleshooting (9785.03) is a prerequisite. Eight blocks of instruction are divided into several units each. The instruction blocks are: orientation, fundamentals of transistor…

Health Occupations. Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This course content guide was developed in accordance with the Standards for Accreditation of Public Schools adopted by the Arkansas State Board of Education. The guide is offered as a framework upon which a curriculum can be built. Within each subject area the content guide identifies skills at three instructional levels: basic, developmental,…

Environmental Resource Management Issues in Agronomy: A Lecture/Laboratory Course

ERIC Educational Resources Information Center

Munn, D. A.

2004-01-01

Environmental Sciences Technology T272 is a course with a laboratory addressing problems in soil and water quality and organic wastes utilization to serve students from associate degree programs in laboratory science and environmental resources management at a 2-year technical college. Goals are to build basic lab skills and understand the role…

Computer Communications and Operations--Intermediate, Data Processing Technology: 8025.21.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The following course outline is a guide which presents students with the basic programing and operation concepts for developing the skills necessary to become proficient in the area of computer communications and operation. The student must have met the objectives of Introduction to Computer Programming prior to enrollment in this course. The…

Use of an Automatic Problem Generator to Teach Basic Skills in a First Course in Assembly Language.

ERIC Educational Resources Information Center

Benander, Alan; And Others

1989-01-01

Discussion of the use of computer aided instruction (CAI) and instructional software in college level courses highlights an automatic problem generator, AUTOGEN, that was written for computer science students learning assembly language. Design of the software is explained, and student responses are reported. (nine references) (LRW)

Learning in Context: Preparing Latino Workers for Careers and Continuing Education

ERIC Educational Resources Information Center

Moore, Elizabeth; Oppenheim, Emma

2010-01-01

Adult education services, including education for those lacking basic literacy and numeracy, preparation for the high school equivalency diploma, and English-as-a-second-language courses, play a crucial role in bridging the basic skills gap for Latinos and other workers with limited formal education and training. With recent policy and program…

Calculus ABCs: A Gateway for Freshman Calculus

ERIC Educational Resources Information Center

Fulton, Scott R.

2003-01-01

This paper describes a gateway testing program designed to ensure that students acquire basic skills in freshman calculus. Students must demonstrate they have mastered standards for "Absolutely Basic Competency"--the Calculus ABCs--in order to pass the course with a grade of C or better. We describe the background, standards, and testing program.…

Effluent-Monitoring Procedures: Basic Laboratory Skills. Student Reference Manual.

ERIC Educational Resources Information Center

Engel, William T.; And Others

This is one of several short-term courses developed to assist in the training of waste water treatment plant operational personnel in the tests, measurements, and report preparation required for compliance with their NPDES Permits. This Student Reference Manual provides a review of basic mathematics as it applies to the chemical laboratory. The…

Basic Mathematics Machine Calculator Course.

ERIC Educational Resources Information Center

Windsor Public Schools, CT.

This series of four text-workbooks was designed for tenth grade mathematics students who have exhibited lack of problem-solving skills. Electric desk calculators are to be used with the text. In the first five chapters of the series, students learn how to use the machine while reviewing basic operations with whole numbers, decimals, fractions, and…

Play Therapy: Basics and Beyond. Second Edition

ERIC Educational Resources Information Center

Kottman, Terry

2011-01-01

Written for use in play therapy and child counseling courses, this extraordinarily practical text provides a detailed examination of basic and advanced play therapy concepts and skills and guidance on when and how to use them. Kottman's multitheoretical approach and wealth of explicit techniques are also helpful for clinicians who want to gain…

A Concept Transformation Learning Model for Architectural Design Learning Process

ERIC Educational Resources Information Center

Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming

2016-01-01

Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to…

Results of Studying Astronomy Students’ Science Literacy, Quantitative Literacy, and Information Literacy

NASA Astrophysics Data System (ADS)

Buxner, Sanlyn; Impey, Chris David; Follette, Katherine B.; Dokter, Erin F.; McCarthy, Don; Vezino, Beau; Formanek, Martin; Romine, James M.; Brock, Laci; Neiberding, Megan; Prather, Edward E.

2017-01-01

Introductory astronomy courses often serve as terminal science courses for non-science majors and present an opportunity to assess non future scientists’ attitudes towards science as well as basic scientific knowledge and scientific analysis skills that may remain unchanged after college. Through a series of studies, we have been able to evaluate students’ basic science knowledge, attitudes towards science, quantitative literacy, and informational literacy. In the Fall of 2015, we conducted a case study of a single class administering all relevant surveys to an undergraduate class of 20 students. We will present our analysis of trends of each of these studies as well as the comparison case study. In general we have found that students basic scientific knowledge has remained stable over the past quarter century. In all of our studies, there is a strong relationship between student attitudes and their science and quantitative knowledge and skills. Additionally, students’ information literacy is strongly connected to their attitudes and basic scientific knowledge. We are currently expanding these studies to include new audiences and will discuss the implications of our findings for instructors.

Promoting Inter-Agency Readiness through Standardized Training and Education of Front Line Responders

DTIC Science & Technology

2011-09-01

Management (Regular Basic Course Training Specifications, 2010). It synthesizes the knowledge , skills, and abilities necessary to interdict a terrorist...way of recognizing emergency managers for the work that they do and it certifies them for their knowledge , skills, and abilities. This certification... the same to provide a foundation that supports continuous output and feedback specific to knowledge , skills, and procedures. New York DCJS manages

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

PubMed

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

2013-01-01

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

Implementing online quantitative support modules in an intermediate-level course

NASA Astrophysics Data System (ADS)

Daly, J.

2011-12-01

While instructors typically anticipate that students in introductory geology courses enter a class with a wide range of quantitative ability, we often overlook the fact that this may also be true in upper-level courses. Some students are drawn to the subject and experience success in early courses with an emphasis on descriptive geology, then experience frustration and disappointment in mid- and upper-level courses that are more quantitative. To bolster student confidence in quantitative skills and enhance their performance in an upper-level course, I implemented several modules from The Math You Need (TMYN) online resource with a 200-level geomorphology class. Student facility with basic quantitative skills (rearranging equations, manipulating units, and graphing) was assessed with an online pre- and post-test. During the semester, modules were assigned to complement existing course activities (for example, the module on manipulating units was assigned prior to a lab on measurement of channel area and water velocity, then calculation of discharge). The implementation was designed to be a concise review of relevant skills for students with higher confidence in their quantitative abilities, and to provide a self-paced opportunity for students with less quantitative facility to build skills. This course already includes a strong emphasis on quantitative data collection, analysis, and presentation; in the past, student performance in the course has been strongly influenced by their individual quantitative ability. I anticipate that giving students the opportunity to improve mastery of fundamental quantitative skills will improve their performance on higher-stakes assignments and exams, and will enhance their sense of accomplishment in the course.

Aircraft Ground Operation, Servicing, Fluid Lines and Fittings, Mechanics Privileges and Limitations, and Maintenance Publications, Forms and Records (Course Outline), Aviation Mechanics 1 (Power and Frame): 9073.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course outline consists of five instructional blocks of several units each: (1) Aircraft Ground Operation and Servicing; (2) Fluid Lines and Fittings; (3) Mechanics Requirements, Privileges and Limitations; (4) Maintenance Publications; and, (5) Maintenance forms and Records. It is a basic course of knowledge and skills necessary to any…

Beyond Remediation: Monitoring Progress and Promoting Success.

ERIC Educational Resources Information Center

Pudelka, Pam; Macha, Becky

The Texas Academic Skills Program (TASP), enacted into law in the fall of 1989, was designed to insure that public college students in Texas would have the basic skills necessary to perform in college-level courses. The TASP law requires that students be tested prior to completing 9 or 15 semester hours of college-level work. The law also requires…

Everyday Observations: Developing a Sociological Perspective through a Portfolio Term Project

ERIC Educational Resources Information Center

Johnson, David R.; Renzulli, Linda; Bunch, Jackson; Paino, Maria

2013-01-01

We describe a semester-long active learning project in which students practice the skills of synthesis and analysis by developing portfolios organized around a topic of their own choosing (relevant to their substantive course). We build on prior contributions in four ways. First, we offer a project that is indicative of basic skills in the…

Reading and Readability Affect on E-Learning Success in a Fortune 100 Company: A Correlational Study

ERIC Educational Resources Information Center

Finnegan, Denis Michael Thomas

2010-01-01

The purpose of this quantitative correlational study was to examine the relationship between employees' reading skills, E-learning readability, student learning, and student satisfaction. The Tests of Adult Basic Education (TABE) form 10 Level A instrument evaluated student-reading skills. The Flesch-Kincaid Grade Level Index course assessed…

Achieving Ambitious Goals: Case Studies of Scaling-Up Programs for Advancing Low-Skilled Adults

ERIC Educational Resources Information Center

Endel, Barbara; Anderson, Nate

2011-01-01

A college credential is essential for individuals seeking to earn family-supporting wages. However, over 90 million Americans face considerable barriers in obtaining the basic academic skills necessary to enroll in college-level courses. Research, combined with the challenges experienced daily by those in the workforce development field, has led…

Experiences in Digital Circuit Design Courses: A Self-Study Platform for Learning Support

ERIC Educational Resources Information Center

Bañeres, David; Clarisó, Robert; Jorba, Josep; Serra, Montse

2014-01-01

The synthesis of digital circuits is a basic skill in all the bachelor programmes around the ICT area of knowledge, such as Computer Science, Telecommunication Engineering or Electrical Engineering. An important hindrance in the learning process of this skill is that the existing educational tools for the design of circuits do not allow the…

A Qualitative Assessment of Human Cadavers Embalmed by Thiel's Method Used in Laparoscopic Training for Renal Resection

ERIC Educational Resources Information Center

Rai, Bhavan Prasad; Tang, Benjie; Eisma, Roos; Soames, Roger W.; Wen, Haitao; Nabi, Ghulam

2012-01-01

Human cadaveric tissue is the fundamental substrate for basic anatomic and surgical skills training. A qualitative assessment of the use of human cadavers preserved by Thiel's method for a British Association of Urological Surgeons--approved, advanced laparoscopic renal resection skills training course is described in the present study. Four…

Resource Book for Vocational Programs for Mentally Handicapped Adults. Bussing/Pot Washing and Garden Assistant Courses.

ERIC Educational Resources Information Center

Jensen, Delores

This curriculum was prepared to help teachers of mentally handicapped adults teach basic work skills and skills for bussing/pot washing or gardening assistant's jobs. The first sections of the curriculum guide cover the curriculum features, admission requirements, the pre-employment component, communications, personal care, number concepts, and…

Is it time for integration of surgical skills simulation into the United Kingdom undergraduate medical curriculum? A perspective from King's College London School of Medicine.

PubMed

Hamaoui, Karim; Sadideen, Hazim; Saadeddin, Munir; Onida, Sarah; Hoey, Andrew W; Rees, John

2013-01-01

Changes in undergraduate medical curricula, combined with reforms in postgraduate education, have training implications for surgical skills acquisition in a climate of reduced clinical exposure. Confidence and prior experience influences the educational impact of learning. Currently there is no basic surgical skills (BSS) programme integrated into undergraduate curricula in the United Kingdom. We explored the role of a dedicated BSS programme for undergraduates in improving confidence and influencing careers in King's College London School of Medicine, and the programme was evaluated. A programme was designed in-line with the established Royal College of Surgeons course. Undergraduates were taught four key skills over four weeks: knot-tying, basic-suturing, tying-at-depth and chest-drain insertion, using low-fidelity bench-top models. A Likert-style questionnaire was designed to determine educational value and influence on career choice. Qualitative data was collected. Only 29% and 42% of students had undertaken previous practice in knot-tying and basic suturing, respectively. 96% agreed that skills exposure prior to starting surgical rotations was essential and felt a dedicated course would augment undergraduate training. There was a significant increase in confidence in the practice and knowledge of all skills taught (p<0.01), with a greater motivation to be actively involved in the surgical firm and theatres. A simple, structured BSS programme can increase the confidence and motivation of students. Early surgical skills targeting is valuable for students entering surgical, related allied, and even traditionally non-surgical specialties such as general practice. Such experience can increase the confidence of future junior doctors and trainees. We advocate the introduction of a BSS programme into United Kingdom undergraduate curricula.

Is it time for integration of surgical skills simulation into the United Kingdom undergraduate medical curriculum? A perspective from King’s College London School of Medicine

PubMed Central

2013-01-01

Purpose: Changes in undergraduate medical curricula, combined with reforms in postgraduate education, have training implications for surgical skills acquisition in a climate of reduced clinical exposure. Confidence and prior experience influences the educational impact of learning. Currently there is no basic surgical skills (BSS) programme integrated into undergraduate curricula in the United Kingdom. We explored the role of a dedicated BSS programme for undergraduates in improving confidence and influencing careers in King’s College London School of Medicine, and the programme was evaluated. Methods: A programme was designed in-line with the established Royal College of Surgeons course. Undergraduates were taught four key skills over four weeks: knot-tying, basic-suturing, tying-at-depth and chest-drain insertion, using low-fidelity bench-top models. A Likert-style questionnaire was designed to determine educational value and influence on career choice. Qualitative data was collected. Results: Only 29% and 42% of students had undertaken previous practice in knot-tying and basic suturing, respectively. 96% agreed that skills exposure prior to starting surgical rotations was essential and felt a dedicated course would augment undergraduate training. There was a significant increase in confidence in the practice and knowledge of all skills taught (p<0.01), with a greater motivation to be actively involved in the surgical firm and theatres. Conclusion: A simple, structured BSS programme can increase the confidence and motivation of students. Early surgical skills targeting is valuable for students entering surgical, related allied, and even traditionally non-surgical specialties such as general practice. Such experience can increase the confidence of future junior doctors and trainees. We advocate the introduction of a BSS programme into United Kingdom undergraduate curricula. PMID:24498471

Improving quantitative skills in introductory geoscience courses at a four-year public institution using online math modules

NASA Astrophysics Data System (ADS)

Gordon, E. S.

2011-12-01

Fitchburg State University has a diverse student population comprised largely of students traditionally underrepresented in higher education, including first-generation, low-income, and/or students with disabilities. Approximately half of our incoming students require developmental math coursework, but often enroll in science classes prior to completing those courses. Since our introductory geoscience courses (Oceanography, Meteorology, Geology, Earth Systems Science) do not have prerequisites, many students who take them lack basic math skills, but are taking these courses alongside science majors. In order to provide supplemental math instruction without sacrificing time for content, "The Math You Need, When You Need It (TMYN), a set of online math tutorials placed in a geoscience context, will be implemented in three of our introductory courses (Oceanography, Meteorology, and Earth Systems Science) during Fall, 2011. Students will complete 5-6 modules asynchronously, the topics of which include graphing skills, calculating rates, unit conversions, and rearranging equations. Assessment of quantitative skills will be tracked with students' pre- and post-test results, as well as individual module quiz scores. In addition, student assessment results from Oceanography will be compared to student data from Academic Year 2010-11, during which quantitative skills were evaluated with pre- and post-test questions, but students did not receive online supplemental instruction.

Evaluation of a Short-term Training Program in Bedside Emergency Ultrasound in Southwestern Tanzania.

PubMed

Shaffer, Mark; Brown, Heather A; McCoy, Chloé; Bashaka, Prosper

2017-03-01

To evaluate the effect of a short-term training program in emergency ultrasound on physician skills and attitudes in southwestern Tanzania. Eight registrar physicians at Mbeya Zonal Referral Hospital (Mbeya, Tanzania) underwent a 5-day course in bedside emergency ultrasound, focusing primarily on the focused assessment with sonography for trauma examination, including didactic sessions, practical sessions, and on-job training. The impact on ultrasound knowledge was assessed by pretest and posttest evaluations. Provider skill was evaluated by a standardized observed simulated patient encounter. Attitudes toward ultrasound training, utility, and self-confidence were assessed by a post-training questionnaire. All 8 physicians who began the training completed the course and successfully passed their objective structured clinical examination. There was a statistically significant improvement in written ultrasound test scores from 31% to 66% (P < .01) after the course. Most trainees felt confident performing and interpreting a basic focused assessment with sonography for trauma examination at the end of the course, and 7 of 8 stated that they would consider paying tuition for similar courses in the future. Main concerns with the course revolved around insufficient time dedicated to practicing under supervision. Registrar physicians in Tanzania can effectively learn basic emergency ultrasound skills in a short-term training program. Similar future programs may consider heavier emphasis on practical hands-on training with experts. Ongoing data collection is required to understand the true impact of such training on long-term ultrasound use and patient outcomes. © 2017 by the American Institute of Ultrasound in Medicine.

Life support course for nurses in Singapore.

PubMed

Heng, W J K; Seow, E; Tham, K Y

2011-08-01

Nurses are usually the first caregivers for cardiac arrest patients in an in-hospital environment, and subsequently partner with doctors in the further resuscitation of patients. The skills of basic life support are crucial for their practice. The Advanced Cardiac Life Support programme is traditionally geared toward training of medical staff in advanced resuscitation skills. The need for a bridging course that focuses on the knowledge and skills required by nurses to become effective members of the resuscitation team has resulted in the creation of the Life Support Course for Nurses (LSCN) in Singapore. The components of the LSCN programme have evolved over the years, taking into consideration the modifications to resuscitation guidelines. The LSCN programme is gradually including a larger proportion of nurses in the emergency and critical care environments as well as those in the general ward.

Development and evaluation of an intermediate-level elective course on medical Spanish for pharmacy students.

PubMed

Mueller, Robert

The Spanish-speaking population in the United States is increasing rapidly, and there is a need for additional educational efforts, beyond teaching basic medical Spanish terminology, to increase the number of Spanish-speaking pharmacists able to provide culturally appropriate care to this patient population. This article describes the development and evaluation of an intermediate-level elective course where students integrated pharmacy practice skills with Spanish-language skills and cultural competency. Educational Activity and Setting: Medical Spanish for Pharmacists was developed as a two-credit elective course for pharmacy students in their third-professional-year who possessed a certain level of Spanish language competence. The course was designed so that students would combine patient care skills such as obtaining a medication list and providing patient education, and pharmacotherapy knowledge previously learned in the curriculum, along with Spanish-language skills, and apply them to simulated Spanish-speaking patients. Elements to promote cultural competency were integrated throughout the course through a variety of methods, including a service learning activity. Successful attainment of course goals and objectives were demonstrated through quizzes, assignments, examinations, and an objective structured clinical examination (OSCE). Based on these course assessments, students performed well during both offerings of the course. While the class cohort size was small in the two offerings of the course, the Medical Spanish for Pharmacists elective may still serve as an example for other pharmacy programs as an innovative approach in combining Spanish language, specific pharmacy skills, cultural competency, and service learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Problem-based learning on quantitative analytical chemistry course

NASA Astrophysics Data System (ADS)

Fitri, Noor

2017-12-01

This research applies problem-based learning method on chemical quantitative analytical chemistry, so called as "Analytical Chemistry II" course, especially related to essential oil analysis. The learning outcomes of this course include aspects of understanding of lectures, the skills of applying course materials, and the ability to identify, formulate and solve chemical analysis problems. The role of study groups is quite important in improving students' learning ability and in completing independent tasks and group tasks. Thus, students are not only aware of the basic concepts of Analytical Chemistry II, but also able to understand and apply analytical concepts that have been studied to solve given analytical chemistry problems, and have the attitude and ability to work together to solve the problems. Based on the learning outcome, it can be concluded that the problem-based learning method in Analytical Chemistry II course has been proven to improve students' knowledge, skill, ability and attitude. Students are not only skilled at solving problems in analytical chemistry especially in essential oil analysis in accordance with local genius of Chemistry Department, Universitas Islam Indonesia, but also have skilled work with computer program and able to understand material and problem in English.

Results from the Data & Democracy initiative to enhance community-based organization data and research capacity.

PubMed

Carroll-Scott, Amy; Toy, Peggy; Wyn, Roberta; Zane, Jazmin I; Wallace, Steven P

2012-07-01

In an era of community-based participatory research and increased expectations for evidence-based practice, we evaluated an initiative designed to increase community-based organizations' data and research capacity through a 3-day train-the-trainer course on community health assessments. We employed a mixed method pre-post course evaluation design. Various data sources collected from 171 participants captured individual and organizational characteristics and pre-post course self-efficacy on 19 core skills, as well as behavior change 1 year later among a subsample of participants. Before the course, participants reported limited previous experience with data and low self-efficacy in basic research skills. Immediately after the course, participants demonstrated statistically significant increases in data and research self-efficacy. The subsample reported application of community assessment skills to their work and increased use of data 1 year later. Results suggest that an intensive, short-term training program can achieve large immediate gains in data and research self-efficacy in community-based organization staff. In addition, they demonstrate initial evidence of longer-term behavior change related to use of data and research skills to support their community work.

Results From the Data & Democracy Initiative to Enhance Community-Based Organization Data and Research Capacity

PubMed Central

Carroll-Scott, Amy; Toy, Peggy; Wyn, Roberta; Zane, Jazmin I.; Wallace, Steven P.

2012-01-01

Objectives. In an era of community-based participatory research and increased expectations for evidence-based practice, we evaluated an initiative designed to increase community-based organizations’ data and research capacity through a 3-day train-the-trainer course on community health assessments. Methods. We employed a mixed method pre–post course evaluation design. Various data sources collected from 171 participants captured individual and organizational characteristics and pre–post course self-efficacy on 19 core skills, as well as behavior change 1 year later among a subsample of participants. Results. Before the course, participants reported limited previous experience with data and low self-efficacy in basic research skills. Immediately after the course, participants demonstrated statistically significant increases in data and research self-efficacy. The subsample reported application of community assessment skills to their work and increased use of data 1 year later. Conclusions. Results suggest that an intensive, short-term training program can achieve large immediate gains in data and research self-efficacy in community-based organization staff. In addition, they demonstrate initial evidence of longer-term behavior change related to use of data and research skills to support their community work. PMID:22594748

Assessing Cognitive Learning of Analytical Problem Solving

NASA Astrophysics Data System (ADS)

Billionniere, Elodie V.

Introductory programming courses, also known as CS1, have a specific set of expected outcomes related to the learning of the most basic and essential computational concepts in computer science (CS). However, two of the most often heard complaints in such courses are that (1) they are divorced from the reality of application and (2) they make the learning of the basic concepts tedious. The concepts introduced in CS1 courses are highly abstract and not easily comprehensible. In general, the difficulty is intrinsic to the field of computing, often described as "too mathematical or too abstract." This dissertation presents a small-scale mixed method study conducted during the fall 2009 semester of CS1 courses at Arizona State University. This study explored and assessed students' comprehension of three core computational concepts---abstraction, arrays of objects, and inheritance---in both algorithm design and problem solving. Through this investigation students' profiles were categorized based on their scores and based on their mistakes categorized into instances of five computational thinking concepts: abstraction, algorithm, scalability, linguistics, and reasoning. It was shown that even though the notion of computational thinking is not explicit in the curriculum, participants possessed and/or developed this skill through the learning and application of the CS1 core concepts. Furthermore, problem-solving experiences had a direct impact on participants' knowledge skills, explanation skills, and confidence. Implications for teaching CS1 and for future research are also considered.

Evasive and Emergency Curriculum for Driver Education.

ERIC Educational Resources Information Center

1976

An advanced course to increase the student's driving ability and knowledge of the automobile is presented in this curriculum guide for use by high school driver education instructors. The course is designed for students who have been driving for 6 to 12 months or who have mastered basic driving skills. Focus is on advanced driving techniques,…

Graphic Arts: Process Camera, Stripping, and Platemaking. Fourth Edition. Teacher Edition [and] Student Edition.

ERIC Educational Resources Information Center

Multistate Academic and Vocational Curriculum Consortium, Stillwater, OK.

This publication contains both a teacher edition and a student edition of materials for a course in graphic arts that covers the process camera, stripping, and platemaking. The course introduces basic concepts and skills necessary for entry-level employment in a graphic communication occupation. The contents of the materials are tied to measurable…

The Effects of Peer Tutoring on the Aural Skills Performance of Undergraduate Music Majors

ERIC Educational Resources Information Center

Furby, Victoria J.

2016-01-01

As workloads of faculty and staff increase in higher education, it seems important for new learning opportunities to be devised to improve individual progress through basic musicianship courses. Many university music departments rely on in-class instruction and individual work sessions with the instructors of these courses to enhance student…

Presentation Skills. P.R.I.D.E. People Retraining for Industry Excellence.

ERIC Educational Resources Information Center

Burt, Lorna

This guide, part of a series of workplace-developed materials for retraining factory workers, provides teaching materials for a workplace communication and public speaking course. The course is a review of basic speech concepts focused on helping participants to be comfortable in class discussions and speaking in front of an audience. Topics…

Instructional Strategies for Online Introductory College Physics Based on Learning Styles

ERIC Educational Resources Information Center

Ekwue, Eleazer U.

2013-01-01

The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the…

Carpentry I, 3-8A. Military Curriculum Materials for Vocational and Technical Education.

ERIC Educational Resources Information Center

Army Engineer School, Fort Belvoir, VA.

This individualized, self-paced correspondence course in carpentry has been adapted from military curriculum materials for use in vocational and technical education programs. This first volume of a two-volume set is designed to present the theory portion of carpentry and basic skills. The Carpentry I course contains four lessons. Lesson l, Job…

In Search of Ernest Hemingway: A Model for Teaching a Literature Seminar.

ERIC Educational Resources Information Center

Workman, Brooke

Intended for use every day for a semester, this secondary seminar handbook provides a schedule, lesson plans, materials for classroom distribution, and a bibliography for a course designed to teach critical reading and basic writing skills through an in-depth study of Ernest Hemingway. Because the course requires that students write seven position…

The Effect of Practice on the Basic Mechanics of Editorial Design.

ERIC Educational Resources Information Center

Hill, Donald E.

A study examined whether student performance in some of the basic skills of editorial design would improve with practice. Subjects, 67 college juniors enrolled in an introductory course in graphic communication, were divided into four groups: male, female, students with ACT scores in mathematics of 14 or below, and students with ACT scores in…

The Academic I-BEST: A Model for Precollege Student Success in College Transfer Programs

ERIC Educational Resources Information Center

Emory, Doug; Raymond, Linda; Lee, Karen; Twohy, Sean

2016-01-01

Beginning in 2011, Lake Washington Institute of Technology initiated an I-BEST (Integrated Basic Education and Skills Training) program designed to allow upper-level basic education students to directly enter academic courses required by college transfer degrees. This program, the Academic I-BEST, represents one of the earliest examples of the…

Effectiveness of Basic Life Support Training for Middle School Students.

PubMed

Aloush, Sami; Tubaishat, Ahmad; ALBashtawy, Mohammed; Suliman, Mohammad; Alrimawi, Intima; Al Sabah, Ashraf; Banikhaled, Yousef

2018-01-01

Bystander cardiopulmonary resuscitation improves survival after out-of-hospital cardiac arrest. This study aimed to assess the effectiveness of a basic life support (BLS) educational course given to 110 middle school children, using a pretest posttest design. In the pretest, students were asked to demonstrate BLS on a manikin to simulate a real-life scenario. After the pretest, a BLS training course of two sessions was provided, followed by posttest on the same manikin. Students were assessed using an observational sheet based on the American Heart Association's BLS guidelines. In the pretest, students showed significant weakness in the majority of guidelines. In the posttest, they demonstrated significant improvement in their BLS skills. BLS training in the middle school was effective, considering the lack of previous skills. It is recommended that BLS education be compulsory in the school setting.

Self-regulated learning and science achievement in a community college

NASA Astrophysics Data System (ADS)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement, accounting for roughly one-third of the variance. The basic skills assessments and self-regulated learning were not significant predictors. English and reading assessments were more highly significant predictors in the biology than in the physical science groups, while math assessment was not related to science achievement.

Basic guidelines to introduce electric circuit simulation software in a general physics course

NASA Astrophysics Data System (ADS)

Moya, A. A.

2018-05-01

The introduction of electric circuit simulation software for undergraduate students in a general physics course is proposed in order to contribute to the constructive learning of electric circuit theory. This work focuses on the lab exercises based on dc, transient and ac analysis in electric circuits found in introductory physics courses, and shows how students can use the simulation software to do simple activities associated with a lab exercise itself and with related topics. By introducing electric circuit simulation programs in a general physics course as a brief activitiy complementing lab exercise, students develop basic skills in using simulation software, improve their knowledge on the topology of electric circuits and perceive that the technology contributes to their learning, all without reducing the time spent on the actual content of the course.

A major trauma course based on posters, audio-guides and simulation improves the management skills of medical students: Evaluation via medical simulator.

PubMed

Cuisinier, Adrien; Schilte, Clotilde; Declety, Philippe; Picard, Julien; Berger, Karine; Bouzat, Pierre; Falcon, Dominique; Bosson, Jean Luc; Payen, Jean-François; Albaladejo, Pierre

2015-12-01

Medical competence requires the acquisition of theoretical knowledge and technical skills. Severe trauma management teaching is poorly developed during internship. Nevertheless, the basics of major trauma management should be acquired by every future physician. For this reason, the major trauma course (MTC), an educational course in major traumatology, has been developed for medical students. Our objective was to evaluate, via a high fidelity medical simulator, the impact of the MTC on medical student skills concerning major trauma management. The MTC contains 3 teaching modalities: posters with associated audio-guides, a procedural workshop on airway management and a teaching session using a medical simulator. Skills evaluation was performed 1 month before (step 1) and 1 month after (step 3) the MTC (step 2). Nineteen students were individually evaluated on 2 different major trauma scenarios. The primary endpoint was the difference between steps 1 and 3, in a combined score evaluating: admission, equipment, monitoring and safety (skill set 1) and systematic clinical examinations (skill set 2). After the course, the combined primary outcome score improved by 47% (P<0.01). Scenario choice or the order of use had no significant influence on the skill set evaluations. This study shows improvement in student skills for major trauma management, which we attribute mainly to the major trauma course developed in our institution. Copyright © 2015 Société française d’anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

34 CFR 645.14 - What additional services do Veterans Upward Bound projects provide?

Code of Federal Regulations, 2010 CFR

2010-07-01

... basic skills development in those academic subjects required for successful completion of a high school... refresher courses for veterans who are high school graduates but who have delayed pursuing postsecondary...

Development of Interactive Computer Programs To Help Students Transfer Basic Skills to College Level Science and Behavioral Science Courses.

ERIC Educational Resources Information Center

Mikulecky, Larry

Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts,…

Developing the Oral Skill in Online English Courses Framed by the Community of Inquiry

ERIC Educational Resources Information Center

Herrera Díaz, Luz Edith; González Miy, Darlene

2017-01-01

Over the last decade, the community of inquiry framework has proved successful for online learning experiences in diverse disciplines, although studies in the teaching of English as a foreign language arena are still scarce. In this vein, this article reports a preliminary study about the development of the oral skill in a Basic English online…

Endless Change in the Learning and Skills Sector: The Impact on Teaching Staff

ERIC Educational Resources Information Center

Edward, Sheila; Coffield, Frank; Steer, Richard; Gregson, Maggie

2007-01-01

This paper explores the impact of change on tutors and managers in 24 learning sites in England, in vocational courses at Level 1 or Level 2 in further education (FE) colleges and in basic skills provision in adult community education and workplaces. We discuss the views of these participants in the research project, "The Impact of Policy on…

Washington Works. Sustaining a Vision of Welfare Reform Based on Personal Change, Work Preparation, and Employer Involvement. Connections to Work.

ERIC Educational Resources Information Center

Gooden, Susan

Washington Works is a nonprofit organization founded in Seattle, Washington, in 1992 to help low-income women improve their lives and the lives of their children by teaching them to think differently about themselves. The program offered courses in personal effectiveness training, basic skills training, office skills development, and job search…

Filling the Frame. Adult Education and Vocational Training Institute Guidelines for the Implementation of Integrated Curricula within the Certificates of General Education for Adults Framework.

ERIC Educational Resources Information Center

New South Wales Dept. of Corrective Services, Sydney (Australia).

This document contains learning modules for adult basic education courses in Australia, along with teacher information for integrating curricula, using integrated themes, and planning curricula. The learning modules contain learning activities in the following areas: job search skills; occupational health and safety; life skills; ceramics;…

[Skill retention using extraglottic airways in out-of-hospital emergencies: efficacy and long-term results of simulator-based medical education : A prospective follow-up study].

PubMed

Mann, V; Limberg, F; Mann, S T W; Little, S; Müller, M; Sander, M; Röhrig, R

2018-04-11

For emergency medicine personnel (EMP), there is little evidence concerning the adequate timing for refresher courses to maintain routine in the application of extraglottic airways. The aim of this study was to evaluate the efficacy and long-term results of a simulator-based education concept teaching the basic airway management skills with extraglottic airways for EMP and also to draw conclusions concerning the adequate time interval for refresher courses. By use of an explorative, prospective simulator-study with nonphysician EMP, airway management skills using the Larynxmaske Supreme® (LMA‑S) after an introduction lecture were examined. The application of an endotracheal tube (ETT) served as control. Time for preparation of the airway devices, insertion success, and resulting apnea time were assessed immediately after the first introduction lecture (t1) and unannounced 9-12 months thereafter (t2). Comparison of the times for preparation of the LMA‑S at t1 and t2 demonstrated similar results. After the introduction lecture, all paramedics were able to insert the LMA‑S successfully after maximal 2 attempts; 9-12 months later success rates with the LMA‑S were unchanged. Apnea time during airway management was shorter with the LMA‑S compared to the ETT (p < 0.01). Times needed for preparation of the airway devices were similar. The results of this simulator study indicate that a standardized introduction lecture is appropriate to ensure long-lasting procedural skills up to 12 months, so that subsequent refresher courses in basic airway management with the LMA‑S once a year may be adequate. A simulator-based education in basic airway management skills with extraglottic airways is recommended for facilitation of further clinical education according to the current guidelines.

Pioneering Integrated Education and Research Program in Graduate School of Engineering and its Inquiry by Questionnaire

NASA Astrophysics Data System (ADS)

Minamino, Yoritoshi

Department of Adaptive Machine Systems, Department of Materials and Manufucturing Science and Department of Business engineering have constructed the educational programs of consecutive system from master to doctor courses in graduate school of engineering, “Pioneering Integrated Education and Research Program (PP) ”, to produce volitional and original mind researchers with high abilities of research, internationality, leader, practice, management and economics by cooperation between them for reinforcement of their ordinary curriculums. This program consists of the basic PP for master course students and the international exchange PP, leadership pp and tie-up PP of company and University for Doctor course students. In 2005th the basic PP was given to the master course students and then their effectiveness of the PP was investigated by questionnaire. The results of questionnaire proved that the graduate school students improved their various abilities by the practical lesson in cooperation between companies and our Departments in the basic PP, and that the old boys after basic PP working in companies appreciated the advantages to business planning, original conception, finding solution, patents, discussion, report skills required in companies.

A course in tools and procedures for Physics I

NASA Astrophysics Data System (ADS)

Allie, Saalih; Buffler, Andy

1998-07-01

A one-semester course covering the tools, skills, and procedures that are required to engage meaningfully with first-year university physics is described. The course forms part of the Science Foundation Programme at the University of Cape Town which was set up to provide access to a science degree for students who have been educationally disadvantaged, part of the legacy of racial discrimination in South Africa. The course comprises three basic elements: a theoretical component, a laboratory-based experimental component, and a communication skills component. The theory component consists of the various mathematical techniques used in a calculus-based Physics I course, grouped into cognate areas so that each technique is presented immediately in the full range of contexts that will be encountered later on. Part of the theory component involves written explanations of the mathematical formalism. The focus of the communication skills component is on report writing which follows as a natural consequence of the laboratory tasks which have been restructured as problems necessitating an experimental investigation. The implementation of cooperative tutorial groups, which forms an integral part of the learning environment, is also discussed.

Kuwaiti Engineers' Perspectives of the Engineering Senior Design (Capstone) Course as Related to Their Professional Experiences

ERIC Educational Resources Information Center

AlSagheer, Abdullah

2010-01-01

This study looks into transfer of learning and its application in the actual employment of engineering students after graduation. At Kuwait University, a capstone course is being offered that aims to ensure that students amalgamate all kinds of engineering skills to apply to their work. Within a basic interpretive, qualitative study-design…

"At 75 You Don't Expect to Become a Radio Star"

ERIC Educational Resources Information Center

Stanistreet, Paul

2011-01-01

When 75-year-old Margaret Corston saw a poster in her local library advertising a course in basic radio broadcasting skills, she little thought that some 18 months later she would be hosting her own weekly show, with thousands of listeners, on community radio. From small beginnings--her first course was called "First Steps in Radio"--she began to…

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy.

PubMed

Schoeman, J P; van Schoor, M; van der Merwe, L L; Meintjes, R A

2009-03-01

In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integrating basic science with clinical literacy.

Development of a supervisory skills course for hospital pharmacy workplaces.

PubMed

Woloschuk, Donna M M; Raymond, Colette B

2010-07-01

Many Canadian hospital pharmacies are experiencing difficulties recruiting supervisory personnel. It was expected that, through a "learning-by-doing" course, pharmacy staff would learn to apply basic skills in the day-to-day supervision of pharmacy operations and human resources and to apply the principles of supervisory documentation. A supervisory skills course targeted to pharmacy staff members was developed and implemented by the pharmacy department of a large urban health region. The course was initially offered to practising pharmacy technicians. The course design emphasized a constructivist framework incorporating authentic learning and reflective practice during seminars, with experiential and self-directed learning in the workplace. Preceptors assisted learners to achieve the course goals. Learners and preceptors provided feedback about hours spent (as the course progressed) and about their satisfaction with the course itself (at the end of the course). Learners and preceptors completed a post-program evaluation 2 months after completing the course to help in the assessment of the transfer of learning (lasting impact) associated with the course. Overall performance in the course was assessed on a pass/fail basis. Eighteen pharmacy technicians were admitted to the program, but one withdrew because of a job change. All learners successfully completed the course. Two months after the course, learners and preceptors described enhanced organization, time management, leadership, communication, and conflict-resolution skills on the part of learners, as well as their increased confidence, maturity, and ability to supervise staff. Learners' evaluations revealed a broadened perspective of pharmacy. The preceptors valued the enhancement of learners' skills and their increased enthusiasm. At the time of writing, 6 of the participants had secured supervisory positions. Creating formal instruction that engages pharmacy staff to pursue management positions is challenging. Instructional design grounded in constructivist theory and incorporating authentic learning experiences and reflection resulted in high learner satisfaction with learning outcomes.

Development of a Supervisory Skills Course for Hospital Pharmacy Workplaces

PubMed Central

Woloschuk, Donna M M; Raymond, Colette B

2010-01-01

Background and Objective: Many Canadian hospital pharmacies are experiencing difficulties recruiting supervisory personnel. It was expected that, through a “learning-by-doing” course, pharmacy staff would learn to apply basic skills in the day-to-day supervision of pharmacy operations and human resources and to apply the principles of supervisory documentation. Methods: A supervisory skills course targeted to pharmacy staff members was developed and implemented by the pharmacy department of a large urban health region. The course was initially offered to practising pharmacy technicians. The course design emphasized a constructivist framework incorporating authentic learning and reflective practice during seminars, with experiential and self-directed learning in the workplace. Preceptors assisted learners to achieve the course goals. Learners and preceptors provided feedback about hours spent (as the course progressed) and about their satisfaction with the course itself (at the end of the course). Learners and preceptors completed a post-program evaluation 2 months after completing the course to help in the assessment of the transfer of learning (lasting impact) associated with the course. Overall performance in the course was assessed on a pass/fail basis. Results: Eighteen pharmacy technicians were admitted to the program, but one withdrew because of a job change. All learners successfully completed the course. Two months after the course, learners and preceptors described enhanced organization, time management, leadership, communication, and conflict-resolution skills on the part of learners, as well as their increased confidence, maturity, and ability to supervise staff. Learners’ evaluations revealed a broadened perspective of pharmacy. The preceptors valued the enhancement of learners’ skills and their increased enthusiasm. At the time of writing, 6 of the participants had secured supervisory positions. Conclusion: Creating formal instruction that engages pharmacy staff to pursue management positions is challenging. Instructional design grounded in constructivist theory and incorporating authentic learning experiences and reflection resulted in high learner satisfaction with learning outcomes. PMID:22478992

Brain Chemistry and Behavior.

ERIC Educational Resources Information Center

Spaziano, Vincent T.; Gibbons, Judith L.

1986-01-01

Describes an interdisciplinary course providing basic background in behavior, pharmacology, neuroanatomy, neurotransmitters, drugs, and specific brain disorders. Provides rationale, goals, and operational details. Discusses a research project as a tool to improve critical evaluation of science reporting and writing skills. (JM)

Instructional Changes Adopted for an Engineering Course: Cluster Analysis on Academic Failure

PubMed Central

Álvarez-Bermejo, José A.; Belmonte-Ureña, Luis J.; Martos-Martínez, África; Barragán-Martín, Ana B.; Simón-Márquez, María M.

2016-01-01

As first year students come from diverse backgrounds, basic skills should be accessible to everyone as soon as possible. Transferring such skills to these students is challenging, especially in highly technical courses. Ensuring that essential knowledge is acquired quickly promotes the student’s self-esteem and may positively influence failure rates. Metaphors can help do this. Metaphors are used to understand the unknown. This paper shows how we made a turn in student learning at the University of Almeria. Our hypothesis assumed that metaphors accelerate the acquisition of basic knowledge so that other skills built on that foundation are easily learned. With these goals in mind, we changed the way we teach by using metaphors and abstract concepts in a computer organization course, a technical course in the first year of an information technology engineering degree. Cluster analysis of the data on collective student performance after this methodological change clearly identified two distinct groups. These two groups perfectly matched the “before and after” scenarios of the use of metaphors. The study was conducted during 11 academic years (2002/2003 to 2012/2013). The 475 observations made during this period illustrate the usefulness of this change in teaching and learning, shifting from a propositional teaching/learning model to a more dynamic model based on metaphors and abstractions. Data covering the whole period showed favorable evolution of student achievement and reduced failure rates, not only in this course, but also in many of the following more advanced courses. The paper is structured in five sections. The first gives an introduction, the second describes the methodology. The third section describes the sample and the study carried out. The fourth section presents the results and, finally, the fifth section discusses the main conclusions. PMID:27895611

Impact of continuous training through distributed practice for acquisition of minimally invasive surgical skills.

PubMed

Nakata, Bruce Negrello; Cavalini, Worens; Bonin, Eduardo A; Salvalaggio, Paolo R; Loureiro, Marcelo P

2017-10-01

Minimally invasive surgery (MIS) requires the mastery of manual skills and a specific training is required. Apart from residencies and fellowships in MIS, other learning opportunities utilize massive training, mainly with use of simulators in short courses. A long-term postgraduate course represents an opportunity to learn through training using distributed practice. The objective of this study is to assess the use of distributed practice for acquisition of basic minimally invasive skills in surgeons who participated in a long-term MIS postgraduate course. A prospective, longitudinal and quantitative study was conducted among surgeons who attended a 1-year postgraduate course of MIS in Brazil, from 2012 to 2014. They were tested through five different exercises in box trainers (peg-transfer, passing, cutting, intracorporeal knot, and suture) in the first (t0), fourth (t1) and last, eighth, (t2) meetings of this course. The time and penalties of each exercise were collected for each participant. Participant skills were assessed based on time and accuracy on a previously tested score. Fifty-seven surgeons (participants) from three consecutive groups participated in this study. There was a significant improvement in scores in all exercises. The average increase in scores between t0 and t2 was 88% for peg-transfer, 174% for passing, 149% for cutting, 130% for intracorporeal knot, and 120% for suture (p < 0.001 for all exercises). Learning through distributed practice is effective and should be integrated into a MIS postgraduate course curriculum for acquisition of core skills.

Introducing evidence-based dentistry to dental students using histology.

PubMed

Lallier, Thomas E

2014-03-01

The expansion of evidence-based dentistry (EBD) is essential to the continued growth and development of the dental profession. Expanding EBD requires increased emphasis on critical thinking skills during dental education, as noted in the American Dental Education Association's Competencies for the New General Dentist. In order to achieve this goal, educational exercises must be introduced to increase the use of critical thinking skills early in the dental curriculum, with continued reinforcement as students progress through subsequent years. Described in this article is one approach to increasing student exposure to critical thinking during the early basic science curriculum-specifically, within the confines of a traditional histology course. A method of utilizing the medical and dental research literature to reinforce and enliven the concepts taught in histology is described, along with an approach for using peer-to-peer presentations to demonstrate the tools needed to critically evaluate research studies and their presentation in published articles. This approach, which could be applied to any basic science course, will result in a stronger foundation on which students can build their EBD and critical thinking skills.

An Interdisciplinary Undergraduate Space Physics Course: Understanding the Process of Science Through One Field's Colorful History

NASA Technical Reports Server (NTRS)

Lopez, Ramon E.

1996-01-01

Science education in this country is in its greatest period of ferment since the post-Sputnik frenzy a generation ago. In that earlier time, however, educators' emphasis was on producing more scientists and engineers. Today we recognize that all Americans need a good science background. The ability to observe, measure, think quantitatively, and reach logical conclusions based on available evidence is a set of skills that everyone entering the workforce needs to acquire if our country is to be competitive in a global economy. Moreover, as public policy increasingly crystallizes around scientific issues, it is critical that citizens be educated in science so that they may provide informed debate and on these issues. In order to develop this idea more fully, I proposed to teach a historically based course about space physics as an honors course at the University of Maryland-College Park (UMCP). The honors program at UMCP was established to foster broad-based undergraduate courses that utilize innovative teaching techniques to provide exemplary education to a select group of students. I designed an introductory course that would have four basic goals: to acquaint students with geomagnetic and auroral phenomena and their relationship to the space environment; to examine issues related to the history of science using the evolution of the field as an example; to develop familiarity with basic skills such as describing and interpreting observations, analyzing scientific papers, and communicating the results of their own research; and to provide some understanding of basic physics, especially those aspect that play a role in the near-earth space environment.

Health literacy and the social determinants of health: a qualitative model from adult learners.

PubMed

Rowlands, Gillian; Shaw, Adrienne; Jaswal, Sabrena; Smith, Sian; Harpham, Trudy

2017-02-01

Health literacy, ‘the personal characteristics and social resources needed for individuals and communities to access, understand, appraise and use information and services to make decisions about health’, is key to improving peoples’ control over modifiable social determinants of health (SDH). This study listened to adult learners to understand their perspectives on gathering, understanding and using information for health. This qualitative project recruited participants from community skills courses to identify relevant ‘health information’ factors. Subsequently different learners put these together to develop a model of their ‘Journey to health’. Twenty-seven participants were recruited; twenty from community health literacy courses and seven from an adult basic literacy and numeracy course. Participants described health as a ‘journey’ starting from an individual's family, ethnicity and culture. Basic (functional) health literacy skills were needed to gather and understand information. More complex interactive health literacy skills were needed to evaluate the importance and relevance of information in context, and make health decisions. Critical health literacy skills could be used to adapt negative external factors that might inhibit health-promotion. Our model is an iterative linear one moving from ethnicity, community and culture, through lifestyle, to health, with learning revisited in the context of different sources of support. It builds on existing models by highlighting the importance of SDH in the translation of new health knowledge into healthy behaviours, and the importance of health literacy in enabling people to overcome barriers to health.

Development and Assessment of a Horizontally Integrated Biological Sciences Course Sequence for Pharmacy Education

PubMed Central

Wright, Nicholas J.D.; Alston, Gregory L.

2015-01-01

Objective. To design and assess a horizontally integrated biological sciences course sequence and to determine its effectiveness in imparting the foundational science knowledge necessary to successfully progress through the pharmacy school curriculum and produce competent pharmacy school graduates. Design. A 2-semester course sequence integrated principles from several basic science disciplines: biochemistry, molecular biology, cellular biology, anatomy, physiology, and pathophysiology. Each is a 5-credit course taught 5 days per week, with 50-minute class periods. Assessment. Achievement of outcomes was determined with course examinations, student lecture, and an annual skills mastery assessment. The North American Pharmacist Licensure Examination (NAPLEX) results were used as an indicator of competency to practice pharmacy. Conclusion. Students achieved course objectives and program level outcomes. The biological sciences integrated course sequence was successful in providing students with foundational basic science knowledge required to progress through the pharmacy program and to pass the NAPLEX. The percentage of the school’s students who passed the NAPLEX was not statistically different from the national percentage. PMID:26430276

Library Survival. Workbook in Library Skills: A Self-Directed Course in the Use of the Marriott Library. General Studies 101.

ERIC Educational Resources Information Center

Gittins, Gwen; Dusenbury, Carolyn

Designed to acquaint undergraduate students at the University of Utah with basic library resources and materials, the program of instruction presented can be used as a self-paced tool either in course related instruction or as an independent offering. A section containing floor plans of the University's Marriott Library illustrates the location of…

What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. Working Paper 158

ERIC Educational Resources Information Center

Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy

2016-01-01

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations--middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student…

Continuing German in Grade Five: MLA Teacher's Guide. A Course of Study Including Methods, Materials, and Aids for Teaching German to Fifth-Grade Pupils.

ERIC Educational Resources Information Center

Memming, Agnes K.; And Others

This teacher's guide, for use in a fifth-grade German course, contains 12 units of instructional materials which concentrate on the development of basic audiolingual skills. Each of the units consists of conversational skits, dialogue adaptation, directed dialogue review, and classroom drills. Units include: (1) Das Aufstehen und das Fruhstuck,…

The Impact of Learning Style on Healthcare Providers' Preference for Voice Advisory Manikins versus Live Instructors in Basic Life Support Training

ERIC Educational Resources Information Center

DiGiovanni, Lisa Marie

2013-01-01

The American Heart Association's HeartCode[TM] Healthcare Provider (HCP) Basic Life Support (BLS) e-learning program with voice-advisory manikins was implemented in an acute care hospital as the only teaching method offered for BLS certification. On course evaluations, healthcare provider staff commented that the VAM technology for skills practice…

Profile of science process skills of Preservice Biology Teacher in General Biology Course

NASA Astrophysics Data System (ADS)

Susanti, R.; Anwar, Y.; Ermayanti

2018-04-01

This study aims to obtain portrayal images of science process skills among preservice biology teacher. This research took place in Sriwijaya University and involved 41 participants. To collect the data, this study used multiple choice test comprising 40 items to measure the mastery of science process skills. The data were then analyzed in descriptive manner. The results showed that communication aspect outperfomed the other skills with that 81%; while the lowest one was identifying variables and predicting (59%). In addition, basic science process skills was 72%; whereas for integrated skills was a bit lower, 67%. In general, the capability of doing science process skills varies among preservice biology teachers.

A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science.

PubMed

Brownell, Sara E; Price, Jordan V; Steinman, Lawrence

2013-03-01

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of primary literature, writing assignments directed toward a layperson and scientist audience, and in-class discussions, we aimed to improve the ability of students to 1) comprehend primary scientific papers, 2) communicate science to a scientific audience, and 3) communicate science to a layperson audience. We offered the course for three consecutive years and evaluated its impact on student perception and confidence using a combination of pre- and postcourse survey questions and coded open-ended responses. Students showed gains in both the perception of their understanding of primary scientific papers and of their abilities to communicate science to scientific and layperson audiences. These results indicate that this unique format can teach both communication skills and basic science to undergraduate biology students. We urge others to adopt a similar format for undergraduate biology courses to teach process skills in addition to content, thus broadening and strengthening the impact of undergraduate courses.

The impact of an Emergency Medical Technician basic course prior to medical school on medical students.

PubMed

Wyatt, Tasha R; Wood, Elena A; McManus, John; Ma, Kevin; Wallach, Paul M

2018-12-01

Previous research on Emergency Medical Technician (EMT) programs as an early clinical experience indicates that medical students' confidence in patient care and team-building skills increases with participation. However, very little is known about the unplanned, long-term effects of EMT courses on medical students once they enter medical school. This study examined the immediate outcomes produced by the month-long summer EMT course and the unplanned outcomes that students reported 1 year later. Pre/postsurveys were collected on all 25 students who graduated from the EMT course offered before their first year. These survey data were analyzed using a paired-samples t test. A subset of students (N = 14) consented to taking a survey and be interviewed on the lasting impact of their EMT experience. Interviews were conducted 10 months after the 2016 cohort completed the EMT course and at 22 months for the 2015 cohort. They were audio-recorded, transcribed, and analyzed using inductive content analysis. Survey results indicated that students' confidence in patient care and team-building skills increased significantly for all identified skills at the P < 0.05 level. Overall confidence in patient care increased 1.5 points (P = 0.001) on 1-4 Likert-type scale. Overall confidence in team-building skills increased at 0.7 points (P = 0.01). Qualitative analysis of interviews discovered four themes, including the retention and transferability of practical skills, a developed understanding of team communication, comfort with patient interactions, and the development of a framework for assessing patients' needs. Students applied the EMT skills in various extracurricular volunteering experiences and in clinical skills courses. This study concludes that EMT programs have both immediate and lasting effects that seem to assist students with making sense of and navigating other learning opportunities. Specifically, EMT courses offered to students prior to their entry into medical school may help orient them to team-based health care and triaging patient care.

Examination of the relationship between preservice science teachers' scientific reasoning and problem solving skills on basic mechanics

NASA Astrophysics Data System (ADS)

Yuksel, Ibrahim; Ates, Salih

2018-02-01

The purpose of this study is to determine relationship between scientific reasoning and mechanics problem solving skills of students in science education program. Scientific Reasoning Skills Test (SRST) and Basic Mechanics Knowledge Test (BMKT) were applied to 90 second, third and fourth grade students who took Scientific Reasoning Skills course at science teaching program of Gazi Faculty of Education for three successive fall semesters of 2014, 2015 and 2016 academic years. It was found a statistically significant positive (p = 0.038 <0.05) but a low correlation (r = 0.219) between SRST and BMKT. There were no significant relationship among Conservation Laws, Proportional Thinking, Combinational Thinking, Correlational Thinking, Probabilistic Thinking subskills of reasoning and BMKT. There were significant and positive correlation among Hypothetical Thinking and Identifying and Controlling Variables subskills of reasoning and BMKT. The findings of the study were compared with other studies in the field and discussed.

Research on the Management Training, and Utilization of Low-Aptitude Personnel: An Annotated Bibliography

DTIC Science & Technology

1976-12-01

intercorrelated, resulting in several significant relationships involving verbal andtarithmetic skills , particularly the AFQT, GCT, ARI, and the Navy Literacy ...training in literacy and basic arithmetic skills for Category IV personnel would play a role at least as important as course modifications. When... relationship between reading level and performance is, at best, only partially uncovered. Other studies have dealt with concerns related to literacy but

Brain literate: making neuroscience accessible to a wider audience of undergraduates.

PubMed

Salomon, Danielle; Martin-Harris, Laurel; Mullen, Brian; Odegaard, Brian; Zvinyatskovskiy, Aleksey; Chandler, Scott H

2015-01-01

The ability to critically evaluate neuroscientific findings is a skill that is rapidly becoming important in non-science professions. As neuroscience research is increasingly being used in law, business, education, and politics, it becomes imperative to educate future leaders in all areas of society about the brain. Undergraduate general education courses are an ideal way to expose students to issues of critical importance, but non-science students may avoid taking a neuroscience course because of the perception that neuroscience is more challenging than other science courses. A recently developed general education cluster course at UCLA aims to make neuroscience more palatable to undergraduates by pairing neuroscientific concepts with philosophy and history, and by building a learning community that supports the development of core academic skills and intellectual growth over the course of a year. This study examined the extent to which the course was successful in delivering neuroscience education to a broader undergraduate community. The results indicate that a majority of students in the course mastered the basics of the discipline regardless of their major. Furthermore, 77% of the non-life science majors (approximately two-thirds of students in the course) indicated that they would not have taken an undergraduate neuroscience course if this one was not offered. The findings also demonstrate that the course helped students develop core academic skills and improved their ability to think critically about current events in neuroscience. Faculty reported that teaching the course was highly rewarding and did not require an inordinate amount of time.

Results achieved by emergency physicians in teaching basic cardiopulmonary resuscitation to secondary school students.

PubMed

Jiménez-Fábrega, Xavier; Escalada-Roig, Xavier; Sánchez, Miquel; Culla, Alexandre; Díaz, Núria; Gómez, Xavier; Villena, Olga; Rodríguez, Esther; Gaspar, Alberto; Molina, José Emilio; Salvador, Jordi; Miró, Oscar

2009-06-01

We investigated the results obtained with a basic cardiopulmonary resuscitation (b-CPR) program (PROCES) specifically designed for secondary school students (14-16 years old) and taught by emergency physicians. We used a multiple-choice test with 20 questions (10 on theory and 10 on skills) answered before and immediately after and 1 year after receiving the b-CPR course. Satisfactory learning was considered when at least 8 out of 10 skill questions were correctly answered. We investigated student variables associated with better immediate and deferred (1 year after) PROCES performance. We compared the results with those obtained using a more standardized program to teach b-CPR to police cadets. We enrolled 600 high school students. PROCES achieved significant improvement in overall, theory and skill marks immediately after the course (P<0.001), with a significant decay in all of them 1 year after the course (P<0.001). Satisfactory learning was achieved by 57% of school students immediately after PROCES and by 37% when assessed 1 year later. Students without pending study subjects (P=0.001) and those from private schools (P<0.01) achieved significantly better performance immediately after PROCES and only female students achieved greater performance 1 year after the course (P<0.05). With respect to police cadets instructed through a standardized course, immediate satisfactory learning of school students was lower (79 vs. 57%, respectively; P<0.001), whereas deferred satisfactory learning was higher (23 vs. 37%, respectively; P<0.05). Emergency physicians can satisfactorily instruct secondary school students in b-CPR using PROCES, and this specific program achieves a reasonable amount of satisfactory learning.

What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. CEDR Working Paper. WP #2016-11

ERIC Educational Resources Information Center

Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy

2016-01-01

We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations-- middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of…

Using a Problem Solving-Cooperative Learning Approach to Improve Students' Skills for Interpreting [Superscript 1]H NMR Spectra of Unknown Compounds in an Organic Spectroscopy Course

ERIC Educational Resources Information Center

Angawi, Rihab F.

2014-01-01

To address third- and fourth-year chemistry students' difficulties with the challenge of interpreting [superscript 1]H NMR spectra, a problem solving-cooperative learning technique was incorporated in a Spectra of Organic Compounds course. Using this approach helped students deepen their understanding of the basics of [superscript 1]H NMR…

Mathematics Course Requirements and Performance Levels in the Navy's Basic Electricity and Electronics Schools. Technical Report, March 1980-December 1980.

ERIC Educational Resources Information Center

Baker, Meryl S.

Instructors in the Navy's Basic Electricity and Electronics (BE/E) schools were presented with a list of 70 mathematical skills and asked to indicate: (1) how important they were to successful BE/E school performance, and (2) whether they were prerequisite, reviewed, or taught in the schools. Also, they were asked to state the number and type of…

Groundwater and Distribution Workbook.

ERIC Educational Resources Information Center

Ekman, John E.

Presented is a student manual designed for the Wisconsin Vocational, Technical and Adult Education Groundwater and Distribution Training Course. This program introduces waterworks operators-in-training to basic skills and knowledge required for the operation of a groundwater distribution waterworks facility. Arranged according to the general order…

Analysis of statistical misconception in terms of statistical reasoning

NASA Astrophysics Data System (ADS)

Maryati, I.; Priatna, N.

2018-05-01

Reasoning skill is needed for everyone to face globalization era, because every person have to be able to manage and use information from all over the world which can be obtained easily. Statistical reasoning skill is the ability to collect, group, process, interpret, and draw conclusion of information. Developing this skill can be done through various levels of education. However, the skill is low because many people assume that statistics is just the ability to count and using formulas and so do students. Students still have negative attitude toward course which is related to research. The purpose of this research is analyzing students’ misconception in descriptive statistic course toward the statistical reasoning skill. The observation was done by analyzing the misconception test result and statistical reasoning skill test; observing the students’ misconception effect toward statistical reasoning skill. The sample of this research was 32 students of math education department who had taken descriptive statistic course. The mean value of misconception test was 49,7 and standard deviation was 10,6 whereas the mean value of statistical reasoning skill test was 51,8 and standard deviation was 8,5. If the minimal value is 65 to state the standard achievement of a course competence, students’ mean value is lower than the standard competence. The result of students’ misconception study emphasized on which sub discussion that should be considered. Based on the assessment result, it was found that students’ misconception happen on this: 1) writing mathematical sentence and symbol well, 2) understanding basic definitions, 3) determining concept that will be used in solving problem. In statistical reasoning skill, the assessment was done to measure reasoning from: 1) data, 2) representation, 3) statistic format, 4) probability, 5) sample, and 6) association.

An elective course in aromatherapy science.

PubMed

Esposito, Emily R; Bystrek, Mary V; Klein, JoAnn S

2014-05-15

To evaluate the impact of an innovative team-taught elective course on second-year (P2) students' knowledge and skills relating to the relationship between aromatherapy and pharmacy. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines.

Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development).

PubMed

Dickersin, K; Braun, L; Mead, M; Millikan, R; Wu, A M; Pietenpol, J; Troyan, S; Anderson, B; Visco, F

2001-12-01

To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. The Project LEAD curriculum has developed over 5 years to include lectures, problem-based study groups, case studies, interactive critical appraisal sessions, a seminar by an 'expert' scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course.

Spontaneous and Deliberate Dissociative States in Military Personnel: Relationships to Objective Performance Under Stress

DTIC Science & Technology

2014-09-01

their military work. The course consists of didactic and experiential phases. The didactic phase is classroom based; during this phase students learn the...U.S. Code of Conduct and basic survival skills. The experiential phase requires students to demonstrate field sur- vival skills and resistance to...Clinician-Administered Dissociative States Scale (CADSS)18 were used to assess the frequency and intensity of state symptoms of dissociation with

The effects of an online basic life support course on undergraduate nursing students' learning.

PubMed

Tobase, Lucia; Peres, Heloisa H C; Gianotto-Oliveira, Renan; Smith, Nicole; Polastri, Thatiane F; Timerman, Sergio

2017-08-25

To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. A paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p < 0.001]. The increase in the average grade after taking the online course was significant (p<0.001). No learning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals.

The LHCb Starterkit

NASA Astrophysics Data System (ADS)

Puig, Albert; LHCb Starterkit Team

2017-10-01

The vast majority of high-energy physicists use and produce software every day. Software skills are usually acquired “on the go” and dedicated training courses are rare. The LHCb Starterkit is a new training format for getting LHCb collaborators started in effectively using software to perform their research. The course focuses on teaching basic skills for research computing. Unlike traditional tutorials we focus on starting with basics, performing all the material live, with a high degree of interactivity, giving priority to understanding the tools as opposed to handing out recipes that work “as if by magic”. The LHCb Starterkit was started by two young members of the collaboration inspired by the principles of Software Carpentry, and the material is created in a collaborative fashion using the tools we teach. Three successful entry-level workshops, as well as an advance one, have taken place since the start of the initiative in 2015, and were taught largely by PhD students to other PhD students.

Building freeways: piloting communication skills in additional languages to health service personnel in Cape Town, South Africa.

PubMed

Claassen, Joel; Jama, Zukile; Manga, Nayna; Lewis, Minnie; Hellenberg, Derek

2017-06-07

This study reflects on the development and teaching of communication skills courses in additional national languages to health care staff within two primary health care facilities in Cape Town, South Africa. These courses were aimed at addressing the language disparities that recent research has identified globally between patients and health care staff. Communication skills courses were offered to staff at two Metropolitan District Health Services clinics to strengthen patient access to health care services. This study reflects on the communicative proficiency in the additional languages that were offered to health care staff. A mixed-method approach was utilised during this case study with quantitative data-gathering through surveys and qualitative analysis of assessment results. The language profiles of the respective communities were assessed through data obtained from the South African National census, while staff language profiles were obtained at the health care centres. Quantitative measuring, by means of a patient survey at the centres, occurred on a randomly chosen day to ascertain the language profile of the patient population. Participating staff performed assessments at different phases of the training courses to determine their skill levels by the end of the course. The performances of the participating staff during the Xhosa and Afrikaans language courses were assessed, and the development of the staff communicative competencies was measured. Health care staff learning the additional languages could develop Basic or Intermediate Xhosa and Afrikaans that enables communication with patients. In multilingual countries such as South Africa, language has been recognised as a health care barrier preventing patients from receiving quality care. Equipping health care staff with communication skills in the additional languages, represents an attempt to bridge a vital barrier in the South African health care system. The study proves that offering communication skills courses in additional languages, begins to equip health care staff to be multilingual, that allows patients to communicate about their illnesses within their mother tongues.

Multi-representation based on scientific investigation for enhancing students’ representation skills

NASA Astrophysics Data System (ADS)

Siswanto, J.; Susantini, E.; Jatmiko, B.

2018-03-01

This research aims to implementation learning physics with multi-representation based on the scientific investigation for enhancing students’ representation skills, especially on the magnetic field subject. The research design is one group pretest-posttest. This research was conducted in the department of mathematics education, Universitas PGRI Semarang, with the sample is students of class 2F who take basic physics courses. The data were obtained by representation skills test and documentation of multi-representation worksheet. The Results show gain analysis value of .64 which means some medium improvements. The result of t-test (α = .05) is shows p-value = .001. This learning significantly improves students representation skills.

Students' confidence in the ability to transfer basic math skills in introductory physics and chemistry courses at a community college

NASA Astrophysics Data System (ADS)

Quinn, Reginald

2013-01-01

The purpose of this study was to examine the confidence levels that community college students have in transferring basic math skills to science classes, as well as any factors that influence their confidence levels. This study was conducted with 196 students at a community college in central Mississippi. The study was conducted during the month of November after all of the students had taken their midterm exams and received midterm grades. The instrument used in this survey was developed and validated by the researcher. The instrument asks the students to rate how confident they were in working out specific math problems and how confident they were in working problems using those specific math skills in physics and chemistry. The instrument also provided an example problem for every confidence item. Results revealed that students' demographics were significant predictors in confidence scores. Students in the 18-22 year old range were less confident in solving math problems than others. Students who had retaken a math course were less confident than those who had not. Chemistry students were less confident in solving math problems than those in physics courses. Chemistry II students were less confident than those in Chemistry I and Principals of Chemistry. Students were least confident in solving problems involving logarithms and the most confident in solving algebra problems. In general, students felt that their math courses did not prepare them for the math problems encountered in science courses. There was no significant difference in confidence between students who had completed their math homework online and those who had completed their homework on paper. The researcher recommends that chemistry educators find ways of incorporating more mathematics in their courses especially logarithms and slope. Furthermore, math educators should incorporate more chemistry related applications to math class. Results of hypotheses testing, conclusions, discussions, and recommendations for future research are included.

Introduction of basic obstetrical ultrasound screening in undergraduate medical education.

PubMed

Hamza, A; Solomayer, E-F; Takacs, Z; Juhasz-Boes, I; Joukhadar, R; Radosa, J C; Mavrova, R; Marc, W; Volk, T; Meyberg-Solomayer, G

2016-09-01

Teaching ultrasound procedures to undergraduates has recently been proposed to improve the quality of medical education. We address the impact of applying standardized ultrasound teaching to our undergraduates. Medical students received an additional theoretical and practical course involving hands-on ultrasound screening during their mandatory practical training week in obstetrics and gynecology. The students' theoretical knowledge and fetal image recognition skills were tested before and after the course. After the course, the students were asked to answer a course evaluation questionnaire. To standardize the teaching procedure, we used Peyton's 4-Step Approach to teach the skills needed for a German Society of Ultrasound in Medicine Level 1 ultrasound examiner. The multiple-choice question scores after the course showed statistically significant improvement (50 vs. 80 %; P < 0.001). The questionnaire revealed that students were satisfied with the course, felt that it increased their ultrasound knowledge, and indicated that they wanted more sonographic hands-on training in both obstetrics and gynecology and other medical fields. Using practical, hands-on medical teaching is an emerging method for undergraduate education that should be further evaluated, standardized, and developed.

Arkansas' Curriculum Guide. Competency Based Typewriting.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock. Div. of Vocational, Technical and Adult Education.

This guide contains the essential parts of a total curriculum for a one-year typewriting course at the secondary school level. Addressed in the individual units of the guide are the following topics: alphabetic keyboarding, numeric keyboarding, basic symbol keyboarding, skill development, problem typewriting, ten-key numeric pads, production…

Perceptions of Program Impact: ABE/GED in Maryland.

ERIC Educational Resources Information Center

Walker, Sharon M.; And Others

A study was conducted among adults enrolled in adult basic education (ABE) General Educational Development (GED) courses to determine their perceptions of the impact of the ABE/GED programs on their employment/economic position, skill and knowledge acquisition, community involvement, attitudinal changes, personal relationships, and continuing…

Basic Electronics.

ERIC Educational Resources Information Center

Hartman, Lonnie; Huston, Jane, Ed.

The skills taught in these materials for a seven-unit course were those identified as necessary not only for entry-level electronic technicians but for those in other occupations as well, including appliance repair, heating and air conditioning, and auto mechanics. The seven units are on shop orientation and safety principles, introduction to…

Diesel Technology: Introduction. Teacher Edition [and] Student Edition. Second Edition.

ERIC Educational Resources Information Center

Joerschke, John D.; Eichhorn, Lane

This complete teacher edition of a diesel technology course consists of introductory pages, teacher pages, and the student edition. The introductory pages provide these tools: training and competency profile; National Automotive Technicians Education Foundation Crosswalk; instructional/task analysis; basic skills icons and classifications; basic…

Human Factors in Library Administration. Revised Edition.

ERIC Educational Resources Information Center

Barnhard, Neil

Intended for the beginning or inexperienced supervisor, this continuing education course syllabus presents basic information on the development of human relations skills, particularly in the areas of leadership, communication, conflict, and motivation. Role playing situations set in various types of medical libraries are also outlined to provide…

Design Document. EKG Interpretation Program.

ERIC Educational Resources Information Center

Webb, Sandra M.

This teaching plan is designed to assist nursing instructors assigned to advanced medical surgical nursing courses in acquainting students with the basic skills needed to perform electrocardiographic (ECG or EKG) interpretations. The first part of the teaching plan contains a statement of purpose; audience recommendations; a flow chart detailing…

Combating terror: a new paradigm in student trauma education.

PubMed

Rivkind, Avraham I; Faroja, Mouhammad; Mintz, Yoav; Pikarsky, Alon J; Zamir, Gideon; Elazary, Ram; Abu-Gazala, Mahmoud; Bala, Miklosh

2015-02-01

Other than the Advanced Trauma Life Support course, usually run for postgraduate trainees, there are few trauma courses available for medical students. It has been shown that trauma teaching for medical students is sadly lacking within the undergraduate curriculum. We stated that students following formal teaching, even just theory and some practice in basic skills significantly improved their management of trauma patients. Hadassah-Hebrew University in Israel runs an annual 2-week trauma course for final-year medical students. The focus is on hands-on practice in resuscitation, diagnosis, procedures, and decision making. After engaging a combination of instructional and interactive teaching methods including practice on simulated injuries that students must assess and treat through the 2 weeks, the course culminates in a disaster drill where students work alongside the emergency services to rescue, assess, treat, and transfer patients. The course is evaluated with a written precourse and postcourse test, an Objective Structured Clinical Examination and detailed feedback from the drill. We analyzed student feedback at the end of each course during a 6-year period from 2007 to 2012. Correct answers for the posttest results were higher each year with good reliability as assessed by Chronbach's α and with significant variation from pretest scores assessed using paired-samples t tests. Best scores were achieved in knowledge acquisition and practical skills gained. Students were also asked whether the course contributed to self-preparedness in treating trauma patients, and this consistently achieved high scores. We believe that students benefit substantially from the course and gain lasting skills and confidence in trauma management, decision making, and organizational skills. The course provides students with the opportunity to learn and ingrain trauma principles along Advanced Trauma Life Support guidelines and prepares them for practice as safe doctors. We advocate the global implementation of a student trauma training course as a mandatory educational initiative and propose our course format as a model for similar courses.

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum.

PubMed

Rafai, Nicole; Lemos, Martin; Kennes, Lieven Nils; Hawari, Ayichah; Gerhardt-Szép, Susanne; Classen-Linke, Irmgard

2016-11-25

Establishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on "Palpation of the Head and Neck Muscles" and to measure the learning outcomes. For the curricular development of the expanded course module, Kern's 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four learning methods were compared: (1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured clinical examination (OSCE) was used to measure and compare learning outcomes. The two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (φ 107.4 ± 14.4 points) than students who only attended the lecture (φ 88.8 ± 26.2 points). Students who used the e-module but did not attend the skills training earned a slightly but not significantly higher average number of points (φ 91.8 ± 31.3 points) than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points), thus making it the ideal method for achieving the learning objectives defined in this study. The "Palpation of the Head and Neck Muscles" interdisciplinary skills training course linking basic anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinical skills. The additional use of an e-learning tool (e-module) improved the learning effect.

Evaluation of Medical Students' Attitudes and Performance of Basic Surgery Skills in a Training Program Using Fresh Human skin, Excised During Body Contouring Surgeries.

PubMed

Rothenberger, Jens; Seyed Jafari, Seyed Morteza; Schnabel, Kai P; Tschumi, Christian; Angermeier, Sarina; Shafighi, Maziar

2015-01-01

Learning surgical skills in the operating room may be a challenge for medical students. Therefore, more approaches using simulation to enable students to develop their practical skills are required. We hypothesized that (1) there would be a need for additional surgical training for medical students in the pre-final year, and (2) our basic surgery skills training program using fresh human skin would improve medical students' surgical skills. We conducted a preliminary survey of medical students to clarify the need for further training in basic surgery procedures. A new approach using simulation to teach surgical skills on human skin was set up. The procedural skills of 15 randomly selected students were assessed in the operating room before and after participation in the simulation, using Objective Structured Assessment of Technical Skills. Furthermore, subjective assessment was performed based on students' self-evaluation. The data were analyzed using SPSS, version 21 (SPSS, Inc., Chicago, IL). The study took place at the Inselspital, Bern University Hospital. A total of 186 pre-final-year medical students were enrolled into the preliminary survey; 15 randomly selected medical students participated in the basic surgical skills training course on the fresh human skin operating room. The preliminary survey revealed the need for a surgical skills curriculum. The simulation approach we developed showed significant (p < 0.001) improvement for all 12 surgical skills, with mean cumulative precourse and postcourse values of 31.25 ± 5.013 and 45.38 ± 3.557, respectively. The self-evaluation contained positive feedback as well. Simulation of surgery using human tissue samples could help medical students become more proficient in handling surgical instruments before stepping into a real surgical situation. We suggest further studies evaluating our proposed teaching method and the possibility of integrating this simulation approach into the medical school curriculum. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Learning physical biology via modeling and simulation: A new course and textbook for science and engineering undergraduates

NASA Astrophysics Data System (ADS)

Nelson, Philip

To a large extent, undergraduate physical-science curricula remain firmly rooted in pencil-and-paper calculation, despite the fact that most research is done with computers. To a large extent, undergraduate life-science curricula remain firmly rooted in descriptive approaches, despite the fact that much current research involves quantitative modeling. Not only does our pedagogy not reflect current reality; it also creates a spurious barrier between the fields, reinforcing the narrow silos that prevent students from connecting them. I'll describe an intermediate-level course on ``Physical Models of Living Systems.'' The prerequisite is first-year university physics and calculus. The course is a response to rapidly growing interest among undergraduates in a broad range of science and engineering majors. Students acquire several research skills that are often not addressed in traditional undergraduate courses: •Basic modeling skills; •Probabilistic modeling skills; •Data analysis methods; •Computer programming using a general-purpose platform like MATLAB or Python; •Pulling datasets from the Web for analysis; •Data visualization; •Dynamical systems, particularly feedback control. Partially supported by the NSF under Grants EF-0928048 and DMR-0832802.

Integrated Curriculum Design Reform of Civil Engineering Management Discipline Based on Inter-disciplinary Professional Training

NASA Astrophysics Data System (ADS)

Yidong, Xu; Ping, Wu; Jian, Chen; Jiansheng, Shen

2018-05-01

In view of the shortcomings of the current civil engineering management discipline, this paper investigates the necessity of the course design reform. Based on the analysis of basic occupation requirements of civil engineering management discipline, the basic ideas and implementation strategies of the integrated reform of curriculum design system are proposed, which can not only improve the students’ overall understanding of knowledge and skills, but also enhance the system of student learning.

Improving together: collaborative learning in science communication

NASA Astrophysics Data System (ADS)

Stiller-Reeve, Mathew

2015-04-01

Most scientists today recognise that science communication is an important part of the scientific process. Despite this recognition, science writing and communication are generally taught outside the normal academic schedule. If universities offer such courses, they are generally short-term and intensive. On the positive side, such courses rarely fail to motivate. At no fault of their own, the problem with such courses lies in their ephemeral nature. The participants rarely complete a science communication course with an immediate and pressing need to apply these skills. And so the skills fade. We believe that this stalls real progress in the improvement of science communication across the board. Continuity is one of the keys to success! Whilst we wait for the academic system to truly integrate science communication, we can test and develop other approaches. We suggest a new approach that aims to motivate scientists to continue nurturing their communication skills. This approach adopts a collaborative learning framework where scientists form writing groups that meet regularly at different institutes around the world. The members of the groups learn, discuss and improve together. The participants produce short posts, which are published online. In this way, the participants learn and cement basic writing skills. These skills are transferrable, and can be applied to scientific articles as well as other science communication media. In this presentation we reflect on an ongoing project, which applies a collaborative learning framework to help young and early career scientists improve their writing skills. We see that this type of project could be extended to other media such as podcasts, or video shorts.

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

Predicting Success in Psychological Statistics Courses.

PubMed

Lester, David

2016-06-01

Many students perform poorly in courses on psychological statistics, and it is useful to be able to predict which students will have difficulties. In a study of 93 undergraduates enrolled in Statistical Methods (18 men, 75 women; M age = 22.0 years, SD = 5.1), performance was significantly associated with sex (female students performed better) and proficiency in algebra in a linear regression analysis. Anxiety about statistics was not associated with course performance, indicating that basic mathematical skills are the best correlate for performance in statistics courses and can usefully be used to stream students into classes by ability. © The Author(s) 2016.

Learning clinical communication skills: outcomes of a program for professional practitioners.

PubMed

Carvalho, Irene P; Pais, Vanessa G; Almeida, Susana S; Ribeiro-Silva, Raquel; Figueiredo-Braga, Margarida; Teles, Ana; Castro-Vale, Ivone; Mota-Cardoso, Rui

2011-07-01

To assess the effects of a communication skills program on professional practitioners' performance and self-confidence in clinical interviewing. Twenty-five health professionals took 3 months of basic communication skills followed by 3 months of advanced communication skills. An additional quarter dealt with self-awareness and communication in special situations. Participants' performances were evaluated in clinical interviews with standardized patients before, during and after the program by external observers and standardized patients, using standardized instruments. Participants assessed their own confidence in their communication skills before and after the program. Data were analysed using GLM repeated-measures procedures in SPSS. Basic communication skills and self-confidence improved throughout the 6 months; competencies declined but self-confidence continued to increase 4 months later. Compared with taking no course, differences were statistically significant after the 6 months (external observers only) and 4 months later (external observers and participants). The program effectively improved communication skills, although significantly only when assessed by external observers. Four months later, effects were significant in communication skills (external observers), despite the decline and in self-confidence. While periodical enrollment in programs for the practice of communication skills may help maintain performance, more knowledge on communication and self-awareness may enhance self-confidence. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Assessment of construct validity of a virtual reality laparoscopy simulator.

PubMed

Rosenthal, Rachel; Gantert, Walter A; Hamel, Christian; Hahnloser, Dieter; Metzger, Juerg; Kocher, Thomas; Vogelbach, Peter; Scheidegger, Daniel; Oertli, Daniel; Clavien, Pierre-Alain

2007-08-01

The aim of this study was to assess whether virtual reality (VR) can discriminate between the skills of novices and intermediate-level laparoscopic surgical trainees (construct validity), and whether the simulator assessment correlates with an expert's evaluation of performance. Three hundred and seven (307) participants of the 19th-22nd Davos International Gastrointestinal Surgery Workshops performed the clip-and-cut task on the Xitact LS 500 VR simulator (Xitact S.A., Morges, Switzerland). According to their previous experience in laparoscopic surgery, participants were assigned to the basic course (BC) or the intermediate course (IC). Objective performance parameters recorded by the simulator were compared to the standardized assessment by the course instructors during laparoscopic pelvitrainer and conventional surgery exercises. IC participants performed significantly better on the VR simulator than BC participants for the task completion time as well as the economy of movement of the right instrument, not the left instrument. Participants with maximum scores in the pelvitrainer cholecystectomy task performed the VR trial significantly faster, compared to those who scored less. In the conventional surgery task, a significant difference between those who scored the maximum and those who scored less was found not only for task completion time, but also for economy of movement of the right instrument. VR simulation provides a valid assessment of psychomotor skills and some basic aspects of spatial skills in laparoscopic surgery. Furthermore, VR allows discrimination between trainees with different levels of experience in laparoscopic surgery establishing construct validity for the Xitact LS 500 clip-and-cut task. Virtual reality may become the gold standard to assess and monitor surgical skills in laparoscopic surgery.

Jump Starting Research: Preresearch STEM Programs

ERIC Educational Resources Information Center

Schneider, Kimberley R.; VanBennekom, Neyda; Bahr, David; Burkett, Susan; Lusth, John C.; Pressley, Shelley

2016-01-01

Three different course models devoted to preparing science and engineering students for successful research endeavors were offered at three research institutions. Goals of this work include (a) involving students early in their academic career so they can gain the most out of subsequent research experiences and (b) providing basic skills to make…

Functional Drafting, Drafting--Intermediate: 9255.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course consists of six instructional blocks totaling 135 clock hours: (1) functional drafting, (2) threads and fasteners, (3) pictorial drawings, (4) introduction to electronic drafting, (5) introduction to piping drafting, and (6) Quinmester posttest. Mastery of skills indicated in Drafting-Basic--9255.01 is a prerequisite. In the functional…

Extending General Education to the Junior and Senior Years.

ERIC Educational Resources Information Center

Brown, Peggy, Ed.

1982-01-01

Activities are described that illustrate the ways new emphases on structure, liberal arts curriculum, attention to basic skills, a global approach, four-year study courses, and non-lecture pedagogy are being incorporated into college curricula across the country. An opening essay ("The General Education Reform: Accomplishments and Future Agenda")…

Federal Workplace Literacy Project. Internal Evaluation Report.

ERIC Educational Resources Information Center

Matuszak, David J.

This report describes the following components of the Nestle Workplace Literacy Project: six job task analyses, curricula for six workplace basic skills training programs, delivery of courses using these curricula, and evaluation of the process. These six job categories were targeted for training: forklift loader/checker, BB's processing systems…

Financial Literacy Curriculum: The Effect on Offender Money Management Skills

ERIC Educational Resources Information Center

Koenig, Lori A.

2007-01-01

Offenders involved in this study lacked basic financial knowledge which presented a barrier to their success upon release. The researcher modified existing curriculum and created a course in financial literacy for offenders within a medium security correctional facility based upon their personal experiences. The offenders gained financial…

Community-Based Prevention Specialist. Trainer Manual.

ERIC Educational Resources Information Center

University Research Corp., Bethesda, MD.

This trainer manual is designed to assist facilitators in the design of entry-level courses and programs for substance abuse prevention specialists. The manual initially concentrates on a basic, generic approach to community work, and introduces the knowledge and skills needed to implement substance abuse prevention programs by using the community…

Storytelling in the Basic Course for the Promotion of Cultural Diversity.

ERIC Educational Resources Information Center

Cooper, Connie S.

Cultural diversity needs to be addressed in the higher education classrooms for the development of practical business and education skills. Co-emergent multicultural awareness on the University of Oklahoma campus provides a necessary justification for curriculum adaptations and the implementation of a communication campaign of multicultural…

Increasing Student Success: An Interview with Edward A. Morante.

ERIC Educational Resources Information Center

Spann, Milton G.; Calderwood, Barbara J.

1998-01-01

Presents an interview with Edward Morante, Dean of Student Services and Learning Resources at College of the Desert (California), regarding the needs of high-risk community college students. Morante focuses on assessment, placement, basic-skills courses, student-support services, the learning-community concept, student involvement, and evaluation,…

Blind Students Learn Food Skills

ERIC Educational Resources Information Center

Pass, Gisela; Uhlinger, Susan J.

1970-01-01

The problems of cooking and working in the kitchen were the focal point of a series of six lessons given by the Hampden County, Massachusetts, Extension Service for 16 blind men and women. The basic purpose of the course was to help them develop self-reliance in relation to meal preparation. (Author/MF)

Lernen Wir Deutsch: Part I, German.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

Instructional objectives of the Dade County Public Schools Quinmester Program in German for use with "Lernen Wir Deutsch: Part 1" focus on the development of basic skills through the use of short dialogues and structured exercises. The contents of this guide focus on: (1) course description, (2) broad goals and performance objectives,…

Lernen Wir Deutsch!: Part 2, German.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

Instructional objectives of the Dade County Public Schools Quinmester Program in German for use with "Lernen Wir Deutsch: Part 2" focus on development of basic skills through the use of short dialogues and structured exercises. The grammar of the course includes the study of nouns, pronouns, and verbs. Possessive determiners are…

Bridge Circuits: One Topic in the Modular Course in Electronics Instrumentation.

ERIC Educational Resources Information Center

Aldridge, Bill G.; Stringer, Gene A.

This learning module is intended to illustrate the functioning and uses of bridge circuits. The discussion and laboratory procedures suggested in the module presume familiarity with basic concepts of electronics such as voltage, current, resistance, capacitance, inductance, phase, and knowledge of such skills as breadboarding circuits from…

Interminable Knots: Hostages to Toxic Stories

ERIC Educational Resources Information Center

Sagan, Olivia

2011-01-01

This paper presents one case study from a five-year psychosocial exploration of the auto/biographic activity of a small group of mental health service users. Each individual voluntarily took part in a weekly basic expressive literacy course in which they were encouraged to improve their writing skills. Biographic narrative interviews which…

Video Based Developmental Mathematics Learning System For Community College Students.

ERIC Educational Resources Information Center

Gormley, Tyrone D.

The University of Maine at Augusta uses an individualized video-taped mathematics instructional system to eliminate students' math weaknesses before they attempt college math. The course, "1 Mth Developmental Mathematics," is part of the Educational Assistance Program and teaches basic skills and concepts of arithmetic and algebra. The…

Beginning a Learning Community: Pilot Fall 2006

ERIC Educational Resources Information Center

Buttram, Shirley

2016-01-01

Colleges and universities across the United States are still enrolling students who are underprepared for college-level courses of study. Tinto (1998) stated at the Conference on Replacing Remediation in Higher Education: "Students are entering college with no more than a sixth-grade education in basic skills such as reading, writing, and…

A Survey of Automated Assessment Approaches for Programming Assignments

ERIC Educational Resources Information Center

Ala-Mutka, Kirsti M.

2005-01-01

Practical programming is one of the basic skills pursued in computer science education. On programming courses, the coursework consists of programming assignments that need to be assessed from different points of view. Since the submitted assignments are executable programs with a formal structure, some features can be assessed automatically. The…

Project SIDE. Performance Report. 1992-1993.

ERIC Educational Resources Information Center

Alabama Southern Community Coll., Monroeville.

This document consists of the performance report and evaluation report of the second funding of Project SIDE, a workplace literacy project at Alabama Southern Community College (ASCC). The performance report contains the following: a list of the industrial partners; basic skills framework; chronological listing by company of courses offered;…

Le Francais Courant, Part VI: Contemporary French.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This course, developed largely within the framework of units 13, 14, and 15 of the second edition of "A-LM French, Level 2," emphasizes development of basic audiolingual skills. Conversational topics permit the student to review his summer vacation. Principal elements of structure are expressions of quantity, pronouns--including those…

Applied Research on Laparoscopic Simulator in the Resident Surgical Laparoscopic Operation Technical Training.

PubMed

Fu, Shangxi; Liu, Xiao; Zhou, Li; Zhou, Meisheng; Wang, Liming

2017-08-01

The purpose of this study was to estimate the effects of surgical laparoscopic operation course on laparoscopic operation skills after the simulated training for medical students with relatively objective results via data gained before and after the practice course of laparoscopic simulator of the resident standardized trainees. Experiment 1: 20 resident standardized trainees with no experience in laparoscopic surgery were included in the inexperienced group and finished simulated cholecystectomy according to simulator videos. Simulator data was collected (total operation time, path length, average speed of instrument movement, movement efficiency, number of perforations, the time cautery is applied without appropriate contact with adhesions, number of serious complications). Ten attending doctors were included in the experienced group and conducted the operation of simulated cholecystectomy directly. Data was collected with simulator. Data of two groups was compared. Experiment 2: Participants in inexperienced group were assigned to basic group (receiving 8 items of basic operation training) and special group (receiving 8 items of basic operation training and 4 items of specialized training), and 10 persons for each group. They received training course designed by us respectively. After training level had reached the expected target, simulated cholecystectomy was performed, and data was collected. Experimental data between basic group and special group was compared and then data between special group and experienced group was compared. Results of experiment 1 showed that there is significant difference between data in inexperienced group in which participants operated simulated cholecystectomy only according to instructors' teaching and operation video and data in experienced group. Result of experiment 2 suggested that, total operation time, number of perforations, number of serious complications, number of non-cauterized bleeding and the time cautery is applied without appropriate contact with adhesions in special group were all superior to those in basic group. There was no statistical difference on other data between special group and basic group. Comparing special group with experienced group, data of total operation time and the time cautery is applied without appropriate contact with adhesions in experienced group was superior to that in special group. There was no statistical difference on other data between special group and experienced group. Laparoscopic simulators are effective for surgical skills training. Basic courses could mainly improve operator's hand-eye coordination and perception of sense of the insertion depth for instruments. Specialized training courses could not only improve operator's familiarity with surgeries, but also reduce operation time and risk, and improve safety.

The effects of an online basic life support course on undergraduate nursing students’ learning

PubMed Central

Tobase, Lucia; Peres, Heloisa H.C.; Smith, Nicole; Polastri, Thatiane F.; Timerman, Sergio

2017-01-01

Objectives To describe learning outcomes of undergraduate nursing students following an online basic life support course (BLS). Methods An online BLS course was developed and administered to 94 nursing students. Pre- and post-tests were used to assess theoretical learning. Checklist simulations and feedback devices were used to assess the cardiopulmonary resuscitation (CPR) skills of the 62 students who completed the course. Results A paired t-test revealed a significant increase in learning [pre-test (6.4 ± 1.61), post-test (9.3 ± 0.82), p < 0.001]. The increase in the average grade after taking the online course was significant (p<0.001). No learning differences (p=0.475) had been observed between 1st and 2nd year (9.20 ± 1.60), and between 3rd and 4th year (9.67 ± 0.61) students. A CPR simulation was performed after completing the course: students checked for a response (90%), exposed the chest (98%), checked for breathing (97%), called emergency services (76%), requested for a defibrillator (92%), checked for a pulse (77%), positioned their hands properly (87%), performed 30 compressions/cycle (95%), performed compressions of at least 5 cm depth (89%), released the chest (90%), applied two breaths (97%), used the automated external defibrillator (97%), and positioned the pads (100%). Conclusions The online course was an effective method for teaching and learning key BLS skills wherein students were able to accurately apply BLS procedures during the CPR simulation. This short-term online training, which likely improves learning and self-efficacy in BLS providers, can be used for the continuing education of health professionals. PMID:28850944

Integrating writing into an introductory environmental science curriculum: Perspectives from biology and physics

NASA Astrophysics Data System (ADS)

Selkin, P. A.; Cline, E. T.; Beaufort, A.

2008-12-01

In the University of Washington, Tacoma's Environmental Science program, we are implementing a curriculum-wide, scaffolded strategy to teach scientific writing. Writing in an introductory science course is a powerful means to make students feel part of the scientific community, an important goal in our environmental science curriculum. Writing is already an important component of the UW Tacoma environmental science program at the upper levels: our approach is designed to prepare students for the writing-intensive junior- and senior-level seminars. The approach is currently being tested in introductory biology and physics before it is incorporated in the rest of the introductory environmental science curriculum. The centerpiece of our approach is a set of research and writing assignments woven throughout the biology and physics course sequences. The assignments progress in their degree of complexity and freedom through the sequence of introductory science courses. Each assignment is supported by a number of worksheets and short written exercises designed to teach writing and critical thought skills. The worksheets are focused on skills identified both by research in science writing and the instructors' experience with student writing. Students see the assignments as a way to personalize their understanding of basic science concepts, and to think critically about ideas that interest them. We find that these assignments provide a good way to assess student comprehension of some of the more difficult ideas in the basic sciences, as well as a means to engage students with the challenging concepts of introductory science courses. Our experience designing these courses can inform efforts to integrate writing throughout a geoscience or environmental science curriculum, as opposed to on a course-by-course basis.

Peer-assisted teaching of basic surgical skills.

PubMed

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

2015-01-01

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

Unmet needs and unused skills: physicians' reflections on their liberal arts education.

PubMed

Fraser, D W; Smith, L J

1989-09-01

Physicians who graduated from 1955 to 1982 from three liberal arts colleges in southeastern Pennsylvania were asked about the ways that their undergraduate education had prepared or failed to prepare them for careers in medicine and about changes that they would, in retrospect, have made in their courses of undergraduate study. For many, college had failed to meet their perceived need, as physicians, for skill in dealing with people, but had provided skills in the form of basic science knowledge and willingness to be different that exceeded the demands of their careers. They wished that in college they had taken more courses in the humanities--especially art, history, music, and English literature--and less chemistry, mathematics, physics, and biology. Would-be physicians should be encouraged to take full advantage of the humanizing opportunities of a liberal arts education with confidence that it will contribute to their future professional and personal lives.

An Undergraduate Course to Bridge the Gap between Textbooks and Scientific Research

PubMed Central

Wiegant, Fred; Scager, Karin; Boonstra, Johannes

2011-01-01

This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills. PMID:21364103

An Elective Course in Aromatherapy Science

PubMed Central

Bystrek, Mary V.; Klein, JoAnn S.

2014-01-01

Objective. To evaluate the impact of an innovative team-taught elective course on second-year (P2) students’ knowledge and skills relating to the relationship between aromatherapy and pharmacy. Design. An Aromatherapy Science elective course was offered to P2 students in an accelerated doctor of pharmacy (PharmD) degree program and was designed to provide an elective course experience while focusing on active-learning skills such as group work, student-led presentations, and in-class activities. Lectures were designed to reinforce core curricular threads from the basic sciences within the pharmaceutical sciences department while highlighting key aromatherapy principles. Assessment. Course evaluations, grades, and student self-assessments were used to evaluate student fulfillment and knowledge gained. Students agreed this hands-on course integrated pharmaceutical science experiences, enriched their pharmacy education, and provided knowledge to enhance their confidence in describing essential oil uses, drug interactions, and key aromatherapy clinical implications. Conclusion. Students agreed this course prepared them to identify essential oil therapeutic uses and potential essential oil-drug interactions, and interpret literature. The introduction of aromatherapy principles to pharmacy students will prepare a new generation of healthcare professionals on the role of alternative medicines. PMID:24850941

Development and implementation of a science training course for breast cancer activists: Project LEAD (leadership, education and advocacy development)

PubMed Central

Dickersin, Kay; Braun, Lundy; Mead, Margaret; Millikan, Robert; Wu, Anna M.; Pietenpol, Jennifer; Troyan, Susan; Anderson, Benjamin; Visco, Frances

2008-01-01

Objective To develop and implement Project LEAD (leadership, education, and advocacy development), a science course for breast cancer activists. Population Students were breast cancer activists and other consumers, mainly affiliated with advocacy organizations in the United States of America. Setting Project LEAD is offered by the National Breast Cancer Coalition; the course takes place over 5 days and is offered 4 times a year, in various cities in the United States of America. Results The Project LEAD curriculum has developed over 5 years to include lectures, problem‐based study groups, case studies, interactive critical appraisal sessions, a seminar by an ‘expert’ scientist, role play, and homework components. A core faculty has been valuable for evaluating and revising the course and has proved necessary to provide consistent high quality teaching. Course evaluations indicated that students gained critical appraisal skills, enhanced their knowledge and developed confidence in selected areas of basic science and epidemiology. Conclusions Project LEAD comprises a unique curriculum for training breast cancer activists in science and critical appraisal. Course evaluations indicate that students gain confidence and skills from the course. PMID:11703495

An undergraduate course to bridge the gap between textbooks and scientific research.

PubMed

Wiegant, Fred; Scager, Karin; Boonstra, Johannes

2011-01-01

This article reports on a one-semester Advanced Cell Biology course that endeavors to bridge the gap between gaining basic textbook knowledge about cell biology and learning to think and work as a researcher. The key elements of this course are 1) learning to work with primary articles in order to get acquainted with the field of choice, to learn scientific reasoning, and to identify gaps in our current knowledge that represent opportunities for further research; 2) formulating a research project with fellow students; 3) gaining thorough knowledge of relevant methodology and technologies used within the field of cell biology; 4) developing cooperation and leadership skills; and 5) presenting and defending research projects before a jury of experts. The course activities were student centered and focused on designing a genuine research program. Our 5-yr experience with this course demonstrates that 1) undergraduate students are capable of delivering high-quality research designs that meet professional standards, and 2) the authenticity of the learning environment in this course strongly engages students to become self-directed and critical thinkers. We hope to provide colleagues with an example of a course that encourages and stimulates students to develop essential research thinking skills.

Teaching communications skills to medical students: Introducing the fine art of medical practice.

PubMed

Choudhary, Anjali; Gupta, Vineeta

2015-08-01

Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. A total of 48, fourth-year MBBS students participated in the study. They were given training in basic communication and counseling skills and taught the patient interview technique according to Calgary-Cambridge guide format. Improvement in communication was assessed by change in pre- and post-training multiple choice questions, clinical patient examination, and Standardized Patient Satisfaction Questionnaire (SPSQ) scores. About 88% of the students in the sample were convinced of the importance of learning communication skills for effective practice. Almost 90% students were communicating better after training, as tested by improved SPSQ. As judged by Communication Skill Attitude Scale, student's positive attitude toward learning communication skill indicated that there is a necessity of communication skill training during undergraduate years. The ability to communicate effectively is a core competency for medical practitioners. Inculcating habits of good communications skill during formative years will help the medical students and future practitioners. Regular courses on effective communication should be included in the medical school curriculum.

A High School Level Course On Robot Design And Construction

NASA Astrophysics Data System (ADS)

Sadler, Paul M.; Crandall, Jack L.

1984-02-01

The Robotics Design and Construction Class at Sehome High School was developed to offer gifted and/or highly motivated students an in-depth introduction to a modern engineering topic. The course includes instruction in basic electronics, digital and radio electronics, construction skills, robotics literacy, construction of the HERO 1 Heathkit Robot, computer/ robot programming, and voice synthesis. A key element which leads to the success of the course is the involvement of various community assets including manpower and financial assistance. The instructors included a physics/electronics teacher, a computer science teacher, two retired engineers, and an electronics technician.

An investigation of bacterial protein interactions as a primary research project in a sophomore-level molecular biology course.

PubMed

Cardinale, Jean A

2011-01-01

Longer term research activities that may be incorporated in undergraduate courses are a powerful tool for promoting student interest and learning, developing cognitive process skills, and allowing undergraduates to experience real research activities in which they may not otherwise have the opportunity to participate. The challenge to doing so in lower-level courses is that students may have not fully grasped the scientific concepts needed to undertake such research endeavors, and that they may be discouraged if activities are perceived to be too challenging. The paper describes how a bacterial protein:protein interaction detection system was adapted and incorporated into the laboratory component of a sophomore-level Molecular Cell Biology course. The project was designed to address multiple learning objectives connecting course content to the laboratory activities, as well as teach basic molecular biology laboratory skills and procedures in the context of a primary research activity. Pre- and posttesting and student surveys both suggest that the laboratory curriculum resulted in significant learning gains, as well as being well received and valued by the students.

Basic life support skills training in a first year medical curriculum: six years' experience with two cognitive-constructivist designs.

PubMed

Durak, Halil Ibrahim; Certuğ, Agah; Calişkan, Ayhan; van Dalen, Jan

2006-03-01

Although the Basic Life Support (BLS) ability of a medical student is a crucial competence, poor BLS training programs have been documented worldwide. Better training designs are needed. This study aims to share detailed descriptions and the test results of two cognitive-constructivist training models for the BLS skills in the first year of medical curriculum. A BLS skills training module was implemented in the first year curriculum in the course of 6 years (1997-2003). The content was derived from the European Resuscitation Council Guidelines. Initially, a competence-based model was used and was upgraded to a cognitive apprenticeship model in 2000. The main performance-content type that was expected at the end of the course was: competent application of BLS procedures on manikins and peers at an OSCE as well as 60% achievement in a test consisting of 25 MCQ items. A retrospective cohort survey design using exam results and a self-completed anonymous student ratings' questionnaire were used in order to test models. Training time for individual students varied from 21 to 29 hours. One thousand seven hundred and sixty students were trained. Fail rates were very low (1.0-2.2%). The students were highly satisfied with the module during the 6 years. In the first year of the medical curriculum, a competence-based or cognitive apprenticeship model using cognitive-constructivist designs of skills training with 9 hours theoretical and 12-20 hours long practical sessions took place in groups of 12-17 students; medical students reached a degree of competence to sufficiently perform BLS skills on the manikins and their peers. The cognitive-constructivist designs for skills training are associated with high student satisfaction. However, the lack of controls limits the extrapolation of this conclusion.

Computer literacy and attitudes towards e-learning among first year medical students

PubMed Central

Link, Thomas Michael; Marz, Richard

2006-01-01

Background At the Medical University of Vienna, most information for students is available only online. In 2005, an e-learning project was initiated and there are plans to introduce a learning management system. In this study, we estimate the level of students' computer skills, the number of students having difficulty with e-learning, and the number of students opposed to e-learning. Methods The study was conducted in an introductory course on computer-based and web-based training (CBT/WBT). Students were asked to fill out a questionnaire online that covered a wide range of relevant attitudes and experiences. Results While the great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material, a small percentage lacks basic computer skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak gender difference in available computer infrastructure and Internet access. As for student attitudes toward e-learning, we found that age, computer use, and previous exposure to computers are more important than gender. A sizable number of students, 12% of the total, make little or no use of existing e-learning offerings. Conclusion Many students would benefit from a basic introduction to computers and to the relevant computer-based resources of the university. Given to the wide range of computer skills among students, a single computer course for all students would not be useful nor would it be accepted. Special measures should be taken to prevent students who lack computer skills from being disadvantaged or from developing computer-hostile attitudes. PMID:16784524

Computer literacy and attitudes towards e-learning among first year medical students.

PubMed

Link, Thomas Michael; Marz, Richard

2006-06-19

At the Medical University of Vienna, most information for students is available only online. In 2005, an e-learning project was initiated and there are plans to introduce a learning management system. In this study, we estimate the level of students' computer skills, the number of students having difficulty with e-learning, and the number of students opposed to e-learning. The study was conducted in an introductory course on computer-based and web-based training (CBT/WBT). Students were asked to fill out a questionnaire online that covered a wide range of relevant attitudes and experiences. While the great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material, a small percentage lacks basic computer skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak gender difference in available computer infrastructure and Internet access. As for student attitudes toward e-learning, we found that age, computer use, and previous exposure to computers are more important than gender. A sizable number of students, 12% of the total, make little or no use of existing e-learning offerings. Many students would benefit from a basic introduction to computers and to the relevant computer-based resources of the university. Given to the wide range of computer skills among students, a single computer course for all students would not be useful nor would it be accepted. Special measures should be taken to prevent students who lack computer skills from being disadvantaged or from developing computer-hostile attitudes.

Restructuring a basic science course for core competencies: an example from anatomy teaching.

PubMed

Gregory, Jeremy K; Lachman, Nirusha; Camp, Christopher L; Chen, Laura P; Pawlina, Wojciech

2009-09-01

Medical schools revise their curricula in order to develop physicians best skilled to serve the public's needs. To ensure a smooth transition to residency programs, undergraduate medical education is often driven by the six core competencies endorsed by the Accreditation Council for Graduate Medical Education (ACGME): patient care, medical knowledge, practice-based learning, interpersonal skills, professionalism, and systems-based practice. Recent curricular redesign at Mayo Medical School provided an opportunity to restructure anatomy education and integrate radiology with first-year gross and developmental anatomy. The resulting 6-week (120-contact-hour) human structure block provides students with opportunities to learn gross anatomy through dissection, radiologic imaging, and embryologic correlation. We report more than 20 educational interventions from the human structure block that may serve as a model for incorporating the ACGME core competencies into basic science and early medical education. The block emphasizes clinically-oriented anatomy, invites self- and peer-evaluation, provides daily formative feedback through an audience response system, and employs team-based learning. The course includes didactic briefing sessions and roles for students as teachers, leaders, and collaborators. Third-year medical students serve as teaching assistants. With its clinical focus and competency-based design, the human structure block connects basic science with best-practice clinical medicine.

Engage: The Science Speaker Series - A novel approach to improving science outreach and communication

NASA Astrophysics Data System (ADS)

Mitchell, R.; Hilton, E.; Rosenfield, P.

2011-12-01

Communicating the results and significance of basic research to the general public is of critical importance. Federal funding and university budgets are under substantial pressure, and taxpayer support of basic research is critical. Public outreach by ecologists is an important vehicle for increasing support and understanding of science in an era of anthropogenic global change. At present, very few programs or courses exist to allow young scientists the opportunity to hone and practice their public outreach skills. Although the need for science outreach and communication is recognized, graduate programs often fail to provide any training in making science accessible. Engage: The Science Speaker Series represents a unique, graduate student-led effort to improve public outreach skills. Founded in 2009, Engage was created by three science graduate students at the University of Washington. The students developed a novel, interdisciplinary curriculum to investigate why science outreach often fails, to improve graduate student communication skills, and to help students create a dynamic, public-friendly talk. The course incorporates elements of story-telling, improvisational arts, and development of analogy, all with a focus on clarity, brevity and accessibility. This course was offered to graduate students and post-doctoral researchers from a wide variety of sciences in the autumn of 2010. Students who participated in the Engage course were then given the opportunity to participate in Engage: The Science Speaker Series. This free, public-friendly speaker series is hosted on the University of Washington campus and has had substantial public attendance and participation. The growing success of Engage illustrates the need for such programs throughout graduate level science curricula. We present the impetus for the development of the program, elements of the curriculum covered in the Engage course, the importance of an interdisciplinary approach, and discuss strategies for implementing similar programs at research institutions nationally.

Engage: The Science Speaker Series - A novel approach to improving science outreach and communication

NASA Astrophysics Data System (ADS)

Mitchell, R.; Hilton, E.; Rosenfield, P.

2012-12-01

Communicating the results and significance of basic research to the general public is of critical importance. Federal funding and university budgets are under substantial pressure, and taxpayer support of basic research is critical. Public outreach by ecologists is an important vehicle for increasing support and understanding of science in an era of anthropogenic global change. At present, very few programs or courses exist to allow young scientists the opportunity to hone and practice their public outreach skills. Although the need for science outreach and communication is recognized, graduate programs often fail to provide any training in making science accessible. Engage: The Science Speaker Series represents a unique, graduate student-led effort to improve public outreach skills. Founded in 2009, Engage was created by three science graduate students at the University of Washington. The students developed a novel, interdisciplinary curriculum to investigate why science outreach often fails, to improve graduate student communication skills, and to help students create a dynamic, public-friendly talk. The course incorporates elements of story-telling, improvisational arts, and development of analogy, all with a focus on clarity, brevity and accessibility. This course was offered to graduate students and post-doctoral researchers from a wide variety of sciences in the autumn of 2010 and 2011, and will be retaught in 2012. Students who participated in the Engage course were then given the opportunity to participate in Engage: The Science Speaker Series. This free, public-friendly speaker series has been hosted at the University of Washington campus and Seattle Town Hall, and has had substantial public attendance and participation. The growing success of Engage illustrates the need for such programs throughout graduate level science curricula. We present the impetus for the development of the program, elements of the curriculum covered in the Engage course, the importance of an interdisciplinary approach, and discuss strategies for implementing similar programs at research institutions nationally.

Integration of basic science and clinical medicine: the innovative approach of the cadaver biopsy project at the Boston University School of Medicine.

PubMed

Eisenstein, Anna; Vaisman, Lev; Johnston-Cox, Hillary; Gallan, Alexander; Shaffer, Kitt; Vaughan, Deborah; O'Hara, Carl; Joseph, Lija

2014-01-01

Curricular integration has emerged as a consistent theme in medical education reform. Vertical integration of topics such as pathology offers the potential to bring basic science content into the clinical arena, but faculty/student acceptance and curricular design pose challenges for such integration. The authors describe the Cadaver Biopsy Project (CBP) at Boston University School of Medicine as a sustainable model of vertical integration. Faculty and select senior medical students obtained biopsies of cadavers during the first-year gross anatomy course (fall 2009) and used these to develop clinical cases for courses in histology (spring 2010), pathology (fall 2010-spring 2011), and radiology (fall 2011 or spring 2012), thereby linking students' first experiences in basic sciences with other basic science courses and later clinical courses. Project goals included engaging medical stu dents in applying basic science princi ples in all aspects of patient care as they acquire skills. The educational intervention used a patient (cadaver)-centered approach and small-group, collaborative, case-based learning. Through this project, the authors involved clinical and basic science faculty-plus senior medical students-in a collaborative project to design and implement an integrated curriculum through which students revisited, at several different points, the microscopic structure and pathophysiology of common diseases. Developing appropriate, measurable out comes for medical education initiatives, including the CBP, is challenging. Accumu lation of qualitative feedback from surveys will guide continuous improvement of the CBP. Documenting longer-term impact of the curricular innovation on test scores and other competency-based outcomes is an ultimate goal.

The Undergraduate Biomechanics Experience at Iowa State University.

ERIC Educational Resources Information Center

Francis, Peter R.

This paper discusses the objectives of a program in biomechanics--the analysis of sports skills and movement--and the evolution of the biomechanics program at Iowa State University. The primary objective of such a course is to provide the student with the basic tools necessary for adequate analysis of human movement, with special emphasis upon…

Basic Skills Education in Community Colleges: Inside and Outside of Classrooms

ERIC Educational Resources Information Center

Grubb, W. Norton

2013-01-01

Nearly two-thirds of students require some form of remediation before taking college-level classes, and community colleges have become increasingly important in providing this education. Unfortunately, relatively few students complete the developmental courses required to make a transition to college-level work. Based on a three-year study of over…

Authentic Performance in the Instrumental Analysis Laboratory: Building a Visible Spectrophotometer Prototype

ERIC Educational Resources Information Center

Wilson, Mark V.; Wilson, Erin

2017-01-01

In this work we describe an authentic performance project for Instrumental Analysis in which students designed, built, and tested spectrophotometers made from simple components. The project addressed basic course content such as instrument design principles, UV-vis spectroscopy, and spectroscopic instrument components as well as skills such as…

Insurance Curriculum Guide for High School Consumer Education and Various Other Courses.

ERIC Educational Resources Information Center

Mason, Kathy

The Insurance Department and the Department of Education of the Commonwealth of Pennsylvania collaborated on the insurance guide intending to present basic information about the insurance industry and its regulations in Pennsylvania. Presented in a format appropriate to existing curriculum needs and students' skills at the secondary level, the…

Introduction to Drywall. Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach a competency-based introductory course in drywalling to students who have chosen to explore careers in construction. It contains three units: drywall materials, drywall tools, and applied skills. Each instructional unit includes some or all of the basic components of a unit of…

Communicative Syllabus Design--The Topic and Task Approach.

ERIC Educational Resources Information Center

Reynolds, Michael J.

An English for Special Purposes (ESP) program, devised for students of the School of Environmental Design at the English Language Centre of King Abdul Aziz University, Jeddah, is described. The course is intended to be of direct relevance to students by developing their English language skills and giving them a basic professional vocabulary. A…

The Language of Teaching Mathematics: Implications for Training ITAs.

ERIC Educational Resources Information Center

Byrd, Patricia; Constantinides, Janet C.

1992-01-01

Because of national concern about the effect of having basic college mathematics courses taught by so many international teaching assistants whose English skills may be limited, this paper reports on the use of language in teaching by regular college faculty, rather than teaching assistants, at Georgia State University. (eight references)…

Computer Assisted Vocational Math. Written for TRS-80, Model I, Level II, 16K.

ERIC Educational Resources Information Center

Daly, Judith; And Others

This computer-assisted curriculum is intended to be used to enhance a vocational mathematics/applied mathematics course. A total of 32 packets were produced to increase the basic mathematics skills of students in the following vocational programs: automotive trades, beauty culture, building trades, climate control, electrical trades,…

Preparing Students for Success in California's Community Colleges

ERIC Educational Resources Information Center

Mejia, Marisol Cuellar; Rodriguez, Olga; Johnson, Hans

2016-01-01

In its current form, developmental education may be one of the largest impediments to success in California's community colleges. Each year, hundreds of thousands of students are deemed underprepared for college and placed into developmental (also known as remedial or basic-skills) courses. Yet most never earn a degree or certificate, or transfer…

The New Guide to Writing Research Papers.

ERIC Educational Resources Information Center

Callan, Stasia J.; Penwarden, Ann P.; Wendell, Carolyn

The research paper teaches college students how to use basic research skills that are needed for gathering information and writing papers in a variety of courses as well as methods used for lifelong learning, both on and off the job. The last decade of technological development has resulted in new choices in resources for research, particularly…

Electricity-Electronics Curriculum Guide. Instructional Modules Level II.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Div. of Vocational Education.

These teacher's materials are for a 24-unit competency-based secondary education course on electricity and electronics designed for California public schools. The 24 units are: (1) an orientation; (2) an introduction to electricity; (3) safety; (4) history of electricity; (5) basic electrical skills; (6) magnetism; (7) the nature of electricity;…

Application of Feminist Thought to Journalism Education: A Descriptive Analysis.

ERIC Educational Resources Information Center

Beasley, Maurine H.

Since enrollment in journalism programs has become predominantly female, the field could benefit from an infusion of feminist theory that would change the way courses are taught. Female journalism students need to find suitable role models, acquire basic skills in writing, consider new ways of combining family life with their careers, and learn…

Nurse Assistant Instructor Guide.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational, Technical, and Adult Education.

This document is designed to assist the teacher in a nurse assistant certification program. The program is intended to prepare students for entry-level employment in a long-term care facility or with a licensed home health care agency. The 135-hour course teaches basic skills in patient care that will qualify the student to assist the licensed…

Introduction to Construction Welding. Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This instructor's guide contains the materials required to teach a competency-based introductory course in construction welding to students who have chosen to explore careers in construction. It contains three units: welding materials, welding tools, and applied skills. Each instructional unit includes some or all of the basic components of a unit…

Agricultural Mechanics. V-A-1 to V-E-1. Basic V.A.I.

ERIC Educational Resources Information Center

Texas A and M Univ., College Station. Vocational Instructional Services.

This packet contains five units of informational materials and transparency masters with accompanying scripts, skill sheets, and safety tests for teacher and student use in an agricultural mechanics course in vocational agriculture. The first unit introduces the agricultural mechanics shop, covering the following topics: importance of agricultural…

FIRE SERVICE TRAINING, INSTRUCTOR'S MANUAL, BASIC COURSE.

ERIC Educational Resources Information Center

BERNDT, WILLIAM M.; AND OTHERS

INSTRUCTORS CAN USE THIS MANUAL IN CONDUCTING A 34-HOUR FIRE STATION OR TRAINING CENTER EXTENSION PROGRAM TO IMPROVE THE COMPETENCIES AND SKILLS OF LOCAL FIRE PERSONNEL IN THE SPECIALIZED FIELD OF FIRE SERVICE. IT WAS DEVELOPED BY A STATEWIDE COMMITTEE OF FIRE FIGHTING CONSULTANTS AND ADVISORY GROUPS. THE 26 TEACHING GUIDES PROVIDE INSTRUCTIONAL…

Cold Metalworking and Soldering. Unit A-4.

ERIC Educational Resources Information Center

Luft, Vernon D.; Backlund, Paul

This document is a teacher's guide for a unit in the college metalworking curriculum. It is intended to be used for four weeks of instruction for freshmen as an introductory course in metalworking. The unit is designed to give the student basic knowledge, fundamentals, and skills in metalworking. The unit's objectives are to develop in students…

Secondary Social Studies: Arkansas Public School Course Content Guide.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

This guide is offered as a framework on which a comprehensive curriculum can be built. Within each subject area and grade level, skills have been identified at three instructional levels: basic, developmental, and extension. The study of political and economic systems, citizenship rights and responsibilities, and the foundations of the U.S.…

Operation of Wastewater Treatment Plants: A Home Study Training Program.

ERIC Educational Resources Information Center

California State Univ., Sacramento. Dept. of Civil Engineering.

This manual was prepared by experienced wastewater treatment plant operators to provide a home study course to develop new qualified workers and expand the abilities of existing workers. The objective of this manual is to provide the knowledge and skills necessary for certification. Participants learn the basic operational aspects of treatment…

Everyday Reading and Writing: English. 5112.24.

ERIC Educational Resources Information Center

Knowles, Marlene; Wardell, Arlene

A curriculum guide to help students improve their everyday English skills has been designed for the Dade County Public Schools. The course, for grades 8 through 12, is to help students learn to read, write, and interpret letters, business forms, instructions, signs, maps, and magazines. The practical subject matter emphasizes basic reading and…

A Writing/Communications Curriculum for Incarcerated Adults. A 353 Project Final Report.

ERIC Educational Resources Information Center

Schuylkill Intermediate Unit #29, Mar Lin, PA.

This document reports how a writing/communication curriculum for incarcerated adults was developed in response to an informal survey taken at the Schuylkill County (Pennsylvania) Prison. Findings from students in the 1990-91 adult basic education course indicated that prisoners evidenced low-level writing skills, an apathetic attitude toward the…

40-4-40: educational and economic outcomes of a free, international surgical training event.

PubMed

Glasbey, James; Sinclair, Piriyah; Mohan, Helen; Harries, Rhiannon

2017-12-01

To demonstrate a model for delivery of an international surgical training event, and demonstrate its educational and economic outcomes. The Association of Surgeons in Training (ASiT) ran a course series on 16 January 2016 across the UK and Ireland. A mandatory, self-reported, online questionnaire collected delegate feedback, using 5-point Likert Scales, and a NetPromoter feedback tool. Precourse and postcourse matched questionnaires were collected for 'Foundation Skills in Surgery' (FSS) courses. Paired economic analysis was performed. Statistical analysis was carried out using RStudio (V.3.1.1 Boston, Massachusetts, USA). Forty courses were held across the UK and Ireland (65.0% technical, 35.0% non-technical), with 184 faculty members. Of 570 delegates, 529 fully completed the feedback survey (92.8% response rate); 56.5% were male. The median age was 26 years (range: 18-67 years). The mean overall course NetPromoter Score was 8.7 out of 10. On logistic regression high NetPromoter Score was associated with completing a Foundation Skills in Surgery course (R=0.44, OR: 1.49, p=0.025) and having clear learning outcomes (R=0.72, OR: 2.04, p=0.029) but not associated with specialty, course style or teaching style. For Foundation Skills in Surgery courses, delegates reported increased commitment to a career in surgery (p<0.001), confidence with basic surgical skills (p<0.001) and confidence with assisting in theatre (p<0.001). A comparable cost saving of £231,462.37 was calculated across the 40 courses. The ASiT '40-4-40' event demonstrated the diversity and depth of surgical training, with 40 synchronous technical and non-technical courses, demonstrable educational benefit and a significant cost saving to surgical trainees. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Encouraging Competence in Basic Mathematics in Hydrology using The Math You Need

NASA Astrophysics Data System (ADS)

Fredrick, K. C.

2011-12-01

California University of Pennsylvania has experienced significant growth in interest of its Earth Science programs over the last few years. With the burgeoning shale gas exploration and drilling, along with continued environmental problems, students and parents recognize the potential for jobs in the region in the Geosciences. With this increase in student interest has come an increase in the number of majors including a greater number of first-year students entering the major right from high school. Hydrology, is an important course within the Earth Science department curriculum. It is required by all Geology, Meteorology, and Earth and Space Science Education majors. It also serves majors from the Biology program, but is not required. This mix of students based on major expectations, grade level, and background leads to a varied distribution of math competencies. Many students enter unprepared for the rigors of a physics-based Hydrology course. The pre-requisites for the course are Introduction to Geology, a mostly non-quantitative survey course, and College Algebra. However, some students are more confident in their math skills because they have completed some level of Calculus. Regardless of the students' perceived abilities, nearly all struggle early on in the course because they have never used math within the context of Hydrology (or Science for that matter) , including continuity, conservation, and fluid dynamics. In order to make sure students have the basic skills to understand the science, it has been necessary to dedicate significant class time to such topics as Unit Conversions, Scientific Notation, Significant Figures, and basic Graphing. The Math You Need (TMYN) is an online tool, which requires students to complete instructor-selected questions to assess student competence in fundamental math topics. Using Geology as the context for the questions in the database, TMYN is ideal for introductory-level courses, but can also be effective as a review tool in higher-level courses. For our Hydrology course, we employ a strategy to integrate TMYN assessments throughout the course, to continually encourage students to practice math skills and introduce others that might be unfamiliar. The course begins with a pass/fail pre-assessment to gauge math competencies across the class, to prepare students for the rigors of the course, and to make sure they are technically able to access the website. Beginning the first week, and continuing through the first twelve weeks of the semester, additional assessments are assigned and graded on a pass/fail basis. The assessments include a guided module, followed by a brief quiz. The modules are aligned with the course materials as much as possible. At the end of the course, a post-assessment is assigned to measure student improvement. Most of the students will continue on to courses within Geology or Meteorology, depending on major, for which Hydrology is a pre-requisite. For the students, TMYN will serve to lay the groundwork for improved math competencies throughout their college career. For the faculty, this model allows for more class time to concentrate on science content, lab activities, and data analysis.

Curriculum Development of a Research Laboratory Methodology Course for Complementary and Integrative Medicine Students

PubMed Central

Vasilevsky, Nicole; Schafer, Morgan; Tibbitts, Deanne; Wright, Kirsten; Zwickey, Heather

2015-01-01

Training in fundamental laboratory methodologies is valuable to medical students because it enables them to understand the published literature, critically evaluate clinical studies, and make informed decisions regarding patient care. It also prepares them for research opportunities that may complement their medical practice. The National College of Natural Medicine's (NCNM) Master of Science in Integrative Medicine Research (MSiMR) program has developed an Introduction to Laboratory Methods course. The objective of the course it to train clinical students how to perform basic laboratory skills, analyze and manage data, and judiciously assess biomedical studies. Here we describe the course development and implementation as it applies to complementary and integrative medicine students. PMID:26500806

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program.

PubMed

Hausberg, Maria C; Hergert, Anika; Kröger, Corinna; Bullinger, Monika; Rose, Matthias; Andreas, Sylke

2012-03-24

There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf.

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program

PubMed Central

2012-01-01

Background There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum. Methods The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire. Results Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure. Conclusions The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf. PMID:22443807

Education within Sustainable Development: Critical Thinking Formation on ESL Class

NASA Astrophysics Data System (ADS)

Pevneva, Inna; Gavrishina, Olga; Smirnova, Anna; Rozhneva, Elena; Yakimova, Nataliya

2017-11-01

The article is devoted to consideration of the critical thinking formation in course of foreign language teaching within the education for sustainable development as a crucial skill of perspective employee and a future leader of Russian employment market. The necessity to include the component of problem education and critical thinking methodology in course of the foreign language class is justified along with analysis of the basic principles of critical thinking and certain strategies that can be implied in class. This model targets communicative language competences of students as well as critical thinking due to interconnection of various types of cognitive activities in class. The role in personality development of the students is considered along with the formation and enhancing of critical thinking skills within the modern personality-oriented approach.

More than a camera holder: teaching surgical skills to medical students.

PubMed

Abbas, Paulette; Holder-Haynes, Juliet; Taylor, Deborah J; Scott, Bradford G; Brandt, Mary L; Naik-Mathuria, Bindi

2015-05-15

Students often experience passive learning in their surgical rotations as they are delegated to holding the camera during laparoscopic cases. We introduced a laparoscopic skills course to medical students to provide hands-on experience. We hypothesized that the course will improve basic laparoscopic skills and increase interest in a surgical career. All students on the core surgery rotation attended two sessions in the surgical simulation laboratory lead by Department of Surgery faculty members. Surveys were used before and after the course to assess video game (VG) use and interest in a surgical career. Course effectiveness was assessed with a laparoscopic peg transfer exercise. One hundred one students participated with 82 students documenting preinstruction and postinstruction peg transfer times. There was an overall improvement in median transfer times after instruction (before 63 s [interquartile range {IQR} 46-84.5] versus after 50.5 s [IQR 39-65.2], P < 0.001). When stratified by gender, men (n = 40) had faster median preintervention peg transfer times than women (n = 61; 65 s [IQR 51-88]) versus 81 s [IQR 65-98] (P = 0.030). However, both genders had equivalent postinstruction transfer times (men 48 s [IQR 36-61] versus women 51.3 s [IQR 43.2-68.3], P = 0.478). A similar trend was observed between students with and without prior VG use. Of the 50 students who completed both surveys, there was no significant increase (pre-24% versus post-34%, P = 0.29) or decrease (pre-32% versus post-22%, P = 0.13) in interest in a surgical career after the course. A laparoscopic course for medical students is effective in improving laparoscopic skills. Although male gender and VG use may be associated with better intrinsic skills, instruction and practice allow female students and non-VG users to "catch up." A longer follow-up study is warranted to determine true interest in a surgical career. Copyright © 2015 Elsevier Inc. All rights reserved.

[Optimization of education for laparoendoscopic technologies in Ukraine].

PubMed

Lesovoĭ, V N; Savenkov, V I; Tomin, M S

2014-09-01

International experience of training of surgeons, including urologists, in laparoendoscopic technologies, was analyzed. Practical course "The Fundamentals of aparoscopic Surgery" (FLS) and the European program of education for basic laparoscopic urologic skills (E-BLUS), which are used in specialized centers, constitute a standard programs of development of basic endosurgical skills. Such centers in Ukraine are absent. The project of complex system of a simulating education, testing and certification of surgeons, who are trained in endovideosurgical technologies, is proposed. While performing surveying of Ukrainian surgeons there were revealed the problems in a process of their education and introduction of highly technological methods: insufficient equipment with modern apparatuses, absence of a standardized pro- gram of education. The staged program of education was elaborated, taking into account progressive international experience and adopted to our environment and con ditions.

[New simulation technologies in neurosurgery].

PubMed

Byvaltsev, V A; Belykh, E G; Konovalov, N A

2016-01-01

The article presents a literature review on the current state of simulation technologies in neurosurgery, a brief description of the basic technology and the classification of simulation models, and examples of simulation models and skills simulators used in neurosurgery. Basic models for the development of physical skills, the spectrum of available computer virtual simulators, and their main characteristics are described. It would be instructive to include microneurosurgical training and a cadaver course of neurosurgical approaches in neurosurgery training programs and to extend the use of three-dimensional imaging. Technologies for producing three-dimensional anatomical models and patient-specific computer simulators as well as improvement of tactile feedback systems and display quality of virtual models are promising areas. Continued professional education necessitates further research for assessing the validity and practical use of simulators and physical models.

Kuwaiti engineers' perspectives of the engineering senior design (Capstone) course as related to their professional experiences

NASA Astrophysics Data System (ADS)

Alsagheer, Abdullah

This study looks into transfer of learning and its application in the actual employment of engineering students after graduation. At Kuwait University, a capstone course is being offered that aims to ensure that students amalgamate all kinds of engineering skills to apply to their work. Within a basic interpretive, qualitative study-design methodology, I interviewed 12 engineers who have recently experienced the senior design course at Kuwait University and are presently working in industry. From the analysis, four basic themes emerged that further delineate the focus of the entire study. The themes are 1) need for the capstone course, 2) applicability of and problems with the capstone course, 3) industry problems with training, and 4) students' attitudes toward the capstone course. The study concludes that participants are not transferring engineering skills; rather, they are transferring all types of instructions they have been given during their course of study at the university. A frequent statement is that the capstone course should be improved and specifically that it is necessary to improve upon the timing, schedule, teachers' behavior, contents, and format. The study concludes that Kuwaiti engineers on the whole face problems with time management and management support. The study includes some implications for Kuwait University and recommendations that can provide significant support for the development of the Senior Design (Capstone) Course. For examples: the project must be divided into phases to ensure timely completion of deliverables. In order to motivate students for hard work and to achieve true transfer of learning, Kuwait University is required to communicate with certain organizations to place its students at their research centers for capstone projects. All universities, including Kuwait University, should hire faculty specifically to run the capstone course. In conclusion, the study includes some suggestions for further research studies focused on issues related to the Senior Design (Capstone) Course. Future researchers should focus on developing the project-based course in earlier stages of students' educational program by investigating more about the relationship between student achievement and the market demand.

Core skills assessment to improve mathematical competency

NASA Astrophysics Data System (ADS)

Carr, Michael; Bowe, Brian; Fhloinn, Eabhnat Ní

2013-12-01

Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a 'module' in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.

Clinical skills training in a skills lab compared with skills training in internships: comparison of skills development curricula.

PubMed

Peeraer, G; Scherpbier, A J J A; Remmen, R; De winter, B Y; Hendrickx, K; van Petegem, P; Weyler, J; Bossaert, L

2007-11-01

The necessity of learning skills through "integrated skills training" at an undergraduate level has been supported by several studies. The University of Antwerp implemented undergraduate skills training in its renewed curriculum in 1998, after it was demonstrated that Flemish students did not master their medical skills as well as Dutch students who received "integrated skills training" as part of their undergraduate medical course. The aim of this study was to compare the skill outcome levels of two different student populations: students who had been trained in basic clinical skills mainly through clinical internships in year 7 with students who had learned these skills through an integrated longitudinal programme in a special learning environment in years 1-5 prior to their internship experience. Students of the traditional curriculum learned skills through a 75 hour programme in years 4 and 5, through plenary sessions followed by a 12 month period of internships during which skills could be further practiced. We tested this group right after completion of their internships. Students from the renewed curriculum followed a 200 hour intensive small group skills training programme offered in years 1-5. This group was tested before starting their internships. On global OSCE-scores, renewed curriculum students had significantly higher overall scores (p<0.001) and they scored significantly higher at 6 of 15 stations. There was no significant difference at 8 stations, while traditional curriculum students scored better at station 1. 5 years and 200 hours of integrated undergraduate skills training is more effective as a method of learning basic clinical skills, compared to learning these skills through 75 hours of traditional skill training and reinforcement of these skills in 12 month clinical internships, when measured by means of an OSCE.

Introduction to a Dubbing Activity for a College First-Year Japanese Language Course

ERIC Educational Resources Information Center

Koyama, Nobuko

2016-01-01

This case study presents a description and outline of a dubbing activity in which students utilized their basic linguistic skills holistically. Authentic materials such as television dramas and feature films are "a rich repository of various speech acts, lexicon and linguistic emotivity" (Koyama, 2009) and as such have the potential to…

Computers, Education and the Library at The Bronx High School of Science.

ERIC Educational Resources Information Center

Nachbar, Sondra; Sussman, Valerie

1988-01-01

Describes the services and programs offered by the library at The Bronx High School of Science. Topics discussed include the library collection; a basic library skills mini-course for freshmen and incoming sophomores; current uses of the library's computer system; and plans to automate the library's card catalog and circulation records.…

Regents Physics Syllabus: A Syllabus for Secondary Schools. [Revised].

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Curriculum Development.

This syllabus outlines a course of study for high school students in the New York State Regents Physics program. It is a major revision of the 1967 edition. It identifies skills students should master, encourages the development of positive science attitudes and emphasizes problem solving. The five core areas represent the basics for all students,…

Will Dyscalculics Be Benefitted by Dint of Visual Learning?

ERIC Educational Resources Information Center

Kumar, S. Praveen; Raja, B. William Dharma

2009-01-01

Not all children are made the same. Learning disabilities like dyslexia, dysgraphia or dyscalculia are either not understood or ignored in schools. As a result, the schoolchildren suffer for no fault of theirs and they lag behind in their course of learning. They may find it difficult to achieve the basic skills of learning such as reading,…

Educating Students about the World of Work: An Example of Active Engagement Pedagogy.

ERIC Educational Resources Information Center

Hansen, Tronn Doennestad; Camposarcone, Kirsten; Nicodemus, Teresa; Gorton, Laura; Hamilton, Lynn; Guth, Christine; Hinckley, Adele; Cane, Susan; Chambliss, Catherine

This paper describes an undergraduate level course developed with the dual agenda of teaching students basic empirical research skills and permitting them to explore concerns related to the workplace. Familiarizing students with workplace issues can assist them in making appropriate career choices and can help them to formulate plans for making a…

Firefighter Math - a web-based learning tool

Treesearch

Dan Jimenez

2010-01-01

Firefighter Math is a web based interactive resource that was developed to help prepare wildland fire personnel for math based training courses. The website can also be used as a refresher for fire calculations including slope, flame length, relative humidity, flow rates, unit conversion, etc. The website is designed to start with basic math refresher skills and...

The Impact of a Monitoring Scheme on Engagement in an Online Course

ERIC Educational Resources Information Center

Burke, Grainne; Mac an Bhaird, Ciaran; O'Shea, Ann

2012-01-01

In the National University of Ireland Maynooth, in-coming first-year mathematics students are given a diagnostic test. The purpose of this test is to measure their basic knowledge and manipulation skills in mathematics. Those who fail this test are deemed at risk of failing their mathematics modules and are enrolled in a supplementary online…

Grover Cleveland High School. Basic Bilingual Program. O.E.E. Evaluation Report, 1981-1982.

ERIC Educational Resources Information Center

Di Martino, Vincent James; And Others

This paper evaluates the bilingual educational program at Grover Cleveland High School, Queens, New York City. The program offered instruction in English as a second language (ESL) and native language skills in Italian and Spanish as well as courses in science, mathematics, and social studies to 142 students with limited English proficiency. The…

Assessing Advanced High School and Undergraduate Students' Thinking Skills: The Chemistry--From the Nanoscale to Microelectronics Module

ERIC Educational Resources Information Center

Dori, Yehudit Judy; Dangur, Vered; Avargil, Shirly; Peskin, Uri

2014-01-01

Chemistry students in Israel have two options for studying chemistry: basic or honors (advanced placement). For instruction in high school honors chemistry courses, we developed a module focusing on abstract topics in quantum mechanics: Chemistry--From the Nanoscale to Microelectronics. The module adopts a visual-conceptual approach, which…

Let's Take a Trip: Exploring the Effect of Listening Styles

ERIC Educational Resources Information Center

Dailey, Stephanie L.

2014-01-01

Listening is a core component of developing effective communication skills. Thus, a common objective of many basic communication courses is to help students become better listeners (Johnson & Long, 2007). Often, the teacher's goal is to show students that there are different listening styles or preferences and that people decode messages…

Hearsay: A Text for Listening. English for Special Purposes Series: Nursing Aide.

ERIC Educational Resources Information Center

Clark, Marybeth; Hubbard, Katherine E.

This is the student handbook for the listening comprehension portion of a course in English as a second language for adult nursing aide students. Eleven units cover basic nursing skills. Each unit consists of combinations of stories, lectures, and dictations read by the teacher often with visual aids. There are "practice listening" sessions and…

Teacher's Manual for Hearsay. English for Special Purposes Series: Nursing Aide.

ERIC Educational Resources Information Center

Clark, Marybeth; Hubbard, Katherine E.

This is the teacher's manual for the listening comprehension portion of a course in English as a second language for adult nursing aide students. Eleven units cover basic nursing skills. Each unit consists of combinations of stories, lectures, and dictations read by the teacher, often with visual aids. There are "practice listening" sessions and…

Mathematics for the Technical Student: The Use of the Computer in the Systems Approach to Instruction.

ERIC Educational Resources Information Center

Capps, Joan P.

An instructional method using flow-chart symbols to make mathematical abstractions more concrete was implemented for a year in a technical mathematics course. Students received instruction in computer applications and programming in the BASIC language in order to increase motivation and firm the mathematical skills and problem-solving approaches…

Machine Shop. Module 1: Machine Shop Orientation and Math. Instructor's Guide.

ERIC Educational Resources Information Center

Curtis, Donna; Nobles, Jack

This document consists of materials for a six-unit course on employment in the machine shop setting, safety, basic math skills, geometric figures and forms, math applications, and right triangles. The instructor's guide begins with a list of competencies covered in the module, descriptions of the materials included, an explanation of how to use…

Mental Health Nursing Practicum: Student and Mentor Perspectives on Stress and Satisfaction

ERIC Educational Resources Information Center

Gelabert-Vilella, Sandra; Bonmati-Tomàs, Anna; Bosch-Farré, Cristina; Malagón-Aguilera, M. Carmen; Fuentes-Pumarola, Concepció; Ballester-Ferrando, David

2014-01-01

Nursing students begin to complete practicum experiences during their first year, increasing the number of applied credits as they progress toward degree completion. This contributes to integrating knowledge and skills from all of their courses and to obtaining the basic competencies of the nursing profession. It is also essential to identify the…

Machine Shop Lathes.

ERIC Educational Resources Information Center

Dunn, James

This guide, the second in a series of five machine shop curriculum manuals, was designed for use in machine shop courses in Oklahoma. The purpose of the manual is to equip students with basic knowledge and skills that will enable them to enter the machine trade at the machine-operator level. The curriculum is designed so that it can be used in…

Computational Performance of Group IV Personnel in Vocational Training Programs. Final Report.

ERIC Educational Resources Information Center

Main, Ray E.; Harrigan, Robert J.

The document evaluates Navy Group Four personnel gains in basic arithmetic skills after taking experimental courses in linear measurement and recipe conversion. Categorized as Mental Group Four by receiving scores from the 10th to the 30th percentile of the Armed Forces Qualification Test, trainees received instruction tailored to the level of…

De La Salle Vocational Supportive Life Skills Learning Program Off Campus. Operational Manual.

ERIC Educational Resources Information Center

Gaus, Charles, Ed.

Serving as a course planning guide and field aide, this handbook describes the philosophy, policies, and procedures of the De La Salle Vocational off-campus community-based day treatment center designed to effect the reshaping of basic values and attitudes of youngsters who are identified by the courts as maladjusted. Separate sections explain the…

Accelerating Opportunity: A Portrait of Students and Their Program Experiences from the 2014 Student Survey

ERIC Educational Resources Information Center

Spaulding, Shayne; Martin-Caughey, Ananda

2015-01-01

This report presents findings from a survey of students enrolled in Accelerating Opportunity (AO) career pathways in spring 2014. AO provides grants to help community colleges create career pathway programs to enroll students with low basic skills into for-credit career and technical education courses to improve educational and employment…

Language Minority Crossover Students: A Program To Address a New Challenge at Bergen Community College.

ERIC Educational Resources Information Center

Altano, Brian

In response to the conflicting needs of English as a Second Language (ESL) students in English Basic Skills (EBS) courses at Bergen Community College, a project has been proposed to provide a more comprehensive program. The plan of operation is divided into five components: (1) identification, testing, and placement; (2) orientation and…

One Goal, Two Institutions: How a Community College and 4-Year University Partner to Bridge Student College Readiness Gaps

ERIC Educational Resources Information Center

Wilson, Dawna; Lowry, Kimberly M.

2017-01-01

Recent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must…

Improved Food Drying and Storage Training Manual.

ERIC Educational Resources Information Center

Zweig, Peter R.; And Others

This manual is intended to serve as a guide for those who are helping future Peace Corps volunteers to acquire basic food drying and storage skills. Included in the guide are lesson outlines and handouts for use in each of the 30 sessions of the course. Representative topics discussed in the individual sessions are scheduling, solar dryers,…

Force-based learning curve tracking in fundamental laparoscopic skills training.

PubMed

Hardon, Sem F; Horeman, Tim; Bonjer, H Jaap; Meijerink, W J H Jeroen

2018-02-08

Within minimally invasive surgery (MIS), structural implementation of courses and structured assessment of skills are challenged by availability of trainers, time, and money. We aimed to establish and validate an objective measurement tool for preclinical skills acquisition in a basic laparoscopic at-home training program. A mobile laparoscopic simulator was equipped with a state-of-the-art force, motion, and time tracking system (ForceSense, MediShield B.V., Delft, the Netherlands). These performance parameters respectively representing tissue manipulation and instrument handling were continuously tracked during every trial. Proficiency levels were set by clinical experts for six different training tasks. Resident's acquisition and development of fundamental skills were evaluated by comparing pre- and post-course assessment measurements and OSATS forms. A questionnaire was distributed to determine face and content validity. Out of 1842 captured attempts by novices, 1594 successful trials were evaluated. A decrease in maximum exerted absolute force was shown in comparison of four training tasks (p ≤ 0.023). Three of the six comparisons also showed lower mean forces during tissue manipulation (p ≤ 0.024). Lower instrument handling outcomes (i.e., time and motion parameters) were observed in five tasks (resp. (p ≤ 0.019) and (p ≤ 0.025)). Simultaneously, all OSATS scores increased (p ≤ 0.028). Proficiency levels for all tasks can be reached in 2 weeks of at home training. Monitoring force, motion, and time parameters during training showed to be effective in determining acquisition and development of basic laparoscopic tissue manipulation and instrument handling skills. Therefore, we were able to gain insight into the amount of training needed to reach certain levels of competence. Skills improved after sufficient amount of training at home. Questionnaire outcomes indicated that skills and self-confidence improved and that this training should therefore be part of the regular residency training program.

Supporting Latino communities' natural helpers: a case study of promotoras in a research capacity building course.

PubMed

Otiniano, Angie Denisse; Carroll-Scott, Amy; Toy, Peggy; Wallace, Steven P

2012-08-01

Promotores have unique access to underserved and hard-to-reach Latino communities facing health disparities. Although promotores are involved in community change, they rarely receive training that gives them the skills to be partners in research. We present a case study of promotoras who participated in a research capacity building course focused on assessing community health needs. Data comes from course application surveys, follow-up notes, and narratives from qualitative phone interviews of eight promotoras. Content analysis drawing from grounded theory was conducted to identify and describe emerging themes. Four themes emerged as promotoras discussed their experience learning basic research skills and teaching others: (1) challenges, (2) support, (3) building capacity, and (4) using research. Promotores play an important role in the health of Latino communities and are increasingly asked to participate in research processes; however they have few opportunities for training and professional development in this area. Capacity building opportunities for promotores need to be tailored to their needs and provide them with support. Fostering collaboration between promotores and partnering with local community-based organizations can help facilitate needed research skill-building among promotores.

Basic cardiac life support education for non-medical hospital employees.

PubMed

Sim, M S; Jo, I J; Song, H G

2009-05-01

The International Liaison Committee on Resuscitation (ILCOR) recommends that strategies should be implemented that promote cardiopulmonary resuscitation (CPR) training in the workplace. Non-medical employees at a hospital were therefore trained to conduct basic life support (BLS). Subject background information, test results and survey findings were examined and factors affecting BLS skill acquisition were studied. Of 1432 non-medical employees at a hospital trained to conduct BLS, 880 agreed to participate in the survey. The training course consisted of a single session of 3 h of lectures, practice and testing. Skill acquisition was assessed using a 13-item skill checklist and a 5-point overall competency scale. The effects of age, gender, type of job, educational status, a previous history of CPR training and level of subject-perceived training difficulty were examined. According to total checklist scores, subjects achieved a mean (SD) score of 8.66 (3.57). 22.3% performed all 13 skills. Based on 5-point overall competency ratings, 43.7% of subjects were rated as "competent", "very good" or "outstanding". Age (<40 years and >or=40 years) was the only factor that significantly affected skill acquisition (skill acquisition by those >or=40 years of age was poorer than by those aged <40 years). Traditional BLS training is less effective in individuals aged >or=40 years.

Academic Pre-Orientation Program for Dental Students: Beginning and End of Program Evaluations, 1998-2016.

PubMed

D'Silva, Evan R; Woolfolk, Marilyn W; Duff, Renee E; Inglehart, Marita R

2018-04-01

Admitting students from non-traditional or disadvantaged backgrounds can increase the diversity of dental school classes. The aims of this study were to analyze how interested non-traditional incoming dental students were at the beginning of an academic pre-orientation program in learning about basic science, dentistry-related topics, and academic skills; how confident they were in doing well in basic science and dentistry-related courses; and how they evaluated the program at the end. The relationships between personal (interest/confidence) and structural factors (program year, number of participants) and program evaluations were also explored. All 360 students in this program at the University of Michigan from 1998 to 2016 were invited to participate in surveys at the beginning and end of the educational intervention. A total of 353 students responded at the beginning (response rate 98%), and 338 responded at the end (response rate 94%). At the beginning, students were more interested in learning about basic science and dentistry-related topics than about academic skills, and they were more confident in their dentistry- related than basic science-related abilities. At the end, students valued basic science and dentistry-related education more positively than academic skills training. Confidence in doing well and interest in basic science and dentistry-related topics were correlated. The more recent the program was, the less confident the students were in their basic science abilities and the more worthwhile they considered the program to be. The more participants the program had, the more confident the students were, and the better they evaluated their basic science and dentistry-related education. Overall, this academic pre-orientation program was positively evaluated by the participants.

Learning basic surgical skills with mental imagery: using the simulation centre in the mind.

PubMed

Sanders, Charles W; Sadoski, Mark; van Walsum, Kim; Bramson, Rachel; Wiprud, Robert; Fossum, Theresa W

2008-06-01

Although surgeons and athletes frequently use mental imagery in preparing to perform, mental imagery has not been extensively researched as a learning technique in medical education. A mental imagery rehearsal technique was experimentally compared with textbook study to determine the effects of each on the learning of basic surgical skills. Sixty-four Year 2 medical students were randomly assigned to 2 treatment groups in which they undertook either mental imagery or textbook study. Both groups received the usual skills course of didactic lectures, demonstrations, physical practice with pigs' feet and a live animal laboratory. One group received additional training in mental imagery and the other group was given textbook study. Performance was assessed at 3 different time-points using a reliable rating scale. Analysis of variance on student performance in live rabbit surgery revealed a significant interaction favouring the imagery group over the textbook study group. The mental imagery technique appeared to transfer learning from practice to actual surgery better than textbook study.

College and Career Readiness: Course Taking Of Deaf and Hard of Hearing Secondary School Students.

PubMed

Nagle, Katherine; Newman, Lynn A; Shaver, Debra M; Marschark, Marc

2016-01-01

Research shows that deaf and hard of hearing (DHH) students frequently enter college and the workplace relatively unprepared for success in math, science, and reading. Based on data from the National Longitudinal Transition Study-2 (NLTS2), the present study focused on DHH students' college and career readiness by investigating their opportunities in secondary school to acquire college and career skills. DHH students earned more credits overall than hearing peers; both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages. There was evidence that DHH students' academic courses in math lacked the rigor of those taken by hearing peers, as DHH students earned more credits in basic math and fewer credits in midlevel math courses, and even fewer in advanced math courses, than hearing peers.

Health Sciences Students’ Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning

PubMed Central

Al-Shawaf, Hamza Mohammad Hassan; Almajran, Abdullah Abdulaziz

2016-01-01

Background In medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow’s doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine. Objective This research aimed to study the literacy of the preprofessional students in ICT before and after taking the basic informatics course at the Health Sciences Center at Kuwait University, to understand their potential and their attitudes toward using ICT, including e-learning. Methods A validated questionnaire was used to collect data from 200 students in 2 stages: before and after the informatics course on the preprofessional program. In addition, the tutors’ observational assessments of the students’ achievements during the informatics course were obtained. Results The response rate of students before the course was 85.5% (171/200) and after was 77% (154/200). Of 200 students, 85% were female, and 15% were male. This disproportional representation of genders was due to the fact that 85% of registered students were female. Approximately 59% (101/171) of the students assessed themselves before the course as computer literate; afterward, this increased to 70.1% (108/154). Students who were still computer illiterate (29.2%; 45/154) mostly used the excuse of a lack of time (60%; 27/45). In generic ICT skills, the highest levels were for word processing, email, and Web browsing, whereas the lowest levels were for spreadsheets and database. In specific ICT skills, most respondents were reported low levels for statistical package use and Web page design. The results found that there was a significant improvement between students’ general ICT skills before and after the course. The results showed that there were significant improvement between how frequently students were using Medline (P<.001), Google Scholar (P<.001), and Cochrane Library (P<.001) before and after the informatics course. Furthermore, most of the students who completed the course (72.8%; 110/151) chose the learning management system as the most useful e-learning tool. The results of the tutors’ assessments confirmed the obvious improvement in most of the students’ skills in using ICT. Conclusions The ICT knowledge and skills of the students before the course seemed insufficient, and the magnitude of the improvements that were acquired throughout the informatics course was obvious in most of the students’ performance. However, the findings reveal that more practice was required. The attitudes of most of the students toward the potential of e-learning were considered positive, although the potential of Web-based learning in medical training was not well known among the students. PMID:27731863

Health Sciences Students' Self-Assessment of Information and Communication Technology Skills and Attitude Toward e-Learning.

PubMed

Buabbas, Ali Jassem; Al-Shawaf, Hamza Mohammad Hassan; Almajran, Abdullah Abdulaziz

2016-06-20

In medical education, information and communication technology (ICT) knowledge and skills have become a necessity and an integral part of preparing tomorrow's doctors to be sufficiently competent to use informatics resources effectively and efficiently for the best practice of medicine. This research aimed to study the literacy of the preprofessional students in ICT before and after taking the basic informatics course at the Health Sciences Center at Kuwait University, to understand their potential and their attitudes toward using ICT, including e-learning. A validated questionnaire was used to collect data from 200 students in 2 stages: before and after the informatics course on the preprofessional program. In addition, the tutors' observational assessments of the students' achievements during the informatics course were obtained. The response rate of students before the course was 85.5% (171/200) and after was 77% (154/200). Of 200 students, 85% were female, and 15% were male. This disproportional representation of genders was due to the fact that 85% of registered students were female. Approximately 59% (101/171) of the students assessed themselves before the course as computer literate; afterward, this increased to 70.1% (108/154). Students who were still computer illiterate (29.2%; 45/154) mostly used the excuse of a lack of time (60%; 27/45). In generic ICT skills, the highest levels were for word processing, email, and Web browsing, whereas the lowest levels were for spreadsheets and database. In specific ICT skills, most respondents were reported low levels for statistical package use and Web page design. The results found that there was a significant improvement between students' general ICT skills before and after the course. The results showed that there were significant improvement between how frequently students were using Medline (P<.001), Google Scholar (P<.001), and Cochrane Library (P<.001) before and after the informatics course. Furthermore, most of the students who completed the course (72.8%; 110/151) chose the learning management system as the most useful e-learning tool. The results of the tutors' assessments confirmed the obvious improvement in most of the students' skills in using ICT. The ICT knowledge and skills of the students before the course seemed insufficient, and the magnitude of the improvements that were acquired throughout the informatics course was obvious in most of the students' performance. However, the findings reveal that more practice was required. The attitudes of most of the students toward the potential of e-learning were considered positive, although the potential of Web-based learning in medical training was not well known among the students.

Interdisciplinary Navigation Unit for Mathematics and Earth Science Using Geospatial Technology

NASA Astrophysics Data System (ADS)

Smaglik, S. M.; Harris, V.

2006-12-01

Central Wyoming College (CWC) is located northeast of the Wind River Mountains. Although many people find recreation in the wilderness and remote areas surrounding the area, people still lose their lives because they become lost or disoriented. Creating an interdisciplinary field-based curriculum unit within mathematics (MATH 1000) and earth science (GEOL 1070) courses for non-science and education majors, provides students an opportunity to develop critical thinking skills and quantitative literacy. It also provides some necessary skills for survival and an understanding of landscape formation and wilderness navigation using geoscience. A brief history of navigation, including the importance of finding latitude and longitude, and the fairly recent implementation of the Global Positioning System, precedes activities in which students learn to use a basic compass. In addition to learning how to adjust for magnetic declination they read topographic maps, specifically USGS quadrangles, and learn how to use the scale in the legend to verify calculations using the Pythagorean Theorem. Students learn how to estimate distance and time required for traveling a pre- determined distance while using dimensional analysis to convert from the English system to metric. They learn how to read and measure latitude and longitude, as well as universal transverse Mercator projection measurements (UTM's), to find their position. The basic mathematical skills are assessed through hands-on activities such as finding their location on a map using a compass, a GPS unit, and Google Earth, and using a combination of maps, compasses, and GPS units to navigate through a course. Our goal is to provide life-saving information to students while incorporating necessary core curriculum from both mathematics and earth science classes. We work to create field-based activities, as well as assessments, to insure that students who complete the course are prepared to safely enjoy the outdoors and are prepared for future courses requiring mathematical problem-solving and/or lab science as a prerequisite.

Developing a novel international undergraduate surgical masterclass during a financial crisis: our 4-year experience.

PubMed

Sideris, Michail; Hanrahan, John; Tsoulfas, Georgios; Theodoulou, Iakovos; Dhaif, Fatema; Papalois, Vassilios; Papagrigoriadis, Savvas; Velmahos, George; Turner, Patricia; Papalois, Apostolos

2018-05-01

Essential Skills in the Management of Surgical Cases (ESMSC) is a novel 3-day international undergraduate surgical masterclass. Its current curriculum (Cores integrated for Research-Ci4R) is built on a tetracore, multiclustered architecture combining high-fidelity and low-fidelity simulation-based learning (SBL), with applied and basic science case-based workshops, and non-technical skills modules. We aimed to report our experience in setting up ESMSC during the global financial crisis. We report the evolution of our curriculum's methodology and summarised the research outcomes related to the objective performance improvement of delegates, the educational environment of the course and the use of mixed-fidelity SBL. Feedback from the last three series of the course was prospectively collected and analysed using univariate statistics on IBM SPSS V.23. 311 medical students across the European Union (EU) were selected from a competitive pool of 1280 applicants during seven series of the course between 2014 and 2017. During this period, curriculum 14 s evolved to the final Ci4R version, which integrates a tetracore structure combining 32 stations of in vivo, ex vivo and dry lab SBL with small group teaching workshops. Ci4R was positively perceived across different educational background students (p>0.05 for any comparison). ESMSC is considered an innovative and effective multidisciplinary teaching model by delegates, where it improves delegates objective performance in basic surgical skills. Our experience demonstrates provision of high-quality and free surgical education during a financial crisis, which evolved through a dynamic feedback mechanism. The prospective recording and subsequent analysis of curriculum evolution provides a blueprint to direct development of effective surgical education courses that can be adapted to local needs. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Comparison between an instructor-led course and training using a voice advisory manikin in initial cardiopulmonary resuscitation skill acquisition.

PubMed

Min, Mun Ki; Yeom, Seok Ran; Ryu, Ji Ho; Kim, Yong In; Park, Maeng Real; Han, Sang Kyoon; Lee, Seong Hwa; Park, Sung Wook; Park, Soon Chang

2016-09-01

We compared training using a voice advisory manikin (VAM) with an instructor-led (IL) course in terms of acquisition of initial cardiopulmonary resuscitation (CPR) skills, as defined by the 2010 resuscitation guidelines. This study was a randomized, controlled, blinded, parallel-group trial. We recruited 82 first-year emergency medical technician students and distributed them randomly into two groups: the IL group (n=41) and the VAM group (n=37). In the IL-group, participants were trained in "single-rescuer, adult CPR" according to the American Heart Association's Basic Life Support course for healthcare providers. In the VAM group, all subjects received a 20-minute lesson about CPR. After the lesson, each student trained individually with the VAM for 1 hour, receiving real-time feedback. After the training, all subjects were evaluated as they performed basic CPR (30 compressions, 2 ventilations) for 4 minutes. The proportion of participants with a mean compression depth ≥50 mm was 34.1% in the IL group and 27.0% in the VAM group, and the proportion with a mean compression depth ≥40 mm had increased significantly in both groups compared with ≥50 mm (IL group, 82.9%; VAM group, 86.5%). However, no significant differences were detected between the groups in this regard. The proportion of ventilations of the appropriate volume was relatively low in both groups (IL group, 26.4%; VAM group, 12.5%; P=0.396). Both methods, the IL training using a practice-while-watching video and the VAM training, facilitated initial CPR skill acquisition, especially in terms of correct chest compression.

Teaching basic life support to school children using medical students and teachers in a 'peer-training' model--results of the 'ABC for life' programme.

PubMed

Toner, P; Connolly, M; Laverty, L; McGrath, P; Connolly, D; McCluskey, D R

2007-10-01

The 'ABC for life' programme was designed to facilitate the wider dissemination of basic life support (BLS) skills and knowledge in the population. A previous study demonstrated that using this programme 10-12-year olds are capable of performing and retaining these vital skills when taught by medical students. There are approximately 25,000 year 7 school children in 900 primary schools in Northern Ireland. By using a pyramidal teaching approach involving medical students and teachers, there is the potential to train BLS to all of these children each year. To assess the effectiveness of a programme of CPR instruction using a three-tier training model in which medical students instruct primary school teachers who then teach school children. School children and teachers in the Western Education and Library Board in Northern Ireland. A course of instruction in cardiopulmonary resuscitation (CPR)--the 'ABC for life' programme--specifically designed to teach 10-12-year-old children basic life support skills. Medical students taught teachers from the Western Education and Library Board area of Northern Ireland how to teach basic life support skills to year 7 pupils in their schools. Pupils were given a 22-point questionnaire to assess knowledge of basic life support immediately before and after a teacher led training session. Children instructed in cardiopulmonary resuscitation using this three-tier training had a significantly improved score following training (57.2% and 77.7%, respectively, p<0.001). This study demonstrates that primary school teachers, previously trained by medical students, can teach BLS effectively to 10-12-year-old children using the 'ABC for life' programme.

Teaching school children basic life support improves teaching and basic life support skills of medical students: A randomised, controlled trial.

PubMed

Beck, Stefanie; Meier-Klages, Vivian; Michaelis, Maria; Sehner, Susanne; Harendza, Sigrid; Zöllner, Christian; Kubitz, Jens Christian

2016-11-01

The "kids save lives" joint-statement highlights the effectiveness of training all school children worldwide in cardiopulmonary resuscitation (CPR) to improve survival after cardiac arrest. The personnel requirement to implement this statement is high. Until now, no randomised controlled trial investigated if medical students benefit from their engagement in the BLS-education of school children regarding their later roles as physicians. The objective of the present study is to evaluate if medical students improve their teaching behaviour and CPR-skills by teaching school children in basic life support. The study is a randomised, single blind, controlled trial carried out with medical students during their final year. In total, 80 participants were allocated alternately to either the intervention or the control group. The intervention group participated in a CPR-instructor-course consisting of a 4h-preparatory seminar and a teaching-session in BLS for school children. The primary endpoints were effectiveness of teaching in an objective teaching examination and pass-rates in a simulated BLS-scenario. The 28 students who completed the CPR-instructor-course had significantly higher scores for effective teaching in five of eight dimensions and passed the BLS-assessment significantly more often than the 25 students of the control group (Odds Ratio (OR): 10.0; 95%-CI: 1.9-54.0; p=0.007). Active teaching of BLS improves teaching behaviour and resuscitation skills of students. Teaching school children in BLS may prepare medical students for their future role as a clinical teacher and support the implementation of the "kids save lives" statement on training all school children worldwide in BLS at the same time. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Design Thinking as a Tool for Interdisciplinary Education in Health Care.

PubMed

van de Grift, Tim C; Kroeze, Renske

2016-09-01

Grappling with complex structural health care issues requires medical professionals to have training in skills and knowledge that go beyond the basic and clinical sciences. It is also crucial for health care professionals to be able to work collaboratively. However, medical education has only limitedly institutionalized the teaching of these skills. In fall 2014, a one-semester crossover course called Hacking Healthcare was developed by the University of Amsterdam in cooperation with the Gerrit Rietveld Academie of Fine Arts and six health care institutions in the greater Amsterdam area. The course comprised one or two weekly three-hour evening sessions consisting of a lecture, workshop, and group work. It was structured using the three stages of the design thinking process-inspiration, ideation, and implementation. Twenty-seven medicine, psychology, other science disciplines, and art students participated, working in interdisciplinary groups on an assigned case study. The course yielded both unconventional and holistic key insights and a wide range of tangible outcomes, which were also considered to be relevant by the patient. Among university (i.e., nonart) students (n = 14), the average overall score of the course was 8.5 out of 10, with 10 being the highest rating. Aspects of the course that were mentioned as positive points were the activating teaching environment, academic development, and development of collaboration skills and creative capabilities. This approach could be applied in other fields, such as medical education on a larger scale, clinical practice, and the design of scientific research.

Development and evaluation of a palliative care curriculum for cystic fibrosis healthcare providers.

PubMed

Linnemann, Rachel W; O'Malley, Patricia J; Friedman, Deborah; Georgiopoulos, Anna M; Buxton, David; Altstein, Lily L; Sicilian, Leonard; Lapey, Allen; Sawicki, Gregory S; Moskowitz, Samuel M

2016-01-01

Primary palliative care refers to basic skills that all healthcare providers can employ to improve quality of life for patients at any stage of disease. Training in these core skills is not commonly provided to clinicians caring for cystic fibrosis (CF) patients. The objective of this study was to assess change in comfort with core skills among care team members after participation in CF-specific palliative care training focused on management of burdensome symptoms and difficult conversations. A qualitative needs assessment was performed to inform the development of an 18-hour curriculum tailored to the chronicity and complexity of CF care. A 32-question pre- and post-course survey assessed CF provider comfort with the targeted palliative care skills in 5 domains using a 5-point Likert scale (1=very uncomfortable, 3=neutral, 5=very comfortable). Among course participants (n=16), mean overall comfort score increased by 0.9, from 3 (neutral) to 3.9 (comfortable) (p<0.001). Mean comfort level increased significantly (range 0.8 to 1.4) in each skill domain: use of supportive care resources, pain management, non-pain symptom management, communication, and psychosocial skills. CF-specific palliative care training was well received by participants and significantly improved self-assessed comfort with core skills. Copyright © 2015 European Cystic Fibrosis Society. Published by Elsevier B.V. All rights reserved.

Severity of specific language impairment predicts delayed development in number skills

PubMed Central

Durkin, Kevin; Mok, Pearl L. H.; Conti-Ramsden, Gina

2013-01-01

The extent to which mathematical development is dependent upon language is controversial. This longitudinal study investigates the role of language ability in children's development of number skills. Participants were 229 children with specific language impairment (SLI) who were assessed initially at age 7 and again 1 year later. All participants completed measures of psycholinguistic development (expressive and receptive), performance IQ, and the Basic Number Skills subtest of the British Ability Scales. Number skills data for this sample were compared with normative population data. Consistent with predictions that language impairment would impact on numerical development, average standard scores were more than 1 SD below the population mean at both ages. Although the children showed improvements in raw scores at the second wave of the study, the discrepancy between their scores and the population data nonetheless increased over time. Regression analyses showed that, after controlling for the effect of PIQ, language skills explained an additional 19 and 17% of the variance in number skills for ages 7 and 8, respectively. Furthermore, logistic regression analyses revealed that less improvement in the child's language ability over the course of the year was associated with a greater odds of a drop in performance in basic number skills from 7 to 8 years. The results are discussed in relation to the interaction of linguistic and cognitive factors in numerical development and the implications for mathematical education. PMID:24027548

How to improve plastic surgery knowledge, skills and career interest in undergraduates in one day.

PubMed

Davis, C R; O'Donoghue, J M; McPhail, J; Green, A R

2010-10-01

Plastic surgery now occupies a negligible component of many undergraduate curricula. The British Association of Plastic, Reconstructive and Aesthetic Surgeons Undergraduate Course aimed to introduce and improve students' plastic surgery knowledge and skills, as well as develop personal career interests. This research aims to quantify whether this was achieved. Students attending the one-day course were invited to complete a questionnaire before and after the course. Questions were self-reflective and incorporated four key themes: (1) plastic surgery knowledge; (2) awareness of the work of a plastic surgeon; (3) ability to perform basic plastic surgical skills; (4) career interest in plastic surgery. Non-medical students were given an identical questionnaire to quantify public perception of the work of a plastic surgeon. 121 students attended from 17 universities across the UK, with 93 completing the questionnaire (77% response rate). Paired analyses compared mean or median scores of the students' answers before and after the course. After completing the course, medical students significantly improved in all four key themes (p<0.01). 93 non-medical students completed questionnaires. Medical students were significantly more accurate at identifying plastic surgery procedures than non-medical students (P < 0.01), which was further strengthened after completing the course (P < 0.001). This study demonstrates the positive educational impact of a one-day plastic surgery event for medical students and supports the need for plastic surgery education at an undergraduate level. Copyright 2009 British Association of Plastic, Reconstructive and Aesthetic Surgeons. Published by Elsevier Ltd. All rights reserved.

Assessing Developmental Education through Student Tracking. AIR 1995 Annual Forum Paper.

ERIC Educational Resources Information Center

Weissman, Julie; And Others

The effectiveness of developmental education policies at a comprehensive community college was investigated using a new student tracking system. A sample of 1,644 students were tracked from fall 1992 until the end of the fall 1994 semester, 1,226 of whom evidenced basic skills and were eligible for college-level courses, and 418 of whom were…

Analysing the Correlation between Secondary Mathematics Curriculum Change and Trends in Beginning Undergraduates' Performance of Basic Mathematical Skills in Ireland

ERIC Educational Resources Information Center

Treacy, Páraic; Faulkner, Fiona; Prendergast, Mark

2016-01-01

The phenomenon in which students enter university under-prepared for the mathematical demands of their undergraduate courses, regularly referred to as the 'Maths Problem', has been widely reported in Ireland, UK, Australia, and the US. This issue has been of particular concern in Ireland recently, with beginning undergraduates' performance of…

The Need for and Uses of Foreign Languages in a Business Career.

ERIC Educational Resources Information Center

Piper, Esther F.

The overall goal of the 3M company in terms of the language training of its employees is to prepare individuals to be able to carry on everyday business on an international level and to develop employees who have both language skills and awareness of other cultures. The 3M Language Society consists basically of conversational language courses for…

Effects of an Instructional Gaming Characteristic on Learning Effectiveness, Efficiency, and Engagement: Using a Storyline for Teaching Basic Statistical Skills

ERIC Educational Resources Information Center

Novak, Elena; Johnson, Tristan E.; Tenenbaum, Gershon; Shute, Valerie J.

2016-01-01

The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. A storyline is a game-design element that connects scenes with the educational content. In order to…

The Relationship of Training in Self-Generated Questioning with Passage Difficulty and Immediate and Delayed Retention.

ERIC Educational Resources Information Center

Balajthy, Ernest

A study was conducted to determine if covert reader-generation of interspersed prequestions would affect recall of science-oriented prose. Sixty college freshmen in a basic skills reading course were divided into three groups: Group I received 5 hours of training and practive in the construction of self-generated questions, including recognition…

Predictive Validity of a Multiple-Choice Test for Placement in a Community College

ERIC Educational Resources Information Center

Verbout, Mary F.

2013-01-01

Multiple-choice tests of punctuation and usage are used throughout the United States to assess the writing skills of new community college students in order to place them in either a basic writing course or first-year composition. To determine whether using the COMPASS Writing Test (CWT) is a valid placement at a community college, student test…

Effects of an Instructional Gaming Characteristic on Learning Effectiveness, Efficiency, and Engagement: Using a Storyline to Teach Basic Statistical Analytical Skills

ERIC Educational Resources Information Center

Novak, Elena

2012-01-01

The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. In addition, the study focused on examining the effects of a storyline GC on specific learning…

A Manual for Trainers of Small Scale Beekeeping Development Workers.

ERIC Educational Resources Information Center

Gentry, Curtis; And Others

This manual is intended to serve as a guide for those who are helping future Peace Corps Volunteers to acquire basic beekeeping skills. Included in the guide are lesson outlines and handouts for use in each of the 52 sessions of the course. Representative topics discussed in the individual sessions are family live-in, training site investigation,…

Choice--Chance--Control. That's Life. Learning about Insurance through Secondary School Courses. Insurance Basics for Everyone; Social Sciences; Mathematics; Consumer Economics.

ERIC Educational Resources Information Center

Insurance Education Foundation, Indianapolis, IN.

This guide, which is designed for use with secondary school students, contains four units of activities that teach the fundamentals of insurance within the context of a broad range of subjects, including social sciences, history, civics, government, mathematics, consumer economics, business, economics, life skills, family management, home…

An Exploration of Factors Affecting the Academic Success of Students in a College Quantitative Business Course

ERIC Educational Resources Information Center

Davis, Mary M.

2009-01-01

The American Association of Colleges and Universities reports that over 50% of the students entering colleges and universities are academically under prepared; that is, according to Miller and Murray (2005), students "lack basic skills in at least one of the three fundamental areas of reading, writing, and mathematics" (paragraph 4). Furthermore,…

The Effects of Online Courses for Student Success in Basic Skills Mathematics Classes at California Community Colleges

ERIC Educational Resources Information Center

Rey, Jason Goering

2010-01-01

Online education is a modality of teaching that has proliferated throughout higher education in such a rapid form and without any guidelines that its quality and merit is largely unknown, hotly debated, and still evolving. Institutions have used online education as a method of reducing costs and increasing enrollments and students have flocked to…

World of Work: Job Club for E.S.L.

ERIC Educational Resources Information Center

Roelofs, Alice R.; And Others

This curriculum guide for an employment preparation course for adults who speak English as a second language consists of 10 units on information and general living skills related to employment. The guide is split evenly between basic information needed to obtain a job and information needed once a job is obtained. A unit may consist of one or four…

[Resuscitation training for lay persons in first aid courses: Transfer of knowledge, skills and attitude].

PubMed

Breckwoldt, J; Lingemann, C; Wagner, P

2016-01-01

Bystander cardiopulmonary resuscitation (CPR) is the most effective intervention for out of hospital sudden cardiac arrest; therefore, basic life support (BLS) courses for lay persons have become well established in industrialized countries, often since decades. Despite this favorable situation bystander CPR rates still remain low in some countries (e.g. in Germany), indicating serious implementation problems. The quality of instruction in these courses could be one reason for low bystander CPR rates. We therefore analyzed official lay BLS courses in terms of the teaching quality in the domains of knowledge, skills and attitudes (according to Bloom's taxonomy). A total of 20 officially accredited lay BLS courses in Berlin, Germany, were analyzed by a participating observer, who remained blinded to the instructor and course participants until the end of the course. Courses were offered by German rescue organizations and private providers according to European Resuscitation Council (ERC) guidelines. Teaching quality was rated by a standardized checklist including 21 observable criteria of teaching quality for transfer of knowledge (n = 10), skills (n = 8) and attitudes (n = 3). In order to achieve comparability between items the results of each criterion were quantified by Likert scales ranging from +2 (very good) to -2 (very poor). The average score of all courses was +0.47 (SD ±0.46) for transfer of knowledge, +0.03 (SD ±0.61) for skills and -1.08 (SD ±0.73) for attitudes. In the domain of knowledge transfer, learning atmosphere and course structure were rated to be generally good, whilst marked deficits were found with respect to correctness of content. In the domain of skills the more positive ratings were given for teaching of single BLS elements (e.g. compressions and ventilation), in contrast to the training of BLS context, where e.g. realistic scenarios were only used by 3 out of 20 instructors. The domain of attitude transfer had the worst rating. Detailed ratings were -0.90 for "reducing fear of doing harm to the victim", -1.25 for "positive attribution of practical training" and -1.10 for "explaining course relevance from the learners' perspective". Within the observed BLS courses the teaching quality revealed significant deficits, especially for the transfer of positive attitudes to learners. Also, the use of meaningful realistic scenario teaching was very scarce. These findings can significantly contribute to low bystander CPR rates because transfer of learned content into practice may be hampered.

Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication.

PubMed

Fayaz, Amir; Mazahery, Azita; Hosseinzadeh, Mohammad; Yazdanpanah, Samane

2015-03-01

Advances in computer science and technology allow the instructors to use instructional multimedia programs to enhance the process of learning for dental students. The purpose of this study was to determine the effect of a new educational modality by using videotapes on the performance of dental students in preclinical course of complete denture fabrication. This quasi-experimental study was performed on 54 junior dental students in Shahid Beheshti University of Medical Sciences (SBMU). Twenty-five and 29 students were evaluated in two consecutive semesters as controls and cases, respectively for the same course. The two groups were matched in terms of "knowledge about complete denture fabrication" and "basic dental skills" using a written test and a practical exam, respectively. After the intervention, performance and clinical skills of students were assessed in 8 steps. Eventually, a post-test was carried out to find changes in knowledge and skills of students in this regard. In the two groups with the same baseline level of knowledge and skills, independent T-test showed that students in the test group had a significantly superior performance in primary impression taking (p= 0.001) and primary cast fabrication (p= 0.001). In terms of anterior teeth set up, students in the control group had a significantly better performance (p= 0.001). Instructional videotapes can aid in teaching fabrication of complete denture and are as effective as the traditional teaching system.

Higher order thinking skills: using e-portfolio in project-based learning

NASA Astrophysics Data System (ADS)

Lukitasari, M.; Handhika, J.; Murtafiah, W.

2018-03-01

The purpose of this research is to describe students' higher-order thinking skills through project-based learning using e-portfolio. The method used in this research is descriptive qualitative method. The research instruments used were test, unstructured interview, and documentation. Research subjects were students of mathematics, physics and biology education department who take the Basics Physics course. The result shows that through project-based learning using e-portfolio the students’ ability to: analyze (medium category, N-Gain 0.67), evaluate (medium category, N-Gain 0.51), and create (medium Category, N-Gain 0.44) are improved.

Teaching population health as a basic science at Harvard Medical School.

PubMed

Finkelstein, Jonathan A; McMahon, Graham T; Peters, Antoinette; Cadigan, Rebecca; Biddinger, Paul; Simon, Steven R

2008-04-01

In 2006-2007, Harvard Medical School implemented a new, required course for first-year medical and dental students entitled Clinical Epidemiology and Population Health. Conceived of as a "basic science" course, its primary goal is to allow students to develop an understanding of caring for individuals and promoting the health of populations as a continuum of strategies, all requiring the engagement of physicians. In the course's first iteration, topical content accessible to first-year students was selected to exemplify physicians' roles in addressing current threats to population health. Methodological areas included domains of clinical epidemiology, decision sciences, population-level prevention and health promotion, physicians' roles in the public health system, and population-level surveillance and intervention strategies. Large-group settings were selectively used to frame the relevance of each topic, and conceptual learning of statistical and epidemiologic methods occurred in conference groups of 24 students. Finally, tutorials of eight students and one or two faculty were used for critical reading of published studies, review of problem sets, and group discussion of population health issues. To help students appreciate the structure and function of the public health system and physicians' role in public health emergencies, the course included a role-playing exercise simulating response to an influenza pandemic. The first iteration of the course was well received, and assessment of students suggested mastery of basic skills. Preclinical courses represent a progressive step in developing a workforce of physicians who embrace their responsibility to improve the health of the population as a whole, as well as the health of the patient in front of them.

The Quantitative Methods Boot Camp: Teaching Quantitative Thinking and Computing Skills to Graduate Students in the Life Sciences

PubMed Central

Stefan, Melanie I.; Gutlerner, Johanna L.; Born, Richard T.; Springer, Michael

2015-01-01

The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a “boot camp” in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students’ engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others. PMID:25880064

The quantitative methods boot camp: teaching quantitative thinking and computing skills to graduate students in the life sciences.

PubMed

Stefan, Melanie I; Gutlerner, Johanna L; Born, Richard T; Springer, Michael

2015-04-01

The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.

Math Remediation for the College Bound: How Teachers Can Close the Gap, from the Basics through Algebra

ERIC Educational Resources Information Center

Khatri, Daryao

2011-01-01

Algebra is the language that must be mastered for any course that uses math because it is the gateway for entry into any science, technology, engineering, and mathematics (STEM) discipline. This book fosters mastery of critical math and algebraic concepts and skills essential to all of the STEM disciplines and some of the social sciences. This…

Towards Developing a Language Course for Hajj Guides in Al-Madinah Al-Munawwarah, a Needs Assessment

ERIC Educational Resources Information Center

Abdellah, Antar; Ibrahim, Mahdi

2013-01-01

Hajj guides in the second holy city in Islam deal with some million visitors and pilgrims to the holy Prophet's mosque. Although they are well trained in terms of hospitality and guidance, they seem to lack the basic communication skills in English. As most of the visitors and pilgrims resort to English as an international language, the need…

Preparing Students for Careers and College through Noncredit Enhanced Funding: Fiscal Year 2015-16

ERIC Educational Resources Information Center

California Community Colleges, Chancellor's Office, 2016

2016-01-01

The California Community Colleges serve more than 2.1 million students and is the largest system of higher education in the nation. The state's 113 colleges offer certificates and degrees to job seekers in the 21st century, provide basic skills courses in English and math and prepare students for transfer to four-year universities. This 2015-16…

Letters outside the Box: Multilingual Practices in High Schools and Academic Contexts

ERIC Educational Resources Information Center

Amono, Maria; Banchetti, Niccolò

2018-01-01

In this report, we present certain teaching activities employed at the University of Calabria and at the I.T.C. C. Mortati high school. The former were conducted within the English for Basic Academic Skills courses, the latter in the Spanish as a Foreign Language classes for students in the last two years of high school. The grammar and linguistic…

A Simple Evaluation Tool (ET-CET) Indicates Increase of Diagnostic Skills From Small Bowel Capsule Endoscopy Training Courses: A Prospective Observational European Multicenter Study.

PubMed

Albert, J G; Humbla, O; McAlindon, M E; Davison, C; Seitz, U; Fraser, C; Hagenmüller, F; Noetzel, E; Spada, C; Riccioni, M E; Barnert, J; Filmann, N; Keuchel, M

2015-10-01

Small bowel capsule endoscopy (SBCE) has become a first line diagnostic tool. Several training courses with a similar format have been established in Europe; however, data on learning curve and training in SBCE remain sparse.Between 2008 and 2011, different basic SBCE training courses were organized internationally in UK (n = 2), Italy (n = 2), Germany (n = 2), Finland (n = 1), and nationally in Germany (n = 10), applying similar 8-hour curricula with 50% lectures and 50% hands-on training. The Given PillCam System was used in 12 courses, the Olympus EndoCapsule system in 5, respectively. A simple evaluation tool for capsule endoscopy training (ET-CET) was developed using 10 short SBCE videos including relevant lesions and normal or irrelevant findings. For each video, delegates were required to record a diagnosis (achievable total score from 0 to 10) and the clinical relevance (achievable total score 0 to 10). ET-CET was performed at baseline before the course and repeated, with videos in altered order, after the course.Two hundred ninety-four delegates (79.3% physicians, 16.3% nurses, 4.4% others) were included for baseline analysis, 268 completed the final evaluation. Forty percent had no previous experience in SBCE, 33% had performed 10 or less procedures. Median scores for correct diagnosis improved from 4.0 (IQR 3) to 7.0 (IQR 3) during the courses (P < 0.001, Wilcoxon), and for correct classification of relevance of the lesions from 5.0 (IQR 3) to 7.0 (IQR 3) (P < 0.001), respectively. Improvement was not dependent on experience, profession, SBCE system, or course setting. Previous experience in SBCE was associated with higher baseline scores for correct diagnosis (P < 0.001; Kruskal-Wallis). Additionally, independent nonparametric partial correlation with experience in gastroscopy (rho 0.33) and colonoscopy (rho 0.27) was observed (P < 0.001).A simple ET-CET demonstrated significant improvement of diagnostic skills on completion of formal basic SBCE courses with hands-on training, regardless of preexisting experience, profession, and course setting. Baseline scores for correct diagnoses show a plateau after interpretation of 25 SBCE before courses, supporting this number as a compromise for credentialing. Experience in flexible endoscopy may be useful before attending an SBCE course.

Comparing the long-term retention of a physiology course for medical students with the traditional and problem-based learning.

PubMed

Pourshanazari, A A; Roohbakhsh, A; Khazaei, M; Tajadini, H

2013-03-01

The rapid improvements in medical sciences and the ever-increasing related data, however, require novel methods of instruction. One such method, which has been given less than due attention in Iran, is problem-based learning (PBL). In this study, we aimed to evaluate the impact of study skills and the PBL methods on short and long-term retention of information provided for medical students in the course of respiratory physiology and compare it with traditional learning method. In this study, 39 medical students from Medical School of Kerman University of Medical Sciences, Kerman, Iran (2006-2010) were enrolled in the study and allocated randomly in three equal groups (13 in each group). All groups underwent a pre-test to be assessed for their basic information regarding respiratory physiology. Two groups were instructed using the traditional method, and one group used PBL. Among the two groups of the traditional method, one was instructed about study skills and the other was not. Once the PBL group took the study skill workshop, they were aided by tutors for their education. In the final term test, those students who had learned study skills and were instructed with the traditional method scored higher compared to other groups (p < 0.05). However, in the 1 year (p < 0.05) and 4 year (p < 0.01) interval examinations, the PBL group achieved significantly higher scores. Despite the fact that PBL had no positive effect on the final term exam of our students, it yielded a more profound and retained understanding of the subject course. Moreover, considering the positive effect of study skills on long-term student scores, we recommend students to receive instructions regarding the appropriate study skills when initiated into universities.

The recording of student performance in the microbiology laboratory as a training, tutorial, and motivational tool.

PubMed

Lipson, Steven M; Gair, Marina

2011-01-01

The laboratory component of a microbiology course consists of exercises which mandate a level of proficiency and manual dexterity equal to and often beyond that recognized among other biology courses. Bacterial growth, maintenance, identification (e.g., Gram stain, biochemical tests, genomics), as well as the continuous need to maintain laboratory safety and sterile technique, are only a few skills/responsibilities critical to the discipline of microbiology. Performance of the Gram stain remains one of the most basic and pivotal skills that must be mastered in the microbiology laboratory. However, a number of students continually have difficulty executing the Gram stain and preparative procedures associated with the test. In order to address this issue, we incorporated real-time digital recording as a supplemental teaching aid in the microbiology laboratory. Our use of the digital movie camera in the teaching setting served to enhance interest, motivate students, and in general, improve student performance.

Training General Aviation Pilots for Convective Weather Situations.

PubMed

Blickensderfer, Elizabeth L; Lanicci, John M; Vincent, Michael J; Thomas, Robert L; Smith, MaryJo; Cruit, Jessica K

2015-10-01

Over the past 10-15 yr, considerable research has occurred for the development, testing, and fielding of real-time Datalink weather products for general aviation (GA) pilots to use before and during flight. As is the case with the implementation of most new technologies, work is needed to ensure that the users (in this case, the pilots) understand both the capabilities and limitations of the new technologies as well as how to use the new systems to improve their task performance. The purpose of this study was to replicate and extend a previous study on training pilots how and when to use these new weather technologies. This field study used a quasi-experimental design (pre- vs. post-test with a control group). There were 91 GA pilots from the Midwest, Northeastern, and Southeastern United States who participated in a 2-h short course or a control activity. The lecture-based short course covered radar basics, Next Generation Weather Radar (NEXRAD), NEXRAD specifics/limitations, thunderstorm basics, radar products, and decision making. The pilots who participated in the course earned higher knowledge test scores, improved at applying the concepts in paper-based flight scenarios, had higher self-efficacy in post-training assessments as compared to pre-training assessments, and also performed better than did control subjects on post-test knowledge and skills assessments. GA pilots lack knowledge about real-time Datalink weather technology. This study indicates that a relatively short training program was effective for fostering Datalink weather-related knowledge and skills in GA pilots.

Basic life support and external defibrillation competences after instruction and at 6 months comparing face-to-face and blended training. Randomised trial.

PubMed

Castillo, Jordi; Gallart, Aberto; Rodríguez, Encarnación; Castillo, Jorge; Gomar, Carmen

2018-06-01

The objective of this study was to compare the immediate and 6-month efficacy of basic life support (BLS) and automatic external defibrillation (AED) training using standard or blended methods. First-year students of medicine and nursing (n = 129) were randomly assigned to a control group (face-to-face training based on the European Resuscitation Council [ERC] Guidelines) or to an experimental group that trained with a self-training video, a new website, a Moodle platform, an intelligent manikin, and 45 min of instructor presence. Both groups were homogeneous and were evaluated identically. Theoretical knowledge was evaluated using a multi-choice questionnaire (MCQ). Skill performance was evaluated by the instructor's rubric and on a high-fidelity Resusci Anne QCPR manikin. Immediately after the course, there were no statistically significant differences in knowledge between the two groups. The median score of practical evaluation assessed by the instructor was significantly better in the experimental group (8.15, SD 0.93 vs 7.7, SD 1.18; P = 0.02). No differences between groups were found when using a high-fidelity manikin to evaluate chest compressions and lung inflations. At six months, the scores in knowledge and skill performance were significantly lower compared to the evaluations at the end of the instruction, but they remained still higher compared to baseline. The experimental group had higher scores in practical skills evaluated by the instructor than the control group (7.44, SD 1.85 vs 6.10, SD 2.6; P = 0.01). The blended method provides the same or even higher levels of knowledge and skills than standard instruction both immediately after the course and six months later. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Central Endocrine Glands: Intertwining Physiology and Pharmacy

PubMed Central

2007-01-01

The initial courses in didactic pharmacy curriculum are designed to provide core scientific knowledge and develop learning skills that are the basis for highly competent application and practice of pharmacy. Commonly, students interpret this scientific base as ancillary to the practice of pharmacy. Physiology courses present a natural opportunity for the instructor to introduce basic pharmaceutical principles that form the foundation of pharmacological application early in the professional curriculum. Human Physiology I is the first of a 2-course physiology sequence that pharmacy students take upon matriculating into Midwestern University College of Pharmacy-Glendale. The endocrine physiology section of this course is designed to emphasize the regulatory and compensatory nature of this system in maintaining homeostasis, but also includes aspects of basic pharmaceutical principles. In this way the dependency of physiology and pharmacy upon one another is accentuated. The lecture format and content described in this manuscript focus on the central endocrine glands and illustrates their vital role in normal body function, compensatory responses to disease states, and their components as pharmacotherapy targets. The integration of these pharmaceutical principles at the introductory level supports an environment that can alleviate any perceived disparity between science foundation and practical application in the profession of pharmacy. PMID:17998993

Increasing student confidence in technical and professional skills through project based learning

NASA Astrophysics Data System (ADS)

Robinson, Alice L.

This work focuses on developing undergraduate students' technical and professional skills through a project-based spiral curriculum in the Agricultural & Biological Engineering department at Purdue that can be implemented campus wide. Through this curriculum, Purdue engineers will be prepared for leadership roles in responding to the global technological, economic, and societal challenges of the 21st century by exposure to the relationships between engineering and its impacts on real world needs and challenges. Project-based learning uses projects as the focus of instruction and has shown increased understanding, motivation, and confidence through application of engineering principles to real-world problems. The strength of a spiral curriculum is that it continually revisits basic ideas and themes with increasing complexity and sophistication. The proposed spiral curriculum incorporates the target attributes of the Purdue Engineer of 2020 through project based courses during sophomore, junior, and senior year. These courses will build on concepts taught during first year engineering as well. The Engineer of 2020 (NAE and Purdue) target attributes include strong technical and professional skills to solve societal and technological burdens. A prototype course has been developed, taught, and evaluated during the previous two fall semesters in the sophomore level of the Biological and Food Process Engineering curriculum. The target students met 3 hours a week in a traditional lecture setting plus 2 hours a week in a project based lab setting. The control group met only 3 hours a week in a traditional lecture setting. Peer and self assessment results from student surveys show increased confidence in every area surveyed. Focus groups revealed student reactions to the course. Students enjoyed the course but felt it difficult to handle ambiguity with project work. Future work includes course revisions to the content, assessment, and pedagogy of the prototype class, development of the remaining project courses in the curriculum, and increasing graduate student instruction in the courses to gain teaching and leadership experience.

Adding Vectors across the North: Development of Laboratory Component of Distance Education Physics Course

NASA Astrophysics Data System (ADS)

Spencer, V. K.; Solie, D. J.

2010-12-01

Bush Physics for the 21st Century (BP21) is a distance education physics course offered through the Interior Aleutians Campus of the University of Alaska Fairbanks. It provides an opportunity for rural Alaskan high school and community college students, many of whom have no other access to advanced science courses, to earn university science credit. The curriculum is mathematically rigorous and includes a laboratory component to prepare students who wish to pursue science and technology careers. The laboratory component has been developed during the past 3 years. Students learn lab safety, basic laboratory technique, experiment components and group collaboration. Experiments have place-based themes and involve skills that translate to rural Alaska when possible. Preliminary data on the general effectiveness of the labs have been analyzed and used to improve the course.

The Effect of Enhanced Visualization Instruction on First Grade Students' Scores on the North Carolina Standard Course Assessment

ERIC Educational Resources Information Center

Thompson, Amber Cole

2012-01-01

Visualization was once thought to be an important skill for professions only related to engineering, but due to the realization of concurrent design and the fast pace of technology, it is now desirable in other professions as well. The importance of learning basic knowledge of geometrical concepts has a greater impact than it did prior to the 21st…

Authorized Course of Instruction for the Quinmester Program. Science: Introduction to Marine Science; Recreation and the Sea; Oceanography; Marine Ecology of South Florida, and Invertebrate Marine Biology.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

All five units, developed for the Dade County Florida Quinmester Program, included in this collection concern some aspect of marine studies. Except for "Recreation and the Sea," intended to give students basic seamanship skills and experience of other marine recreation, all units are designed for students with a background in biology or…

Creation and Assessment of an Active E-Learning Introductory Geoscience Course

NASA Astrophysics Data System (ADS)

Sit, S. M.; Brudzinski, M. R.

2014-12-01

The recent emphasis in higher education on both student engagement and online learning has encouraged us to work on the development of an active e-learning environment for our ~90 student undergraduate introductory geohazards course. To begin designing our course, we established a set of student learning outcomes (SLOs) focused on key scientific investigation skills, like analyzing data, evaluating hypotheses, and conveying information to peers. We designed these outcomes to provide students with powerful reasoning and critical thinking skills. Along with this new framework and increased student expectations, we found it beneficial to additionally establish student development outcomes (SDOs). Specifically, SDOs were constructed to address self-evaluation, student responsibility for learning, and valuing group work. Based on these new SLOs and SDOs, we developed a set of course components that engaged students in content, authentic scientific investigations, and group discussions, all within an online environment. The course includes common online learning features like video lectures and comprehension quizzes, but also uses 50% of class periods for student investigation assignments that are conducted using Google Earth and Microsoft Excel. For those assignments, students commonly utilize a short video tutorial demonstrating a new software skill and then apply that knowledge towards investigating topics such as predicting population growth in India or identifying types of volcanoes observed in Hawaii. Results from multiple semesters of teaching both a hybrid and completely online course show significant gains in the geoscience concept inventory over traditional and redesigned face-to-face courses. Additionally, student survey and evaluation data show that our online course improves on SLOs and SDOs when compared to a traditional lecture based course and achieve similar results to a redesigned face-to-face course focused on engagement. In particular, at the end of an active e-learning semester students reported a greater emphasis in analyzing and applying basic elements of a theory and contributing more to class discussions. Through this course redesign process, we have learned more about effective teaching and have worked to develop better means to inform our teaching through assessment.

The Definition of Basic Skills in Manufacturing Industries.

ERIC Educational Resources Information Center

Jones, Charles M.

1996-01-01

Survey responses from 186 of 250 trainers/human resource managers and a Delphi panel of 21 rated companies' basic skills training provisions and the importance of basic skills. Although most stated their companies provide basic skills training, results show most are reluctant to hire, train, or retain workers with low basic skills. (SK)

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

PubMed

Vogel, Daniela; Harendza, Sigrid

2016-01-01

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

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

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

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

[Strategy for educating senior dermatological residents in mycology].

PubMed

Mochizuki, Takashi; Tsuboi, Ryoji; Sei, Yoshihiro; Hiruma, Masataro; Watanabe, Shinichi; Makimura, Koichi

2012-01-01

To improve the ability of dermatologists to diagnose cutaneous mycoses, we have proposed a list of the minimum mycological knowledge and skills required by senior residents of dermatology. The list includes ability to select the most appropriate sampling method, knowledge of the basic method of potassium hydroxide (KOH) examination and skill in performing fungal cultures and identifying the most prevalent fungal species isolated from skin lesions. It is not possible for the Japanese Society of Medical Mycology to train every senior resident directly, and it is difficult for them to acquire sufficient expertise independently. Consequently, training and advice given by instructors in residents' home institutes is essential. A project of an advanced course for instructors, who are in charge of educating senior residents in their own institute, may be possible. Therefore, we have proposed here a list for instructors of the knowledge and skills required to educate senior residents. Employing this list should realize improved skill in dermatologists.

Basic Communication Course Annual. Volume 2.

ERIC Educational Resources Information Center

Hugenberg, Lawrence W., Ed.

This annual collection contains essays relating to instruction in the basic communication course, grading in the basic communication course, evaluating the basic communication course, and the "state" of the basic communication course. Papers in the collection include: "The Future of the Basic Course" (Judy C. Pearson and Paul…

Teaching medical physics to general audiences.

PubMed Central

Amador, S

1994-01-01

By judiciously selecting topics and reading materials, one can teach a full semester course on medical physics appropriate for college students not majoring in the natural sciences. This interdisciplinary field offers an opportunity to teach a great deal of basic physics at the freshman level in the context of explaining modern medical technologies such as ultrasound imaging, laser surgery, and positron emission tomography. This article describes one such course which combines lectures, outside visitors, varied readings, and laboratories to convey a select subset of physical principles and quantitative problem-solving skills. These resources are also valuable for enriching the standard freshman physics sequence for premedical students. PMID:8075355

The master in addiction medicine program in the Netherlands.

PubMed

De Jong, Cornelis; Luycks, Lonneke; Delicat, Jan-Wilm

2011-04-01

Since 2007 there is a full-time, 2-year professional training in addiction medicine in the Netherlands. The aim of this article is to describe in detail the development and present status of the Dutch Master in Addiction Medicine (MiAM) program. In this competency-based professional training, theoretical courses are integrated with learning in clinical practice under guidance of an experienced clinical teacher. The theoretical courses consist of evidence-based medicine, communication and basic psychotherapeutic skills, neurobiology of addiction, addiction medicine, addiction and psychiatry, and public health. The 7 main competencies are made ready for operation in the personal education plan and are evaluated by different styles of examination.

Effects of Blended Cardiopulmonary Resuscitation and Defibrillation E-learning on Nursing Students' Self-efficacy, Problem Solving, and Psychomotor Skills.

PubMed

Park, Ju Young; Woo, Chung Hee; Yoo, Jae Yong

2016-06-01

This study was conducted to identify the educational effects of a blended e-learning program for graduating nursing students on self-efficacy, problem solving, and psychomotor skills for core basic nursing skills. A one-group pretest/posttest quasi-experimental design was used with 79 nursing students in Korea. The subjects took a conventional 2-week lecture-based practical course, together with spending an average of 60 minutes at least twice a week during 2 weeks on the self-guided e-learning content for basic cardiopulmonary resuscitation and defibrillation using Mosby's Nursing Skills database. Self- and examiner-reported data were collected between September and November 2014 and analyzed using descriptive statistics, paired t test, and Pearson correlation. The results showed that subjects who received blended e-learning education had improved problem-solving abilities (t = 2.654) and self-efficacy for nursing practice related to cardiopulmonary resuscitation and defibrillation (t = 3.426). There was also an 80% to 90% rate of excellent postintervention performance for the majority of psychomotor skills, but the location of chest compressions, compression rate per minute, artificial respiration, and verification of patient outcome still showed low levels of performance. In conclusion, blended E-learning, which allows self-directed repetitive learning, may be more effective in enhancing nursing competencies than conventional practice education.

Impact of simulation training on Jordanian nurses' performance of basic life support skills: A pilot study.

PubMed

Toubasi, Samar; Alosta, Mohammed R; Darawad, Muhammad W; Demeh, Waddah

2015-09-01

Providing efficient basic life support (BLS) training is crucial for practicing nurses who provide direct patient care. Nevertheless, data addressing the impact of BLS courses on the skills and performance of Jordanian nurses are scarce. This study aimed to assess the effectiveness of a BLS simulation training on Jordanian nurses' skill improvement in cardiopulmonary resuscitation. A prospective quasi-experimental, single group pretest-posttest design was used to study the effect of BLS simulation; using a 9-item checklist; on the spot training; American Heart Association, on a group of Jordanian nurses. A pre-test was conducted following a CPR scenario to test the skills using 9-item checklist extrapolated from the American Heart Association guidelines. After debriefing, an interactive on spot training was provided. Later, participants undertook an unscheduled post-test after four weeks that included the same nine items. Thirty registered nurses with a mean clinical experience of 6.1years participated in the study. Comparing pre-test (M=4.6, SD=2.9, range=0 to 9) with post-test results (M=7.5, SD=1.7, range=4 to 9) showed an overall improvement in skills and BLS scores after the simulation training program (t=7.4, df=29, p<0.0001). BLS simulation training sessions are associated with significant improvement in skills and performance among Jordanian nurses. A refreshment BLS training session for nurses is highly recommended to guarantee nurses' preparedness in actual CPR scenarios. Copyright © 2015 Elsevier Ltd. All rights reserved.

[Skills lab from the surgical point of view. Experiences from the Magdeburg Medical School--The University of Magdeburg].

PubMed

Reschke, K; Werwick, K; Mersson, L; Clasen, K; Urbach, D; Haß, H J; Meyer, F

2013-10-01

For the acquisition of practical skills, the separate learning atmosphere of a skills lab(oratory) is very suitable. Numerous educational objectives of surgical teaching can be pursued using phantoms, manikins or mutual training among students prior to real practical use during clinical traineeships or internships. This article provides a compact, systematic overview of the skills lab concept, based on published aspects in selected and relatively recent topic-related references from PubMed® including our own approaches, as well as comments and experiences with regard to its further development. In particular, the Magdeburg concept to use the local skills lab MAMBA for surgical teaching within the practical training is demonstrated, which has developed step by step from a basically pure bedside teaching and which includes student tutors in practical teaching in surgery. By founding the Magdeburg educational and training center options for a practical education, in particular, in surgery were created. The great majority of students accepted the conceptual idea and it has so far been well received. As a first step several well selected topics of practical training during human medical studies were increasingly taught by students who received a didactic course of instruction which also included aspects of the educational objectives. For the future tutorials led by students are planned going beyond the teaching contents of the practical courses and can, thus, lead to a networking with educational objectives of other disciplines. There are not only curricular but also facultative courses in MAMBA which have been steadily optimized since the beginning. This Magdeburg's concept is planned to be further developed for which there is enough room for development with regard to organizational aspects (personnel and room).

Computing facilities available to final-year students at 3 UK dental schools in 1997/8: their use, and students' attitudes to information technology.

PubMed

Grigg, P; Macfarlane, T V; Shearer, A C; Jepson, N J; Stephens, C D

2001-08-01

To identify computer facilities available in 3 dental schools where 3 different approaches to the use of technology-based learning material have been adopted and assess dental students' perception of their own computer skills and their attitudes towards information technology. Multicentre cross sectional by questionnaire. All 181 dental students in their final year of study (1997-8). The overall participation rate was 80%. There were no differences between schools in the students' self assessment of their IT skills but only 1/3 regarded themselves as competent in basic skills and nearly 50% of students in all 3 schools felt that insufficient IT training had been provided to enable them to follow their course without difficulty. There were significant differences between schools in most of the other areas examined which reflect the different ways in which IT can be used to support the dental course. 1. Students value IT as an educational tool. 2. Their awareness of the relevance of a knowledge of information technology for their future careers remains generally low. 3. There is a need to provide effective instruction in IT skills for those dental students who do not acquire these during secondary education.

Redesign of students’ worksheet on basic physics experiment based on students’ scientific process skills analysis in Melde’s law

NASA Astrophysics Data System (ADS)

Nugraha, M. G.; Utari, S.; Saepuzaman, D.; Nugraha, F.

2018-05-01

Scientific process skills (SPS) are an intellectual skill to build knowledge, solve problems scientifically, train thinking skills as well as a very important part of the inquiry process and contribute to scientific literacy. Therefore, SPS is very important to be developed. This study aims to develop Student Worksheets (SW) that can trace SPS through basic physics experiments (BPE) on Melde’s law. This research uses R&D method involving 18 physics education department students who take the BPE course as a sample. The research instrument uses an SW designed with a SPS approach that have been reviewed and judged by expert, which includes observing, communicating, classifying, measuring, inferring, predicting, identifying variable, constructing hypothesis, defining variable operationally, designing experiment, acquiring and processing data to conclusions. The result of the research shows that the student’s SPS has not been trained optimally, the students’ answers are not derived from the observations and experiments conducted but derived from the initial knowledge of the students, as well as in the determination of experimental variables, inferring and hypothesis. This result is also supported by a low increase of conceptual content on Melde’s law with n-gain of 0.40. The research findings are used as the basis for the redesign of SW.

Human Brains Engaged in Rat Brains: Student-driven Neuroanatomy Research in an Introductory Biology Lab Course.

PubMed

Gardner, Stephanie M; Adedokun, Omolola A; Weaver, Gabriela C; Bartlett, Edward L

2011-01-01

Inquiry-based laboratory instruction has been shown to actively engage students in the content and skills being taught. These courses are further intended to teach students not only what is known, but also the process by which investigators come to know it. We sought to take this approach one step further and incorporate novel research questions into an inquiry-based laboratory model early in the undergraduate course of study. In this research-based introductory laboratory course, first-year students acquired basic lab skills not just for their own sake, but rather within the context of a research question of a member of the faculty. Student projects investigated potential neuroanatomical changes in animal models of dyslexia and aging and included measurements of neuron numbers and levels and distribution of neuronal proteins. Students played an active role in designing and implementing an experimental plan, explored data analysis techniques, and reflected on the results that they obtained in scholarly forms such as research papers and a departmental poster session. Student feedback on this approach has been extremely positive, and the data collected were research quality preliminary data that are being actively pursued for further study. Based on our encouraging experiences, we conclude that designing an introductory course around novel research, including some assessments modeled after scholarly practices, provides motivation and excitement for the students, instills good scientific habits, and can potentially benefit departmental research.

Spontaneous and Deliberate Dissociative Symptoms in Military Personnel: Are Such Symptoms Helpful?

DTIC Science & Technology

2013-08-01

Participants completed the Clinician-Administered Dissociative States Scale (CADSS) after a stressful mock-captivity event. They were also asked to indicate...The course consists of didactic and experiential phases. The didactic phase is classroom based: during this phase, students learn the U.S. Code of...Conduct and basic survival skills. The ex- periential phase is one that permits students to put into practice what they have learned. In this phase, they

How can Doctors Improve their Communication Skills?

PubMed Central

Kumari, Archana; Chakrawarty, Avinash

2015-01-01

The process of curing a patient requires a holistic approach which involves considerations beyond treating a disease. It warrants several skills in a doctor along with technical expertise. Studies have shown that good communication skill in a doctor improve patient’s compliance and overall satisfaction. There are certain basic principles of practicing good communication. Patient listening, empathy, and paying attention to the paraverbal and non verbal components of the communication are the important ones that are frequently neglected. Proper information about the nature, course and prognosis of the disease is important. Besides, patients and attendants should always be explained about the necessity and yield of expensive investigations and risks/benefits involved in invasive procedures. One should be extremely cautious while managing difficult encounters and breaking bad news. Formal training of the doctors in improving communication skills is necessary and has proven to improve overall outcome. The authors recommend inclusion of formal training in communication skills in medical curriculum and training of practising doctors in the form of CMEs and CPEs. PMID:25954636

Improving health literacy through adult basic education in Australia.

PubMed

Morony, Suzanne; Lamph, Emma; Muscat, Danielle; Nutbeam, Don; Dhillon, Haryana M; Shepherd, Heather; Smith, Sian; Khan, Aisha; Osborne, Julie; Meshreky, Wedyan; Luxford, Karen; Hayen, Andrew; McCaffery, Kirsten J

2017-05-25

Adults with low literacy are less empowered to take care of their health, have poorer health outcomes and higher healthcare costs. We facilitated partnerships between adult literacy teachers and community health providers to deliver a health literacy training program in adult basic education classrooms. Following course completion we interviewed 19 adult education teachers (15 delivering the health literacy program; 4 delivering standard literacy classes) and four community health providers (CHPs) about their experiences, and analysed transcripts using Framework analysis. Written feedback from eight teachers on specific course content was added to the Framework. Health literacy teachers reported a noticeable improvement in their student's health behaviours, confidence, vocabulary to communicate about health, understanding of the health system and language, literacy and numeracy skills. CHP participation was perceived by teachers and CHPs as very successful, with teachers and CHPs reporting they complemented each other's skills. The logistics of coordinating CHPs within the constraints of the adult education setting was a significant obstacle to CHP participation. This study adds to existing evidence that health is an engaging topic for adult learners, and health literacy can be successfully implemented in an adult basic learning curriculum to empower learners to better manage their health. Health workers can deliver targeted health messages in this environment, and introduce local health services. Investment in adult literacy programs teaching health content has potential both to meet the goals of adult language and literacy programs and deliver health benefit in vulnerable populations. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Family Literacy Works: Key Findings from the NFER Evaluation of the Basic Skills Agency's Demonstration Programmes

ERIC Educational Resources Information Center

Basic Skills Agency, 2006

2006-01-01

The Basic Skills Agency (formerly the Adult Literacy and Basic Skills Unit--ALBSU) is the national development agency for literacy, numeracy and related basic skills in England and Wales. This agency defines basic skills as " the ability to read, write, and speak in English and use mathematics at a level necessary to function and progress at…

Teaching climate change: A 16-year record of introducing undergraduates to the fundamentals of the climate system and its complexities

NASA Astrophysics Data System (ADS)

Winckler, G.; Pfirman, S. L.; Hays, J. D.; Schlosser, P.; Ting, M.

2011-12-01

Responding to climate change challenges in the near and far future, will require a wide range of knowledge, skills and a sense of the complexities involved. Since 1995, Columbia University and Barnard College have offered an undergraduate class that strives to provide students with some of these skills. The 'Climate System' course is a component of the three-part 'Earth Environmental Systems' series and provides the fundamentals needed for understanding the Earth's climate system and its variability. Being designed both for science majors and non-science majors, the emphasis of the course is on basic physical explanations, rather than mathematical derivations of the laws that govern the climate system. The course includes lectures, labs and discussion. Laboratory exercises primarily explore the climate system using global datasets, augmented by hands-on activities. Course materials are available for public use at http://eesc.columbia.edu/courses/ees/climate/camel_modules/ and http://ncseonline.org/climate/cms.cfm?id=3783. In this presentation we discuss the experiences, challenges and future demands of conveying the science of the Earth's Climate System and the risks facing the planet to a wide spectrum of undergraduate students, many of them without a background in the sciences. Using evaluation data we reflect how the course, the students, and the faculty have evolved over the past 16 years as the earth warmed, pressures for adaptation planning and mitigation measures increased, and public discourse became increasingly polarized.

The Evolution of Inquiry Activities in the Akamai Observatory Short Course, 2004-2009

NASA Astrophysics Data System (ADS)

Rice, E. L.; McElwain, M.; Sonnett, S.; Rafelski, M.

2010-12-01

The Akamai Observatory Short Course (AOSC) is a five-day course of activities designed to prepare college students majoring in science, technology, engineering, and mathematics (STEM) fields for internships at observatories on the Big Island of Hawai'i. The design and implementation of inquiry-based activities in the AOSC have evolved considerably over the six years of the course. The content goals have always focused on the basic understanding of light and optics necessary to understand telescopes, but the scientific process goals gradually evolved to reflect the increasingly recognized importance of engineering design skills for successful observatory internships. In 2004 the inquiry-based activities were limited to one well-established Color, Light, and Spectra activity. In subsequent years more activities were customized and expanded upon to reflect the learners' diverse academic backgrounds, the developing goals of the short course, and feedback from internship hosts. The most recent inquiry, the Design and Build a Telescope activity, engaged students in designing and building a simple telescope, emphasizing science and engineering process skills in addition to science content. This activity was influenced by the Mission Design activity, added in 2006, that incorporated the application of inquiry-based learning to the engineering design process and allowed students to draw upon their diverse prior knowledge and experience. In this paper we describe the inquiry-based activities in the AOSC in the context of its year-to-year evolution, including the conceptual and pragmatic changes to the short course that influenced the evolution.

Online Prelectures: An Alternative to Textbook Reading Assignments

NASA Astrophysics Data System (ADS)

Sadaghiani, Homeyra R.

2012-05-01

To engage students in a more meaningful discussion of course material and prompt their higher thinking skills, most instructors expect students to read the course textbook for initial exposure to the course content before class. However, as many instructors are aware, most students do not read their textbook throughout the quarter.1,2 At California State Polytechnic University, Pomona (Cal Poly Pomona) we have adopted web-based multimedia learning modules (MLMs) as prelecture assignments to help students to prepare for the class activities. The MLMs place lecture contents into the hands and control of the learners; similar to "flipped"3 or "inverted"4 classroom approaches, this method allows students to receive key course content outside of class and apply and analyze the content actively during class. In addition to initial exposure to basic principle, the MLMs provide additional worked examples that cannot be thoroughly covered in class.

Effects of obligatory training and prior training experience on attitudes towards performing basic life support: a questionnaire survey.

PubMed

Matsubara, Hiroki; Enami, Miki; Hirose, Keiko; Kamikura, Takahisa; Nishi, Taiki; Takei, Yutaka; Inaba, Hideo

2015-04-01

To determine the effect of Japanese obligatory basic life support training for new driver's license applicants on their willingness to carry out basic life support. We distributed a questionnaire to 9,807 participants of basic life support courses in authorized driving schools from May 2007 to April 2008 after the release of the 2006 Japanese guidelines. The questionnaire explored the participants' willingness to perform basic life support in four hypothetical scenarios: cardiopulmonary resuscitation on one's own initiative; compression-only cardiopulmonary resuscitation following telephone cardiopulmonary resuscitation; early emergency call; and use of an automated external defibrillator. The questionnaire was given at the beginning of the basic life support course in the first 6-month term and at the end in the second 6-month term. The 9,011 fully completed answer sheets were analyzed. The training significantly increased the proportion of respondents willing to use an automated external defibrillator and to perform cardiopulmonary resuscitation on their own initiative in those with and without prior basic life support training experience. It significantly increased the proportion of respondents willing to carry out favorable actions in all four scenarios. In multiple logistic regression analysis, basic life support training and prior training experiences within 3 years were associated with the attitude. The analysis of reasons for unwillingness suggested that the training reduced the lack of confidence in their skill but did not attenuate the lack of confidence in detection of arrest or clinical judgment to initiate a basic life support action. Obligatory basic life support training should be carried out periodically and modified to ensure that participants gain confidence in judging and detecting cardiac arrest.

Helping mothers survive bleeding after birth: an evaluation of simulation-based training in a low-resource setting.

PubMed

Nelissen, Ellen; Ersdal, Hege; Ostergaard, Doris; Mduma, Estomih; Broerse, Jacqueline; Evjen-Olsen, Bjørg; van Roosmalen, Jos; Stekelenburg, Jelle

2014-03-01

To evaluate "Helping Mothers Survive Bleeding After Birth" (HMS BAB) simulation-based training in a low-resource setting. Educational intervention study. Rural referral hospital in Northern Tanzania. Clinicians, nurse-midwives, medical attendants, and ambulance drivers involved in maternity care. In March 2012, health care workers were trained in HMS BAB, a half-day simulation-based training, using a train-the-trainer model. The training focused on basic delivery care, active management of third stage of labor, and treatment of postpartum hemorrhage, including bimanual uterine compression. Evaluation questionnaires provided information on course perception. Knowledge, skills, and confidence of facilitators and learners were tested before and after training. Four master trainers trained eight local facilitators, who subsequently trained 89 learners. After training, all facilitators passed the knowledge test, but pass rates for the skills test were low (29% pass rate for basic delivery and 0% pass rate for management of postpartum hemorrhage). Evaluation revealed that HMS BAB training was considered acceptable and feasible, although more time should be allocated for training, and teaching materials should be translated into the local language. Knowledge, skills, and confidence of learners increased significantly immediately after training. However, overall pass rates for skills tests of learners after training were low (3% pass rate for basic delivery and management of postpartum hemorrhage). The HMS BAB simulation-based training has potential to contribute to education of health care providers. We recommend a full day of training and validation of the facilitators to improve the training. © 2013 Nordic Federation of Societies of Obstetrics and Gynecology.

"On the job" learning: A bioinformatics course incorporating undergraduates in actual research projects and manuscript submissions.

PubMed

Smith, Jason T; Harris, Justine C; Lopez, Oscar J; Valverde, Laura; Borchert, Glen M

2015-01-01

The sequencing of whole genomes and the analysis of genetic information continues to fundamentally change biological and medical research. Unfortunately, the people best suited to interpret this data (biologically trained researchers) are commonly discouraged by their own perceived computational limitations. To address this, we developed a course to help alleviate this constraint. Remarkably, in addition to equipping our undergraduates with an informatic toolset, we found our course design helped prepare our students for collaborative research careers in unexpected ways. Instead of simply offering a traditional lecture- or laboratory-based course, we chose a guided inquiry method, where an instructor-selected research question is examined by students in a collaborative analysis with students contributing to experimental design, data collection, and manuscript reporting. While students learn the skills needed to conduct bioinformatic research throughout all sections of the course, importantly, students also gain experience in working as a team and develop important communication skills through working with their partner and the class as a whole, and by contributing to an original research article. Remarkably, in its first three semesters, this novel computational genetics course has generated 45 undergraduate authorships across three peer-reviewed articles. More importantly, the students that took this course acquired a positive research experience, newfound informatics technical proficiency, unprecedented familiarity with manuscript preparation, and an earned sense of achievement. Although this course deals with analyses of genetic systems, we suggest the basic concept of integrating actual research projects into a 16-week undergraduate course could be applied to numerous other research-active academic fields. © 2015 The International Union of Biochemistry and Molecular Biology.

Graduates from a traditional medical curriculum evaluate the effectiveness of their medical curriculum through interviews.

PubMed

Watmough, Simon; O'Sullivan, Helen; Taylor, David

2009-10-26

In 1996 The University of Liverpool reformed its medical course from a traditional lecture-based course to an integrated PBL curriculum. A project has been underway since 2000 to evaluate this change. Part of this project has involved gathering retrospective views on the relevance of both types of undergraduate education according to graduates. This paper focuses on the views of traditional Liverpool graduates approximately 6 years after graduation. From February 2006 to June 2006 interviews took place with 46 graduates from the last 2 cohorts to graduate from the traditional Liverpool curriculum. The graduates were generally happy with their undergraduate education although they did feel there were some flaws in their curriculum. They felt they had picked up good history and examination skills and were content with their exposure to different specialties on clinical attachments. They were also pleased with their basic science teaching as preparation for postgraduate exams, however many complained about the overload and irrelevance of many lectures in the early years of their course, particular in biochemistry. There were many different views about how they integrated this science teaching into understanding disease processes and many didn't feel it was made relevant to them at the time they learned it. Retrospectively, they felt that they hadn't been clinically well prepared for the role of working as junior doctor, particularly the practical aspects of the job nor had enough exposure to research skills. Although there was little communication skills training in their course they didn't feel they would have benefited from this training as they managed to pick up had the required skills on clinical attachments. These interviews offer a historical snapshot of the views of graduates from a traditional course before many courses were reformed. There was some conflict in the interviews about the doctors enjoying their undergraduate education but then saying that they didn't feel they received good preparation for working as a junior doctor. Although the graduates were happy with their undergraduate education these interviews do highlight some of the reasons why the traditional curriculum was reformed at Liverpool.

Private Sector Providers of Basic Skills Training in the Workplace. A Study of the General Training and Basic Skills Responses of Randomly Selected Companies Which Provide Basic Skills Training to Their Employees.

ERIC Educational Resources Information Center

Mark, Jorie Lester

A questionnaire was distributed to 1,305 companies to study the basic skills training provided. Of 62 responses, 41 companies had basic skills training programs. Respondents represented these types of companies: communications and utilities, finance and insurance, manufacturing, wholesalers, retailers, health and hospitals, and mining, and had…